Practical-Criticism

2011-01-17T20:24:00.002-06:00

Dollars, Dames and Daniels
by Jamie Cottle and Anthony Peruzzo
http://rnrproductionsonline.com/wordpress/?page_id=472

Comics used to be filled with these awesome shorts -- 5-9 pages in length, usually a twist ending, a story defined by plot, not character. The character, in this case Bob Sly, Polyspecies Integrator, is revealed a wink and a nod at a time, a brief glimpse in each story. This series belongs to the traditions of Space Cabbie (http://en.wikipedia.org/wiki/Space_Cabbie), Star Hawkins (http://en.wikipedia.org/wiki/Star_Hawkins) and more.

The art is by a fellow Minnesotan, and the book is well worth the $4 I spent at The Source (http://www.sourcecomicsandgames.com/)

2011-01-17T19:59:00.002-06:00

Comics I Refuse to Collect:

Any Marvel Comic related to the following crossovers:
Secret Invasion
Civil War
The Initiative
...because these crossovers are low-quality, in my opinion.

Any Fantastic Four book by Hickman, maybe no books by Hickman, because he's insensitive.
The Marvel 2000-era Moon Knight comics, which are bloody and violent and take something mystic and reduce it to gore.

DC:
Blackest Night
Brightest Day
Green Lantern Corps (2000s series), except for the excellent issues about the Star Sapphire, because they are bloody, bloody, bloody.

2011-01-17T19:44:00.002-06:00

Where I'm blogging lately:

rsa.cwrl.utexas.edu
The Blogora of the RSA!

Sample entries below!

Rhetors in the News

* news

Submitted by syntaxfactory on January 13, 2011 - 4:00pm

If you happen on a rhetor on the news in the next few weeks, post a link here:

Schiappa in Mpls, MN:
http://minnesota.cbslocal.com/2011/01/11/good-question-violent-talk-viol...
http://kstp.com/news/stories/S1918483.shtml?cat=1

Elsewhere?

* 12 comments

President Obama's speech in Tucson

* presidential rhetoric

Submitted by syntaxfactory on January 13, 2011 - 10:55am

http://azstarnet.com/news/local/govt-and-politics/article_e1bdb874-1eba-...

To the families of those we’ve lost; to all who called them friends; to the students of this university, the public servants gathered tonight, and the people of Tucson and Arizona: I have come here tonight as an American who, like all Americans, kneels to pray with you today, and will stand by you tomorrow.

* Add new comment
* Read more

Lyceums, etc.

* cfp
* public address

Submitted by syntaxfactory on January 11, 2011 - 5:30am

Where goes AGR goes smartness. Worth a look. --db

The Cosmopolitan Lyceum: Globalism & Lecture Culture In Nineteenth-Century America
full name / name of organization:
American Antiquarian Society
contact email:
thomas.wright:@ell.ox.ac.uk

THE COSMOPOLITAN LYCEUM: GLOBALISM & LECTURE CULTURE IN NINETEENTH-CENTURY AMERICA

An Interdisciplinary Conference
American Antiquarian Society, Worcester, Massachusetts, USA, 23-25 September 2011

Confirmed Speakers:
Thomas Augst (New York University)
Peter Gibian (McGill University)
Angela Ray (Northwestern University)

* Add new comment
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Moment of Silence

* Giffords

Submitted by syntaxfactory on January 10, 2011 - 11:25am

It feels like the Blogora should acknowledge the tragedies of the weekend. Every media or popular culture website, after all, is finding causes and reasons in the political rhetoric of our time. There may be time for that later; there may be time to rethink those assumptions, as well.

This morning, though, this post just represents a moment of silence -- a moment to reflect and to offer our respect and our condolences to all affected. --db
.

.

.

.

.

.

.

.

* Add new comment

Linked Courses

* pedagogy

Submitted by syntaxfactory on January 9, 2011 - 11:08pm

Any literature like this in Comm? --DB

...

Happy New Year, friends

Rich Haswell and I are delighted to announce the publication of Michelle LaFrance's new bibliography on linked writing courses.

http://comppile.org/search/comppile_main_search.php

* Add new comment
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Rhetorical Birthdays

* birthdays

Submitted by syntaxfactory on January 9, 2011 - 6:49am

January birtgdays: send wishes to these rhetors; pick up their work again like an old friend:

http://www.amazon.com/Deborah-Davis-Schlacks/e/B001KI0TM0

http://www.amazon.com/Paula-Gillespie/e/B001IU0GQY/ref=sr_tc_2_0?qid=129...

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevan...

http://www.amazon.com/Timothy-D.-Giles/e/B001JS4GBG/ref=sr_ntt_srch_lnk_...

http://mavdisk.mnsu.edu/colek1/Site/Research.html

* Add new comment
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rethinking the dissertation

* the profession

Submitted by syntaxfactory on January 8, 2011 - 1:17am

I think this is an awesome idea. --David

http://www.mla.org/blog&topic=134

* Add new comment
* Read more

The "Rhetoric Society's Second Purpose"

* the profession

Submitted by syntaxfactory on January 5, 2011 - 5:38am

A lot of things have changes since the 1960s. From the first issue of RSQ:

"The Rhetoric Society's second purpose will be to disseminate knowledge of rhetoric and the powers of rhetoric to those who have been previously unaware of it."

Discuss?

* 1 comment

cfp: Tokyo

* cfp

Submitted by syntaxfactory on January 3, 2011 - 12:15am

The Fourth TOKYO CONFERENCE ON ARGUMENTATION: The Role of Argumentation in Society

August 10-12, 2012
Sponsored by the Japan Debate Association (JDA)
------------------------------------Keynote Speakers------------------------------------

David Zarefsky, PhD Yoshiro Yano, PhD
Northwestern University Chuo University

CALL FOR PAPERS

* Add new comment
* Read more

Corder on Love

* argument
* love

Submitted by syntaxfactory on January 2, 2011 - 6:12am

For Slewfoot and the Islands in the Stream, from Jim Corder, "Argument as Emergence, Rhetoric as Love," and a good way to start a new year.

* 5 comments
* Read more

2010-09-15T06:56:00.000-05:00

Director of Writing Program/Professor of Rhetoric and Composition

Institution:
Haverford College

Posted:
September 14, 2010

Location:
Pennsylvania

Position Description:
Tenure Track

Website:
http://www.haverford.edu

Category:
Communications, English/ literature, Faculty/ research, and 2 more...
All Categories
close

* Communications
* English/ literature
* Faculty/ research
* Humanities
* Speech/ rhetoric

Employment Level:
Full Time

Salary:
Not specified

View all jobs from this employer Apply Now Save Job

English: Haverford College invites applications for the position of Director of the Writing Program and Professor of Rhetoric and Composition, rank open, beginning Fall, 2011. The successful candidate will assume leadership of the Writing Program and oversee the strengthening, relocation, and staffing of an expanded Writing Center whose general purpose will be to foster a vibrant culture of writing at Haverford. Responsibilities will include teaching first-year writing seminars, supervising writing fellows, coordinating first, second, and third-year writing-intensive courses within departments, and supporting senior thesis projects. Candidates must have relevant administrative experience and must have completed the Ph.D. Apply by submitting a single PDF file containing a letter of application, curriculum vitae, and a statement of research and teaching interests to hc-programdirector@haverford.edu. Three formal recommendations, submitted separately by referees, are also required. Applications received by November 19, 2010 will be given preference. Preliminary interviews will be conducted at the MLA convention in Los Angeles. Haverford is an Equal Opportunity, Affirmative Action employer, committed to excellence through diversity, and strongly encourages applications and nominations of persons of color, women, and members of other under-represented groups.

2010-09-14T22:12:00.001-05:00

for the last two years, as a service to my students, I pumped job ads up here like crazy. is that still a valuable thing to do?

Washington University in St. Louis, Department of English, Director of
the College Writing Program

We seek a new director to help develop a changing and growing writing
program. Qualifications to include a terminal degree in English or
related field (Ph.D. preferred); a demonstrated commitment to
excellence in writing and writing instruction; substantial experience
in writing program administration, in working with colleagues across
departments, and in the mentoring of young instructors. Two-course
teaching load per year, including the training seminar for new
teachers. Appointment as Professor of the Practice of Writing, a
non-tenure-track, renewable (3-5 year contract) faculty position.

Please submit a letter of application, CV, and recent writing sample
to Robert Wiltenburg, Chair of the Search Committee, Washington
University in St. Louis, Campus Box 1122, One Brookings Drive, Saint
Louis, MO 63130.* Review of applications will begin *October 15*,
2010, but the search will continue until the position is filled.
Washington University in St. Louis is an equal opportunity/affirmative
action employer. Applications from women and underrepresented
minorities are especially encouraged. Employment eligibility
verification required upon hire.

http://www.wpacouncil.org/node/2826

2010-09-04T22:21:00.001-05:00

Recent posts at the Blogora:
Follow me at: http://rsa.cwrl.utexas.edu/

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Journal for Public Deliberation

journals
Submitted by syntaxfactory on September 4, 2010 - 10:13pm

Kansas State Univ’s ICDD adopts Journal for Public Deliberation
by Sandy Heierbacher

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You Can't Win This if You Don't Apply, Either

awards
Submitted by syntaxfactory on September 3, 2010 - 11:56am

RANDY MAJOR MEMORIAL AWARD

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On the economics of college textbooks

textbooks
Submitted by syntaxfactory on September 2, 2010 - 9:52pm

On the economics of college textbooks:
http://www.insidehighered.com/blogs/digital_tweed/cars_and_college_textb...

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Budget Crises Continue

budgets
Submitted by syntaxfactory on September 2, 2010 - 9:30pm

29 Faculty to go in Mississippi

http://www.clarionledger.com/article/20100831/NEWS/8310354/USM-cuts-29-f...

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You can't win if you don't apply!

awards
Submitted by syntaxfactory on August 31, 2010 - 8:41pm

The American Society for the History of Rhetoric invites submissions for the 2010 Dissertation Award. Dissertations must have been defended between June 1, 2009 and August 31, 2010 to be eligible. Required submission materials include an abstract, table of contents, a representative chapter, and a letter of recommendation from the dissertation advisor or a committee member. Submissions will be evaluated on the following criteria:

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Disciplinarity for Rhetoric; for Writing Studies...

the profession
Submitted by syntaxfactory on August 30, 2010 - 3:07pm

In the TOC thread to the left, see the TOC of the new CCC on "the future of rhetoric and composition." Therein, Phelps and Ackerman note the success that rhetoric and composition has had at attaining some markers of disciplinarity. In summarizing their claims below, I want to ask whether this project, done on behalf of "rhetoric and composition," could/should be a goal of "rhetorical studies" as an interdisciplinary nexus of scholars in English, Speech, Classics and the other disciplines represented by the RSA.

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Harlot Journal

journals
Submitted by syntaxfactory on August 25, 2010 - 10:01pm

Online rhetoric journal Harlot just received word that it now has an ISSN number. And it's now listed in the MLA directory of periodicals.

Congratulations!

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Crowdsourcing peer review...

peer review
Submitted by syntaxfactory on August 25, 2010 - 9:59pm

http://scholarship20.blogspot.com/2010/08/nytimes-scholars-test-web-alte...

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RIP: Frank Kermode

obituaries
Submitted by syntaxfactory on August 23, 2010 - 9:32pm

Frank Kermode R.I.P.

There is no one in rhetorical studies who would not benefit from reading Kermode. At minimum, he was the first major literary/rhetorical thinker to ask: how is apocalyptic discourse transformed in the 20th century (in Sense of an Ending). --David Beard

from The Valve by Rohan Maitzen
http://www.thevalve.org/go/valve/article/frank_kermode_rip/

From The Guardian:

Widely acclaimed as Britain’s foremost literary critic, Sir Frank Kermode died yesterday in Cambridge at the age of 90.

The London Review of Books, for which the critic and scholar wrote more than 200 pieces, announced his death this morning. Kermode inspired the founding of the magazine in 1979, after writing an article in the Observer calling for a new literary magazine.

Prominent in literary criticism since the 1950s, Kermode held “virtually every endowed chair worth having in the British Isles”, according to his former colleague John Sutherland, from King Edward VII professor of English literature at Cambridge to Lord Northcliffe professor of modern English literature at University College London and professor of poetry at Harvard, along with honorary doctorates from universities around the world. He wa

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Course in Argumentation Theory

argumentation
Submitted by syntaxfactory on August 23, 2010 - 8:01pm

A regular course in argumentation theory is going on here:

http://argumentics.blogspot.com/2010/08/introducing-parascheme-and-tryin...

2010-03-21T21:30:00.001-05:00

193.

------------------------------------------------------------------
English Faculty
Carroll Community College
State/Region: MD
Posted: 03/19/10
http://www.higheredjobs.com/details.cfm?JobCode=175424628

Assistant/Associate Professor - English-Rhetoric and Writing Studies
University of Texas - El Paso
State/Region: TX
Posted: 03/19/10
http://www.higheredjobs.com/details.cfm?JobCode=175424626

Full Professor in Writing, Rhetoric and Technical Communication
James Madison University
State/Region: VA
Posted: 03/19/10
http://www.higheredjobs.com/details.cfm?JobCode=175424530

2010-03-21T12:47:00.001-05:00

192. the rhetoric major of the future...

This is what I think of when I think of the rhetoric major of the future.
http://www.ryerson.ca/artsandcontemporarystudies/prospective_students/program_overview/

Arts & Contemporary Studies

Ideas that Shaped the World

In a set of common courses in the first two years of the program, you study the great ideas that have shaped the world from ancient times to the present day. These courses are interconnected in a manner that stimulates and challenges your sense of what it means to live as an individual, a citizen and a member of a complex, multifaceted and volatile global society. You learn about the challenges and perspectives offered in the works of such divergent thinkers as Northrop Frye, Albert Einstein, Margaret Atwood, Aristotle, Leonardo da Vinci, Dionne Brand, Karl Marx, Jacques Derrida and Tomson Highway. You draw connections between such topics as literary theory, philosophy, history, religion, science and global affairs.

Skills Development

In other core courses in the first two years of the program, you develop skills that are essential in today’s workplace. You will hone your ability to read precisely and critically with a comprehensive view of language and its roots; to communicate effectively in speech and in writing; to design, implement, and evaluate research projects; to create strategies for lifelong learning; to think critically; to mediate conflict; and to work in teams.

Specialization

In the last three years of the program, you may direct your studies by selecting courses from one of eight options. Four of these options are subject-based, and four are interdisciplinary.

Subject-Based Options

* The English Option focuses on how to read a wide range of literary and cultural texts critically. Through an engagement with narratives of the past and present, you will develop an understanding of contemporary cultural production.
* The French Option gives you the opportunity to concentrate in this important linguistic and cultural field, while acquiring critical insights into the role that French and Francophone culture play at a national level and in the broader international context.
* The History Option offers not only a study of the past as a way to understand the present, but also a range of skills applicable to many jobs – those which require an understanding of research techniques, analysis and logic.
* The Philosophy Option provides you with a broad understanding of the main historical trends and contemporary developments within the discipline, while encouraging you to read and think about philosophical issues in an active and critical manner.

Interdisciplinary Options

* The Culture Studies Option examines the forms of culture and entertainment which reflect who we are and who we dream of becoming. You will examine cultural identity as it is expressed in both high culture and popular entertainment.
* The Diversity and Equity Studies Option focuses on diverse and politically charged social issues and explores the encounters of language, perspective and value that shape contemporary politics, culture and society.
* The Global Studies Option explores how people are interconnected environmentally, politically, culturally and economically on a global scale.
* The Inquiry and Invention Option explores institutions, systems and ideas as they relate to scientific discovery and technological innovation.

2010-03-10T04:29:00.002-06:00

191.

Full-Time Faculty Position: English
Northern Essex Community College
State/Region: MA
Posted: 03/09/10
http://www.higheredjobs.com/details.cfm?JobCode=175422040

Assistant Professor of English
Southwest Minnesota State University
State/Region: MN
Posted: 03/09/10
http://www.higheredjobs.com/details.cfm?JobCode=175422021

English Faculty - Developmental
West Virginia University at Parkersburg
State/Region: WV
Posted: 03/09/10
http://www.higheredjobs.com/details.cfm?JobCode=175421979

English Faculty Position
West Virginia University at Parkersburg
State/Region: WV
Posted: 03/09/10
http://www.higheredjobs.com/details.cfm?JobCode=175421973

2010-03-06T06:35:00.002-06:00

190.

What I've been up to: Blogora blogging below.

Also: I started posting job ads here for students of mine and younger friends. This may be one of the few places to list rhet/comp and rhet/comm jobs, both. Are these still valuable? Or should I cut that stuff out? Drop me an email at dbeard@d.umn.edu.

Book: Ananios of Kleitor

books rhetoric and poetic
Submitted by syntaxfactory on March 6, 2010 - 7:10am

So I am just fascinated with a book reviewed in Rain Taxi (http://www.raintaxi.com/online/2009winter/print.shtml) called _Ananios of Kleitor_ by George Economou. It's reviewed in the poetry section of that journal, but it appears to be less than 25% poetry and 75% apparatus.

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Book: Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies

Book
Submitted by syntaxfactory on March 5, 2010 - 7:10am

Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies
$40.00
SKU: 978-1-60235-135-6
Edited by Lindal Buchanan and Kathleen J. Ryan
Lauer Series in Rhetoric and Composition
Edited by Patricia Sullivan, Catherine Hobbs, Thomas Rickert, and Jennifer Bay

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Book: Humanistic Critique of Education: Teaching and Learning as Symbolic Action

books
Submitted by syntaxfactory on March 5, 2010 - 7:08am

Humanistic Critique of Education: Teaching and Learning as Symbolic Action
$30.00
SKU: 978-1-60235-157-8
Edited by Peter M. Smudde

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TOC: CSMC

journal toc
Submitted by syntaxfactory on March 5, 2010 - 7:04am

Critical Studies in Media Communication: Volume 27 Issue 1 (http://www.informaworld.com/openurl?genre=issue&issn=1529-5036&volume=27...) is now available online at informaworld (http://www.informaworld.com).

Special Issue:Space, Matter, Mediation, and the Prospects of Democracy

Original Articles

Textural Democracy, Pages 1 - 7
Authors: Donovan Conley; Greg Dickinson
DOI: 10.1080/15295030903557261

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CFP: Encyclopedia of Women

conferences and calls
Submitted by syntaxfactory on March 4, 2010 - 11:01pm

We are inviting academic editorial contributors to the Multimedia
Encyclopedia of Women in Today's World, a new print and electronic
reference that will look at women today around the world and delve into
the contexts of being female in the 21st century. Thus the scope of the
encyclopedia will focus on women's status starting in approximately 2000
and look forward.

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NCA Summer 2010 "Hope Conference" (Institute for Faculty Development), Theodore F. Sheckels

conferences faculty development
Submitted by syntaxfactory on March 4, 2010 - 10:02pm

NCA Summer 2010 "Hope Conference" (Institute for Faculty Development)
--------------------------------------------------------------------

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Post-Publication Review of Scholarship

awards publishing
Submitted by syntaxfactory on March 4, 2010 - 4:56pm

So I've been reading my own links posted to Blogora in the last few days, especially the ones about academic publishing.

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Award: Political Communication

awards
Submitted by syntaxfactory on March 4, 2010 - 1:06pm

The Political Communication Division of NCA is pleased to open nominations for its awards. We offer awards for outstanding book (published in 2008 or 2009), outstanding article (published 2008 or 2009), and outstanding dissertation (completed in 2008 or 2009). No nomination materials submitted for book, article or dissertation awards will be returned.

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CFP: The Good Life!

conferences and calls
Submitted by syntaxfactory on March 4, 2010 - 1:00pm

The Good Life
Call for papers and panels for the 33rd annual meeting of the Organization for the Study of Communication, Language and Gender Hosted by the University of South Florida, Tampa, FL Held at TradeWinds Island Resorts on St. Pete Beach, FL http://www.tradewindsresort.com (guest room rate is $129) ).
October 14-17, 2010
www.osclg.org

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CFP: Speaker and Gavel

conferences and calls
Submitted by syntaxfactory on March 4, 2010 - 12:59pm

Speaker and Gavel
A publication of Delta Sigma Rho-Tau Kappa Alpha

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2010-03-06T06:34:00.001-06:00

189. From the Blogora

Book: Ananios of Kleitor

books rhetoric and poetic
Submitted by syntaxfactory on March 6, 2010 - 7:10am

So I am just fascinated with a book reviewed in Rain Taxi (http://www.raintaxi.com/online/2009winter/print.shtml) called _Ananios of Kleitor_ by George Economou. It's reviewed in the poetry section of that journal, but it appears to be less than 25% poetry and 75% apparatus.

"Apparatus" is apparently a kind of misdirection. As I read the reviews, I was hoping for a work something like _Protagoras and Logos_ -- Ed Schiappa's masterful book which both makes sense of the fragments of Protagoras and makes sense of the ways we make sense of fragments. No work in rhetorical studies is more interesting to me, perhaps because I am completely incapable of doing it, than the work of making sense of authors from whom a thousand years of visits to archives might yield 22, instead of 21, pages of text in a no-longer spoken language. No wonder Bob Gaines made such impassioned arguments for the study of classical rhetoric as the study of “anything written using any medium that has survived complete or in fragments ... [including] original and copied writing on papyrus, wood, wax, or animal skin or writing on or in pottery, masonry, stone or metal... man-made objects of aesthetic, practical, religious or other cultural significance” (in _Viability_). When all of those texts could be collected on a single DVD-ROM, and still you'd have only scraps of someone as central as Protagoras, these claims are both important and feasible.

As Schiappa demonstrated, Protagoras became a site of projection, as various scholars saw in Protagoras what they wanted to see. Economou tells a similar story of Ananios. According to the review in TLS, "The fragmentary Ananios of Kleitor is an almost blank screen on to which others project their own fantasies, with the same rapacity that their compatriot soldiers and tourists approach the people of modern Greece... So, Ananios turns out to be an imaginary object of desire, endlessly recreated by his later readers."
(http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/the_tl...)

I felt a little ripped off, to be honest, when I discovered that there was an Ananios of Clitor, that Economou has been publishing new translations of his poems in poetry journals lately, but that the apparatus is all fake.

The scholars surveyed who engaged in reading and rereading Ananios are as fictional as the interpretations they produce. Fine enough, I guess. Oddly enough, the University of Michigan has deposited the drafts of Economou's books, which include fictionalized texts by fictionalized interpreters of the real Ananios, into the University of Michigan's Papyrology library -- giving a strange kind of epistemic status to this work of fiction.

Still, I think I want to read it. The TLS review makes clear that it is an engaging read:
"The scholarly ventriloquism and the command of details are impressive, certainly, but the fictitiousness (for example “Kythe College, Cambridge”) is too visible for any reader to be fooled into mistaking this world for ours. What it actually is, however, is harder to define: perhaps equal parts academic parody, postmodern romance and prose poem, a kind of ancient-world equivalent of Nabokov’s Pale Fire. Some sequences are uproariously funny, but others are provocative, moving or horrifying. It draws to the surface the absurdity, myopia and arrogance of academic prose and the awful conjunctures of history and scholarship; but it is also an affectionate and humane tribute to the power of poetry to lend new meanings to new readers’ lives across the ages."

It's just that, now, the book will sit on a different "to-read" list. Instead of competing with the latest scholarly monograph, it will now compete with _The Avenging Mind of Steve Ditko_, by the co-creator of Spider-Man, in the recreational pile.

I'd welcome thoughts on this kind of work: the continuing "making sense" of classical fragments in rhetorical studies... whether anyone would buy a book about fictionalized scholars dueling over the interpretation of George Campbell... I'm not sure where I'm going with this, in part because I just don't know what to make of my combined sense of disappointment in the book and yet desire to read it,

--David Beard, UM Duluth

2010-03-06T05:17:00.002-06:00

189. Assistant Professor of Humanities (Tenure Track) and Director of Writing
Ferris State University
State/Region: MI
Posted: 03/05/10
http://www.higheredjobs.com/details.cfm?JobCode=175421491

Interested individuals should submit an electronic FSU employment application, cover letter, resume, three letters of reference, and copies of college transcripts. To access the electronic applicant system click on Employment from the FSU home page, Job Postings at Ferris State University, under Job Listings click by Title, and click on Employment Opportunities.

Ferris State University is sincerely committed to being a truly diverse institution and actively seeks applications from women, minorities, and other underrepresented groups.

Summary of Position: To teach writing and rhetoric in writing and rhetoric courses, with release time to direct the Colleges newly-established Writing Center. To provide vision and direction to KCAD's Writing Center; recruit, train, and supervise student tutors; develop materials and workshops for faculty and staff to support the development of good writing campus-wide; exercise budgetary responsibility for the Writing Center and oversee the day-to-day administrative operations of the Writing Center.

Required Education: Ph.D. or M.F.A in Rhetoric/Composition, Writing, or a related field (degree must be complete by date of appointment).

Required Work Experience: 1-3 years of College-level teaching experience (part-time or full-time); writing center experience.
Application

2010-03-05T06:49:00.002-06:00

188. More Jobs:

Assistant Professor in Rhetoric
University of Georgia - Speech Communication Dept (Georgia)
(date posted: 03/05/2010)

Assistant Professor to Associate Professor (Composition and Rhetoric Specialist)
University of Guam Human Resources Office (Guam)
(date posted: 03/04/2010)

Assistant Professor of English (Writing Specialist), Department of Wri
University of Wisconsin - Superior
State/Region: WI
Posted: 03/04/10
http://www.higheredjobs.com/details.cfm?JobCode=175421303

English Chair
Heartland Community College
State/Region: IL
Posted: 03/04/10
http://www.higheredjobs.com/details.cfm?JobCode=175421193

Director, Writing Center
Suffolk University
State/Region: MA
Posted: 03/04/10
http://www.higheredjobs.com/details.cfm?JobCode=175421138

Associate Professor of English in Composition and Rhetoric
University of South Carolina (South Carolina)
(date posted: 02/17/2010)

Assistant Professor of Rhetoric and Writing Studies, Director of First-Year Writing
Western Michigan University, Department of English (Michigan)
(date posted: 02/16/2010)

Lecturer, Rhetoric
Boston University (Massachusetts)
(date posted: 02/12/2010)

Assistant Professor of English in Composition/Rhetoric
Ohio Northern University (Ohio)

2010-02-25T05:26:00.002-06:00

187. Bulk Job Ads:

Associate Professor of English in Composition and Rhetoric
University of South Carolina (South Carolina)
(date posted: 02/17/2010)

Assistant Professor of Rhetoric and Writing Studies, Director of First-Year Writing
Western Michigan University, Department of English (Michigan)
(date posted: 02/16/2010)

Lecturer, Rhetoric
Boston University (Massachusetts)
(date posted: 02/12/2010)

Assistant Professor of English in Composition/Rhetoric
Ohio Northern University (Ohio)

2010-02-22T19:57:00.001-06:00

186.

Announcement: Archival Research

announcements
Submitted by syntaxfactory on February 16, 2010 - 7:09pm

Archival research is the rave in composition studies lately. If you live in New York, consider attending these events; if not, consider contacting these researchers. Below, a list of interesting spring events & diverse panelists on archives @ New York University. Free and open to the public. http://aphdigital.org/more/discussing-the-archive/

Discussing the Archive: Ideas, Practices, Institutions
A collaboration space for the M.A. program in Archives and Public History
New York University, Spring 2010
Sponsored by the Humanities Initiative, the Departments of English, History, and Social and Cultural Analysis, the Archives and Public History Program, the Working Group on Slavery and Freedom, and the Colloquium on American Literature and Culture, New York University.

March 3rd, 6 pm
Archival Materialities
19 University Place, Great Room (1st Floor)
Tina M. Campt, Associate Professor of Women's Studies and History, Duke University.
Lisa Darms, Senior Archivist at Fales Library, NYU.
Kate Eichhorn, Assistant Professor of Culture and Media, The New School.
Meredith McGill, Associate Professor of English, Director of the Center for Cultural Analysis, Rutgers University.
Moderated by Lisa Gitelman, Associate Professor of English and Media Culture and Communication, NYU.

March 11th, 5:30 pm
Collecting and Collectivities
Location: 20 Cooper Square, 4th Floor (SCA)
Brent Hayes Edwards, Professor of English and Comparative Literature, Columbia University.
Steven G. Fullwood, Manuscripts Librarian, Schomburg Center for Research in Black Culture.
Jacqueline Goldsby, Visiting Associate Professor of English, NYU.
Nikhil Pal Singh, Associate Professor of Social and Cultural Analysis and History, NYU.
Moderated by Elizabeth McHenry, Associate Professor of English, NYU.

April 7th, 5:30 pm
Embodied Archive
Location: 20 Cooper Square, 5th Floor (Humanities Initiative)
Ann Fabian, Professor of American Studies and History, Dean of Humanities, Rutgers University.
Anne Golomb Hoffman, Professor of English, Fordham University
Deb Levine, Doctoral Candidate in Performance Studies, Instructor of Drama, NYU.
Marvin J. Taylor, Director, Fales Library and Special Collections, NYU.
Moderated by Michele Mitchell, Associate Professor of History, NYU.

April 22nd, 3:30 pm
Graduate Student Workshop with Thomas Blanton (National Security Archive)
Moderated by Peter J. Wosh, Director, Archives and Public History Program and Clinical Associate Professor of History, NYU.
Location: King Juan Carlos Center, 53 Washington Square South, Room 527

April 22nd, 5 pm
Archives and the Security State: Implications for Archival Research
Location: 20 Cooper Square, 4th Floor (SCA)
Thomas Blanton, Director of the National Security Archive, George Washington University.
Khaled Fahmy, Associate Professor of Middle Eastern Studies, NYU.
Jennifer Milligan, Associate Professor of History, Marymount Manhattan College.
Yvette Christiansë, Associate Professor of English, Fordham University.
Moderated by Jack Tchen, Director of Asian/Pacific/American Studies Program and Institute, Associate Professor of History and Individualized Learning, NYU.

All events are free and open to the public; ID required for entry into campus buildings.

syntaxfactory's blog Add new comment
Two ships in a foggy night?
Submitted by patgehrke on February 21, 2010 - 12:39pm.
I usually only lurk these pages, but I am provoked to chime in briefly here. Pardon if this is rough, but it is off-cuff.

I might offer up the proposition that comp/rhet and comm/rhet have significantly different traditions of writing their own histories -- that is to say, of being reflective upon their disciplinary traditions. This might be tied to the differences in how pedagogy and criticism are weighted as disciplinary endeavors or perhaps the sharp break from elocutionists, expressionists, etc. that helped define (the break from, that is) the grounds for the start of the ECA/NCA cadre (maybe even more than the break from English, but that is another story). In comm/rhet the 18th c. and 19th c. have not been the object of recovery-projects for disciplinary identity and disciplinary tradition to the degree or in the same way that they have in comp/rhet, at least to my eye.

That said, there is a real and durable interest among "speech comm." folks (and I know this term is archaic but I maintain its utility when discussing the history of the discipline) to do their own history, even at the very invention of this "speech" discipline (e.g. Maud May Babcock). However, I do think it is reasonably accurate (with exemptions for Bill Keith at least) to say that this tradition of writing disciplinary history in comm/rhet has been weak in deploying archival and textual evidence, relying instead upon (the exact quote escapes me but I think this is from one of the entries in the King and Kuyper volume) a combination of nostalgia, reminiscence, and amnesia.

Hogan's certainly right that public address (with rhetorical history) has a strong and impressive tradition of archival research. I do find interesting, and maybe not all would agree with me in this, that comm/rhet has a far greater interest in doing archival and historical work on practitioners of public rhetoric (esp. major figures in social movements and government office) in the 19th and 18th centuries than on theorists/scientists/philosophers/teachers of speech/communication/rhetoric during those two centuries. We are especially weak on speech pedagogy during those periods. But historians interested in the pedagogy of speech and the theorization of speech in the 18th-20th century (myself included) could probably learn a lot about archival work from their colleagues in public address and in comp/rhet.

So, long story short, Aune’s interrogative might mark the distinction, to some degree. Both disciplines have some impressive archival work, but they tend to be directed toward different objects and tasks, which I think reflects something of that continuing distinction between comp/rhet and comm/rhet on the topics of pedagogy and criticism. The fact that David’s reference to archival research can so transparently mean for him disciplinary history focused on pedagogy while at the same time mean for Hogan an elision of the archival work in public address evidences the durability of that disciplinary distinction.

Fair? Some of this might be a bit broad-stroke and certainly important exceptions can be made.

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Archival Research More Prominent in Composition Studies?
Submitted by Mike Hogan on February 20, 2010 - 8:48pm.
Wow! Forgive my astonishment, but I think Jim Aune might have been on the verge of correcting Syntaxfactory (whoever the heck that is--I hate this anonymous posting stuff)but failed to do it. So I guess I must. The fact is that archival research has been taken very seriously in the subfield of rhetorical studies in "Speech Communication" (although we haven't called it that in at least 20 years)known as public address for at least the past 75 years. And it still is (see any of the recent volumes in the Rhetoric and Public Affairs series at the Michigan State University Press, as well as the forthcoming volume from Blackwell edited by Shawn Parry-Giles and me, the Handbook of Rhetoric and Public Address). It's starting to really bother me that "spokespersons" for RSA have absolutely no knowledge of the public address tradition in "speech communication." Zaresfsky and Leff tried to educate you people, but apparently their efforts have been in vain. Jeez. I think I'll stay home this May.

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More prominent?
Submitted by syntaxfactory on February 21, 2010 - 12:10am.
Jim couldn't have been correcting my first post, which made no relative assessment of the two traditions. Did he stifle a desire to correct the second posting? Maybe. I'll offer three lines of defense:

1. My claims were about archival research analogous to the tradition of archival research in composition. There is no doubt that those kinds of pedagogical-institutional archival projects are relatively underdeveloped in speech communication, in part because the history of pedagogy, discipline and major institutions in speech-communication is underdeveloped, comparatively. The point is made easily: we know more about one man in composition (Fred Newton Scott) than we do about all "seventeen who made history" by walking out on the NCTE to form the NAATPS.

2. Do I deny the public address tradition? No way. It's as old as the hills, or at least as old as Thonssen, Baird, and the efforts to fix the texts of exemplary works in public address for criticism. Nonetheless, is it possible that sustained reflection on archival theory and methods is a recent development for both Composition and Speech-Communication? I think so.

In RPA, Davis W. Houck locates the archival turn in public address studies "from Martin Medhurst's significant call for enhanced research at the first Public Address Conference in 1988." That would make the archival turn in public address contemporary to the archival turn in composition studies. We have a seventy year tradition of archival work in rhetoric/public address, but perhaps we have a recent rethinking of methods and theory worth considering. That special issue of RPA may be evidence of that.

That argument is weak defense against your claims, Dr. Hogan. Which is why, my third defense:

3. My post says:
"I have left someone out, to be sure. (Fill in my gaps!)"
and
"Whom have I missed?"

I am grateful that you picked up the invitation to reply. You have begun to answer the question "whom have I missed?" Thanks for pointing out the handbook. Houck celebrates the MSU projects as being made possible by the archival turn -- glad to see you recognize their value.

For the interdisciplinary audience of the Blogora, please -- push the issue further! What exemplary texts using or theorizing archival research should be noted to fully represent the public address tradition? Fill in my gaps!

As for staying home in May: I hope you'll no more stay home in May than you will cease filling in the gaps in Blogora postings.

--David Beard, UM Duluth

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The rage?
Submitted by Jim Aune on February 16, 2010 - 7:51pm.
How do you mean, exactly? Researching records of how composition was taught?

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Archival inquiry
Submitted by syntaxfactory on February 17, 2010 - 9:58am.
I was a rave kid in high school. Does that explain the gaffe?

Archival inquiry has been something of interest in rhet/comp for more than a decade now. I kind of date the widespread interest from initial backlash against the histories of composition and rhetoric that were based on journal articles and textbooks; these approaches were decimated not just as incomplete but as intuitively off (as much of what happens in my classroom, at least, varies little at all with what textbook I use).

John Brereton gave us an anthology of materials that demonstrated the richness of what was available in the archives:
The origins of composition studies in the American college, 1875-1925 By John C. Brereton
This book opened the field; it's probably one of the three or four most important books I'd read as a doc student because it opened me up to the diversity of narrative possibilities in writing the history of rhetoric and composition -- the field may have been reducible to what Kitzhaber saw and what Berlin saw, but at the same time, that reduction cost us something that Brereton (and others) made visible again.

Other scholars began drafting newer, more sophisticated historical narratives based on these materials:
--The Idea of a Writing Laboratory By Neal Lerner, just out recently, is an awesome example. I met Dr. Lerner while he was in Minneapolis looking into the history of the Writing Lab there. I thought he was exhuming a corpse. I now thing he was searching for diamonds.
--Local histories: reading the archives of composition By Patricia Donahue, Gretchen Flesher Moon (in which Kathryn Fitzgerald's essay beautifully teases out some of the problems of reconstructing the history of writing instruction if all you have left, as a documentary trace, are the students papers, without a prompt or assignment.
--Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline by Barbara L'Eplattenier, Lisa Mastrangelo won awards for this kind of work.
--Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States by Jean Ferguson Carr, Stephen L. Carr, Lucille M. Schultz

While, finally, books that reflect on methods and orientations (as well as utilizing case studies) appeared.
--Working in the Archives: Practical Research Methods for Rhetoric and Composition by Assistant Professor Alexis E. Ramsey, Associate Professor Wendy B Sharer, Professor Barbara L'Eplattenier, and Professor Lisa Mastrangelo
--Beyond the archives: research as a lived process By Gesa Kirsch, Liz Rohan, Gesa E. Kirsch

I'd think that this interest in archival materials would make us rethink some of the canon-fights in rhetorical studies of 10 years ago. We were wondering whether Sor Juana de la Cruz (see Bokser) and Adrienne Rich (see Ratcliffe) fit inside the Bizzell and Herzberg narrative. "Canonoia," Schilb called it. These new approaches generate different contributions altogether -- not reworking the Platteville Normal School into B&H (Fitzgerald, above), but making a unique contribution to the history of rhetoric nonetheless.

...

I have left someone out, to be sure. (Fill in my gaps!)

Part of this, to be sure, fits into the grand tradition of archival work in literary studies -- a body of principles for research sometimes cited in this literature. So it may make sense that there is less of it in Speech-Communication research. And even if there we equal impulse, there is (arguably) more stuff to work with: universities saving masses of student papers, for example, while unable to save student speeches in the same way. Composition instruction largely uninterrupted for 200 years in American universities, while the early NCA-types wanted a clean break from the 19th century traditions of speech education (leaving, at most, 95 years of material in most cases).

But William Keith (Democracy as Discussion) and Pat Gehrke (Ethics and Politics of Speech) and Gerry Philipsen and Ron Greene and Darrin Hicks are riding a crest of archival work in Speech-Communication, to be sure. (We have yet to see our analogue to Brereton -- someone who makes not just the narrative, but the raw materials, available to the Speech Communication community. That's a shame, though maybe those books sell poorly to people who are not me.)

Whom have I missed? And why does this post feel like a Publisher's Weekly article?

David

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2010-02-22T19:55:00.001-06:00

185. From the Blogora

On the Atomization of Rhetoric: A Response

disciplinarity rhetoric
Submitted by Jim Brown on February 19, 2010 - 11:27am

In a recent collaborative blog post, Brian McNely and Christa Teston have kicked off a discussion of which I think Blogora should be a part. That discussion is one that I have touched on previously, and I’d like to offer a response to their discussion in the interest of, in their words (though, they are channeling Robert Scott), “cooperative critical inquiry.” I want to offer a three-pronged response.

In the course of that response, I will offer a gloss of their various arguments, but I would encourage you to read their entire post.

1. Rhetoric as epistemic
McNely and Teston argue that the “atomization” of rhetoric is both a blessing and a curse. That atomization means that

“rhetoric as an academic discipline and professional practices suffers from… a context-stripping particularity that reduces rhetorical practice to departments, domains, specialties, sub-disciplines, colloquialisms. And yet we simultaneously recognize that such atomization has been historically productive; atomization has fostered new approaches and understandings that, for so long, have been othered or invisible.”

But there is one more “and yet”: “And yet…atomization separates, bifurcates, siloizes.” I think most would agree that this is an accurate depiction of our inter-discipline's current situation. Steve Mailloux’s Discipilinary Identities has a good bit to say about the history of this predicament, and I think we can take it as commonplace that rhetoric is “atomized” and that the situation has its advantages and disadvantages.

However, where McNely and Teston head from here is a bit curious. For while I see rhetoric is atomized, I don’t think I think I see that atomization in the same way. Let me explain.

McNely and Teston offer a set of aphorisms in an attempt to reset this conversation, and that reset returns to Robert Scott’s argument that rhetoric is epistemic, that it is performative and not constative, that it “does not discover, it invents and produces.” They offer Scott’s work because they “these propositions are not shared within our field. There are profound disciplinary and pragmatic implications for accepting, rejecting, or ignoring these propositions.”

This is one place where I think I’d have part ways with McNely and Teston, because when I read CCC or RSQ (and maybe I should read QSJ and others more often), I don’t see many who would not accept Scott’s assertion. It may be that there are other “atoms” of rhetoric that do not take the “rhetoric as epistemic” position as commonplace, and maybe that’s where this disussion needs to head. I would need to see some evidence of McNely and Teston’s sense of the situation. The books and journals I’m thinking of don’t cite Scott, but that’s because Scott (and the textual constellation surrounding his seminal text) is assumed. So, I’m just not certain about this attempt to reset the conversation by returning to an argument that has, in many circles, been a platform (and not a point of argument) for quite some time. Then again, I am willing to admit that I am not plugged in to all of rhetoric’s “atoms” – I’m open to a discussion on this topic.

2.) “Human Agency”
Upon offering the premises from which they argue—that rhetoric is epistemic, that it is not a “mere tool” or linguistic “dressing,” that rhetoric is a worldview, that rhetoric “makes as it goes and defines its ends along the way,” that rhetoric is not a mere conduit—McNely and Teston offer this:

“These propositions neither invalidate nor ignore the role of human agency in the making of meaning. In fact, we argue that rhetoric is embodied and materially instantiated, and because of this, rhetoric is grounded in human agency. Pierre Thevenaz claims that “man acts and speaks before he knows. Or, better, it is by acting and in action that he is enabled to know” (quoted in Scott 1967). So, because rhetoric is being and knowing, because knowing and being are rhetoric (and not merely rhetoric-al), we argue that rhetoric structures, facilitates, and makes possible human agency. Human agency and rhetoric cannot be excised from one another. They are mutually constitutive.”

In this statement, I would argue that McNely and Teston’s attempt to reset the discussion has offered what I (and I think others) would see as a somewhat exclusionary discussion of rhetoric’s relationship to agency. That is, they are concerned that the field(s) of rhetoric do not share an important assumption—that rhetoric is epistemic—but in their discussion of agency they have assumed a particular theorization of rhetoric and agency. I am not arguing that there is not human agency (nobody that I know of argues this), and I am not arguing that humans don’t make things happen in the world. But I do think that reducing agency to the “human” leaves out a whole number of important questions about agency. I am not comfortable with the statement that “rhetoric is grounded in human agency,” because it would seem to suggest that other loci of agency (technologies, for instance) are some how secondary to considerations of human agency.

There is much more to say here, but I would only offer a brief example from my own research. I’m interested in how software helps to shape rhetorical situations. This means that software has agency, and it means that computer programs interact with humans in complex ways. Software doesn't dictate the rhetorical situation. Rather, it is part of a complex "media ecology." By privileging human agency, we run the risk of disregarding a complex ecology of agencies—that ecology does not obliterate human agency, but it certainly complicates it. In fact, McNely and Teston’s concern that rhetoric is considered a “mere tool” is the exact concern that I would raise here. I am not the first to argue that technology is not “mere tool,” but I am happy to repeat the argument here in the interest of complicating our notion of agency. As I see it, McNely and Teston have offered a discussion that seems too quick to put the human agent at the center of the rhetorical situation. Humans are accompanied by technologies, texts, etc—all of which have “agencies”—and this complicated situation, as I see it, is reduced to something much simpler if we focus too much on “human agency.”

3.) “Writing practices as they occur in the world”

I also have some questions about one of their concluding passages:

“Our aim is to move from the above described philosophical revival of rhetoric-as-epistemic toward constructs that support more grounded investigations of rhetoric and writing practices as they occur in the world. We want to explode contexts, to make strange, and to complicate without sacrificing the holistic nature of rhetoric. Grounded, activity- and practice-based methodologies and methods, therefore, are where we turn from here.” (emphasis in original)

I’m not quite sure what this passage is getting at. It seems that they’re putting forth an argument that certain qualitiative methods (such as grounded theory?) are their “way forward,” and I wonder how this fits with their attempt at a more inclusive (less atomized) version of rhetorical studies. Such qualitative methods are but one part of our methodological landscape, and I would hope that McNely and Teston are open to a broad range of methods. I do not study writing qualitatively, but I do study “writing practices as they occur in the world.” I’m not sure who in rhetoric and writing studies does not study writing in this way.
McNely and Teston are clearly interested in these issues, and their discussion of how new media should play a part in this conversation shows this. They argue that “text” should not be prior to “image” in rhetorical studies, and they are clearly concerned with some of the issues I raise here. However, their framing of the question of method seems to leave out certain theoretical approaches.

By way of conclusion…
My aim here is not to say that anyone is wrong. If anything, I only want to upset a bit of McNely and Teston’s set up (if I might channel Samuel Weber for a moment) in the interest of furthering discussion. McNely and Teston acknowledge that their aphoristic blog post is “deserving of refinement” and they have asked us to “consider this work as but a ‘process of interaction in a given moment.’” And it may be that I have misread their aphoristic “constitution” for rhetoric and writing studies. My hope is that they (and some Blogora readers) will set me straight if this has happened. I offer my thoughts in the interest of continuing this discussion.

Jim Brown's blog Add new comment
companion post to "On the Atomization of Rhetoric"
Submitted by Jim Brown on February 22, 2010 - 1:50pm.
Just wanted to provide a link to Christa Teston's recent companion post:

http://christateston.wordpress.com/2010/02/22/deliberative-ecologies-tec...

[Update/Correction: This is another collaborative blog post written by McNely and Teston]

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Fascinating...
Submitted by syntaxfactory on February 22, 2010 - 8:43pm.
...and yet, I feel like a guy who showed up to the game wearing a handball glove, while his partners showed up with a catcher's mitt.

It may be hard to see, once in a while, but we are a friendly bunch, and I hope McNely and Teston will move into the dialogue genre to advance their work and our community.

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the magisterial gesture
Submitted by slewfoot on February 20, 2010 - 10:38am.
I am running behind schedule and regret I don't have time to responsibly engage, however, the root "response" here is key. I very much appreciate the commentary of Dave and Jim, with whom I am in agreement.

I disagree with the fundamental moves of McNely and Teston for five reasons:

1. The conflation of ontology and rhetoric. Oh boy, where does one begin? Huge swaths of literature take up this move as a problem. Let's start with the critique of the transcendental subject? We begin with Hegel . . . .

2. The productive misreading reinvents a spare tire. In (partial) sympathy with Brummett, in the speech tradition the equivocation of how and the what led Cherwitz and Hikins to posit a new literature. As Dave suggests, to continue down this road, the philosophical particulars need to be rehearsed so we can better understand how new media makes a return novel (and productive). In what ways does this "new old" perspective differ from Cherwitz? I know the answer immediately, but still one must engage . . . .

3. The choice of metaphor. As I learn more and more about rhetoric's institutional history, I'd replace atomization with the blob. Folks would like things to be discrete, and there were many squabbles over finding differences, but "we rhetoricians" have more in common than not.

4. On not defining rhetoric. Cf. Robert L. Scott

5. Regarding four: all we have is our institutional history, which is---knock on Hayden White---rhetorical. But it's the best way to make sense of the Blob. Certainly it's my preference over ontologizing.

6. Scott's essays on epistemic rhetoric are routinely misread. As I have argued tirelessly whenever they come up in discussion, the temptation to slide into ontological claims obscures the ethical implications of his argument. The claim is not "if rhetorical practice constitutes reality, then reality is X," but rather, "if rhetorical practice is constitutive of meaningful reality, then it entails a responsibility." At the time of Scott's writing, everyone was reading +Being and Time+ and +Existentialism is a Humanism+ . . . 60s tumult. Vietnam. What was at stake in the epistemic debate--from years of personal conversation with the man---was the killing of people. Pat Gehrke argues similarly in his THE ETHICS AND POLITICS OF SPEECH. (Good read, highly recommended.)

Sorry to be the grumpus who says, "but it's more complicated than that." As I continue to wrestle with teaching the pedagogy of un-mastery or anti-mastery---and all the contradictions that necessarily come with that---I am increasingly hysteriptical of the magisterial genres.

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Is...
Submitted by syntaxfactory on February 20, 2010 - 11:22am.
...there any discipline worse at metaphors for self-understanding? "Atoms," "blobs," and of course, "size matters"?

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I'll pick this up... [edited & revised]
Submitted by syntaxfactory on February 20, 2010 - 4:29am.
...though from angles different from yours, Jim. [I've eliminated digressions about philosophy and some other stuff that enters into writing at 4:30am.]

...

Below, I respond more or less to the claims of this other blog, as they arise, based on Jim Brown’s suggestions for engagement. Their work in quotes, mine not.

“This post explores theoretical propositions that have potentially broad implications for researchers and practitioners in the field of Rhetoric and Writing Studies and related disciplinary and professional domains.”

There is much to be made right in this first paragraph: the selection of rhetoric and writing studies locates our authors on one half of an American disciplinary divide (composition and communication as the locations where rhetoric is done). We could even suggest that there is a sub-fracture between scholars who identify as "rhet/ws" differentiate from "rhet/comp" -- Ball State changed the name of its curricular emphasis to reflect that identification, I think.

Great strides are being made every day to heal this divide, to bridge this divide. But we start on one half of the map, in this polemic. When the bloggers say:

“our field fails to centrally position and explicitly theorize the epistemic and ontological nature of rhetoric when investigating and articulating how various modes of representation afford knowledge-making… Scott argues that “if truth is somehow both prior and substantial, then problems need not be worked out but only classified and disposed of.” Consequently, Scott rejects “prior and enabling truth as the epistemological basis” for rhetoric; so do we….”

…we know that this failure is true, moreso, of composition-rhetoric, perhaps, than speech-rhetoric. In speech rhetoric, the epistemic question spawned multiple articles by Scott (in which he struggled to clarify misconceptions), rejoinders by Cherwitz, Hikins and Harpine (that, I think, sometimes magnify misunderstandings), and extensions from scholars like Brummett, Bineham, and Zarefsky. Some 30 years later, scholars met and conferences and journal fora to discuss epistemic rhetoric. Relatively few scholars located in the English tradition have addressed Scott directly: Theresa Enos included Scott’s work in her anthologies of the New Rhetoric; Alan Gross addressed Scott directly in establishing a lineage for work in the rhetoric of science.

The rediscovery of RL Scott by these scholars is a heartening sign of the breakdown of the divide between these disciplines. (One of the key insights from the "epistemic" discourse, for example, is that Scott is not establishing a rhetorical epistemology; he is establishing an ethics of rhetoric by clarifying its epistemic character. That is an insight that could strengthen the case of the bloggers.)

“We argue, therefore, that rhetoric is no mere tool, the dressing or art of language. It cannot simply be just the art of persuasion…. We argue, therefore, that rhetoric is worldview; it is underlying philosophy and tacit understanding. Rhetoric makes as it goes, and defines its ends along the way. It is not circumscribed; it circumscribes. Rhetoric deploys as it is deployed.”

These claims are welcome, and they carry with them the enthusiasm that we long to see for innovative new work in rhetoric. They do, however, run the risk of rediscovery.

In ethnic studies, there is a paradigm, constantly being challenged, even as each challenge reifies the model, for relationships among ethnic communities across generations. The first generation relocates to the US. The second generation rejects the first in the name of assimilation. The third generation recovers the first. Even as these bloggers rediscover Scott, I wonder whether they have overlooked the advances of the generation between, a generation that mapped the relationship between rhetoric and ideology in interesting and exciting ways that overlap their claims.

For example, James Berlin articulated the role of rhetoric at any historical period: "A Rhetoric is a social invention," writes James Berlin. "It arises out of a time and place, a peculiar social context, establishing for a period the conditions that make a peculiar kind of communication possible, and then it is altered or replaced by another scheme" ("Rhetoric and Reality" 1). Berlin calls these changing rhetorical schemes noetic fields. He says that noetic fields have their own distinctive concepts of reality, human nature and language. A noetic field is "a closed system defining 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" (2). Berlin offers a complex rethinking of rhetoric as worldview.

Ideology is Berlin’s keyword, a symptom perhaps of the era in which he wrote. He claims that “Conceived from the perspective of rhetoric, ideology provides the language to define the subject (the self), other subjects, the material world, and the relation of all of these to each other. Ideology is thus inscribed in language practices, entering all features of our experience.”

That rhetoric “deploys as it is deployed” is a central tenet of ideological criticism, whether Berlin or Wander or even the less obviously Marxist claims like Ratcliffe’s claims that “the study of rhetoric is the study of how we use language and language uses us.” I hope that these scholars will consider these previous maps to the territory they want to explore to buttress their argument.

“Rhetoric is "a dimension of all activity rather than [...] an activity in its own right" (Brummett 1979)… These are propositions that ground our theorizing about and approaches toward understanding how meaning gets made in the overlap between modes of representation, human interaction, and everyday experiences--experiences bound by space and time. But we sense that these propositions are not shared within our field. There are profound disciplinary and pragmatic implications for accepting, rejecting, or ignoring these propositions.“

Some historical perspective, here, again. At at least one point, substantial argument was made that the Old Rhetoric (the one about which Barthes wrote his “Aide-Memoire”) should be replaced with the new semiosis. In part, this was symptomatic of the Great Genuflection to all varieties of French critical theory (a time when Burke was lauded as much for being Burke as for appearing compatible with these theories). But surely part of this was also because folks like Barthes used the rhetoric terminology so seductively when writing about semiosis (the “rhetoric of the image”).

Eventually, we gave to semiotics what was semiotics’ and to rhetoric what was rhetoric’s. This doesn’t mean we shouldn’t test the waters once in a while, as these bloggers suggest. But it should be with a sense of historical consciousness.

Why? I have an anecdotal story. One of Dr. McNely’s doctoral committee members and I were at a paper workshop together in 2004. To me, it was triply memorable. First, it was memorable because ASHR VP Janet Atwill had experimented with a new format: a longer panel format where we traded papers in advances with senior colleagues and discussed them at length (instead of 20 minutes of reciting followed by 5 minutes of talk). [Janet, this was innovative and I regret that ASHR never did it again.] The senior colleague in my session was Wayne Booth. I will never forget the feeling that Wayne Booth had read and thought critically about something I had written.

The faculty member who would later serve on Dr. McNely’s doctoral committee gave a paper arguing that there were no resources for the study of the visual in the rhetorical tradition. Dr. Booth offered a rundown of the importance of the visual in the historical tradition: in the elocutionists, in the classical discussions of ethos, even in a certain way in classical discussions of visualization as key to memory. In short, to recognize what was there (the baby) before dismissing it (the bathwater).

It’s clear: I fixate in antiquarian ways that diminish my ability to make profound contributions to the discipline, while others make sweeping generalizations to frame exciting new work. Probably, those sweeping generalizations enable innovation. But rhetoric is defined, more than any other field, by its history. Our sense of tradition has been our anxiety and our strength. Plumb that tradition, young bloggers, including the recent tradition of contact with semiotics and cultural studies.

“Atomization is crucial to the viability of studying and doing rhetoric. And yet atomization separates, bifurcates, siloizes. Atomization necessitates a particularized and specious division of multivalent, polymorphous, polycontexts. Atomization comfortably compartmentalizes—culturally, philosophically, theoretically—meaning and being. It ameliorates our need to explore through the practice of exploding contexts. It assuages our uncertainty, allows us to reduce writing to this, visual to that, performance to here, orality there. Consequently, atomization draws lines, then builds fences, then erects walls, borders, and territories. Image becomes a province, alphabetic text an imperial kingdom, orality a third-world domain, art a margin, film a continent to be conquered, digital media a competing power.”

You will find no one who agree more with you on these issues than me. Both for the productivity of atomization and the need to develop tools to bridge it.

“In the atomization of rhetoric, the visual in particular is seen from across the border, with suspicion—a potential threat. When atomized, the visual is simultaneously embraced and othered. It is not granted the capacity for meaning without the contextualization of alphabetic text, a decree of its (un)worthiness.”

I am seeing a continuity of position from teacher to student. The visual has been subject to a rich program of rhetorical research.

“Our argument proceeds from these principles. Image and alphabetic text are not atomized domains, but mutually constitutive actors in meaning making. Yet the very atomization of rhetoric, which generously gives and insidiously takes away, will not let image stand alone, even though the image is always already rhetoric.”

Here, I would point to a stack of work on the rhetoric of the image that is counter to this principle. Because I like to “shout out” to scholars I admire:
Alan Gross on the rhetoric of the image in science, in collections like Ways of Seeing, Ways of Speaking: The Integration of Rhetoric and Vision in Constructing the Real, Edited by Kristie S. Fleckenstein, Sue Hum, and Linda T. Calendrillo
Kenneth Marunowski on the rhetoric of the image on the euro and of the artistic image (derived from his own work as a painter) http://www.mnartists.org/work.do?pageIndex=17&rid=251757
And anything every written by Marguerite Helmers, perhaps the most sensitive critic of the visual image who was ever trained in rhetoric and composition. (See http://www.monmouth.edu/the_space_between/default.asp for the special issue on Burke and her article on the visual)

These scholars could be doing the work you want to announce, already, or help sharpen your claims for what must be done.

“Oral presentation skills aren't taught in Business and Professional writing courses because it's a course on "writing," not "communication."“

Here, it seems to me, our bloggers are generalizing from local curricular conditions. There are tons of BPComm courses that do both, and these are the foundational arguments for technical communication (as opposed to technical writing) majors in English departments. Can you help me see what you are up to here?

“We eschew the "of"--an indication that rhetoric is part rather than whole. We no longer need the "of" if we are to learn from our atomization and challenge ourselves toward holistic theorizing. We argue for is rather than of.
The visual is rhetoric. There should be no rhetoric of the visual.
Writing is rhetoric. There should be no rhetoric of writing.
Bodies are rhetoric. There should be no rhetoric of bodies.
The bricolage of visual~writing~bodies is not merely rhetoric-al, since being rhetoric-al pigeonholes rhetoric as a mere attribute, appendage, or add-on, rather than understanding rhetoric as the constitutive property of that polycontextual whole.”

This is a good and useful insight, one that would be enhanced by that very ideological turn I talked about earlier. To the extent that “a rhetoric” is a component of an ideology that reinstantiates that ideology, we can talk about “the rhetoric of the visual” at any given moment in time. That in no way diminishes your claim that the visual is rhetoric.

Here, we are just engaging the polysemy of the term. In Berlin’s terms, we can have a historically grounded rhetoric of the visual (just as we can in Barthes terms, though with vastly different starting points). That is rhetoric1.

That the visual is rhetoric depends on a different meaning of rhetoric -- one which might be paraphrased as “discourse” or “meaning-laden symbols” or… rhetoric2.

That we can have rhetoric1 of the visual does not contradict the claim that the visual is rhetoric2, any more than the fact that I have a glass coffee table contradicts my ownership of a Philip Glass cd.

“What we propose is that the lines upon which those fractures take place ought not be solely dependent on mode, medium, or material form.”

I feel a straw man coming on here. Current definitions of Writing Studies, by their very Latourian bent, pull all manner of inscription into play, regardless of medium or material form. And I sometimes think that the required public speaking course is all that remains of the oral in some work in Communication Studies -- the written has been assimilated into their disciplinary self-conception. There may be some local politics behind this polemic, but they are not necessarily generalizable.

“Our aim is to move from the above described philosophical revival of rhetoric-as-epistemic…”

I’m not sure you’ve revived it as Scott originally imagined it. Although I don’t know that that’s a crime. Scott always used to say that we grind the bones of previous scholars to make our bread. Your bread is promising.

“…toward constructs that support more grounded investigations of rhetoric and writing practices as they occur in the world. We want to explode contexts, to make strange, and to complicate without sacrificing the holistic nature of rhetoric. Grounded, activity- and practice-based methodologies and methods, therefore, are where we turn from here. We welcome and look forward to the ongoing conversation that will develop from this and any subsequent posts.”

I want to reply to this, but it’s more provocative than argumentative, so I’ll wait to see more. Jim has good arguments here.

Perhaps the whole piece is more provocative than argumentative, and I have responded inappropriately. I have responded like Booth did, though I am less than half his age: “there is more to read before you sweep the room clean.”

I am not trying to shut down your efforts, but to improve them by appeal to the tradition that makes our work unique.

--David Beard, UM Duluth
[edited at 7:49 am to eliminate excesses posted at 4:55 am]

» delete edit reply

2010-02-22T19:29:00.001-06:00

184.

Assistant Professor of English
Bennett College for Women
State/Region: NC
Posted: 02/19/10
http://www.higheredjobs.com/details.cfm?JobCode=175418788

Assistant Professor/Instructor of English
University of South Carolina Sumter
State/Region: SC
Posted: 02/19/10
http://www.higheredjobs.com/details.cfm?JobCode=175418724

2010-02-18T02:26:00.000-06:00

183. The English Department at the University of South Carolina invites applications for an Associate Professorship in Composition and Rhetoric. We seek colleagues with excellent research and teaching credentials to contribute to our thriving M.A. and Ph.D programs in Composition and Rhetoric, as well as to our strong undergraduate curriculum. We are especially interested in applicants who specialize in one or more of the following areas: digital rhetoric/digital literacies, professional and technical writing, writing program administration, research methodologies, assessment, composition theory, and/or composition pedagogies. Applicants must have a Ph.D in Composition and Rhetoric or a related field, a significant publication record, and an active scholarly agenda.

The University of South Carolina, the state's flagship university, is classified as an institution of "very high research activity" by the Carnegie Foundation. The application deadline is February 25, 2010, and review of applications will begin immediately. Please send a letter of application, curriculum vita, three letters of reference and a writing sample to Christy Friend, Search Committee Chair, Department of English, University of South Carolina, Columbia, SC 29208.

The University of South Carolina is an affirmative action/equal opportunity employer. Minorities and women are especially encouraged to apply. The University of South Carolina does not discriminate in educational or employment opportunities or decisions for qualified persons on the basis of race, color, religion, sex, national origin, age, disability, sexual orientation, or veteran status.

2010-02-17T08:25:00.000-06:00

182. Assistant Professor of English, Position # EOAE2009

Institution: Northeastern State University
Location: Tahlequah, OK
Category:
Faculty - Liberal Arts - English and Literature
Posted: 02/16/2010
Application Due: 04/01/2010
Type: Full Time
Northeastern State University invites applications for a full time tenure-track Assistant Professor of English within the department of Languages and Literature in the College of Liberal Arts. While based at the main campus in Tahlequah, this position will include responsibilities at the Broken Arrow campus as well.

The successful candidate will be responsible for a twelve-hour teaching load made up of a combination of undergraduate and graduate courses. The undergraduate courses are a required part of the English and the English Education degree programs. The graduate courses serve the MA in English. Faculty members should anticipate teaching online and/or blended courses as part of their regular teaching responsibilities. In addition to teaching, this faculty member will advise students, engage in service, and pursue scholarship leading to publication and presentation.

Starting Date: August 2010

A Ph.D. in English required. A generalist with expertise in composition/rhetoric and ability to teach literature is sought. Evidence of successful teaching, scholarship and service is required; evidence of ability to serve in Cherokee language and/or Cherokee Cultural Studies degree programs will strengthen the application.

Salary commensurate with qualifications and experience. Comprehensive benefits package, including retirement.

Review of applications will begin immediately and continue until position is filled. Application deadline is April 1, 2010.

Please submit a completed Employment Application Form along with a cover letter indicating position title, current resume/curriculum vitae, copies of college transcripts, and complete contact information for three professional references.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Office of Human Resources
Northeastern State University
601 North Grand Ave.
Tahlequah, OK 74464-2399
Phone: 918/456-5511 ext. 2230
Fax: 918/458-2302
Online App. Form: http://www.nsuok.edu/humanresources/pdfs/employmentapp.pdf
Email Address: albinml@nsuok.edu

2010-02-17T08:24:00.002-06:00

181. Assistant Professor of Rhetoric and Writing Studies and Director of First-Year Writing
Western Michigan University invites applications for a tenure-track position as Assistant Professor of Rhetoric and Writing Studies and Director of First-Year Writing, to begin August 2010, pending budgetary approval.

Salary: Salary competitive and commensurate with qualifications and experience, with an excellent benefits package.

Required Qualifications: Ph.D. in rhetoric and writing studies; appropriate research in the field; experience in the administration of writing programs, including experience with computer labs/digital technologies to support writing instruction; and an exemplary record of teaching.

Duties: Administer the department's First-Year Writing and Developmental English programs; teach required graduate seminars and orientation sessions, supervise and mentor teaching assistants and part-time faculty, develop program curricula, and administer course assessment; teach graduate courses in writing theory and research as well as advanced undergraduate courses in rhetoric, writing, and professional communication; engage in research/creative activity; serve on appropriate departmental committees.

Western Michigan University, located in southwest Michigan, is a vibrant, nationally recognized student-centered research institution with an enrollment of nearly 25,000. WMU delivers high-quality undergraduate instruction, has a strong graduate division, and fosters significant research activities. The Carnegie Foundation for the Advancement of Teaching has placed WMU among the 76 public institutions in the nation designated as research universities with high research activities.

Review of applications will begin immediately and continue until April 10, 2010. Applicants must visit http://www.wmich.edu/hr/careers-at-wmu.htm to apply. At the career site, applicants should upload a letter of application, a vita, and a statement of the applicant's philosophy on mentoring and administering first-year writing. Three letters of recommendation, graduate transcripts, and a non-returnable writing sample, should be sent electronically to english-search@wmich.edu or, if only accessible in hardcopy, mailed to Dr. Richard Utz, Chair, Department of English, Western Michigan University, Kalamazoo, MI 49008-5331. For information on the department, please visit: www.wmich.edu/english.

2010-02-13T06:39:00.001-06:00

180. I'm blogging at the Blogora: Go there for:

syntaxfactory's blog
Post new blog entry.

TOC: PHOTOGRAPHY AND HISTORICAL INTERPRETATION. HISTORY AND THEORY 48 (2009).

journal toc
Submitted by syntaxfactory on February 12, 2010 - 5:05pm

For colleagues in Visual Rhetoric

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Resource: Tomorrow's Professor

the profession
Submitted by syntaxfactory on February 11, 2010 - 9:47pm

"As these recent job ads illustrate, requests for teaching philosophies are common in the academic market. In fact, a survey of 457 search committee chairs in six disciplines (English, history, political science, psychology, biology, and chemistry) found that 57% requested a teaching statement at some point in a job search (Meizlish & Kaplan, in press)."

Tomorrow's Professor Msg.#998 Writing a Statement of Teaching Philosophy for the Academic Job Search can be found at:

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=998

and the entire TP Listserv is must-read.

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Call for Webtexts (CFW): Kairos

conferences and calls
Submitted by syntaxfactory on February 11, 2010 - 9:17pm

Call for Webtexts (CFW)
Spatial Praxes: Theories of Space, Place, and Pedagogy, a 2012 summer special issue of Kairos: A Journal of Rhetoric, Technology, & Pedagogy
Guest Editors: Dr. Amy Kimme Hea, Ashley J. Holmes, and Jennifer Haley-Brown

Many in our field have brought spatial rhetoric to the forefront of their
research. Most notably, Nedra Reynolds' Geographies of Writing: Inhabiting
Places and Encountering Difference (2003) reminds composition and rhetoric
scholars of the ways in which spatial relations are always rhetorical

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Award Brainstorm: 2010 RSA Book Awards

awards
Submitted by syntaxfactory on February 11, 2010 - 4:37pm

What would you nominate?

5 comments Read more

TOC: Composition Forum: Volume 21: Spring 2010

journal toc
Submitted by syntaxfactory on February 11, 2010 - 9:12am

Composition Forum started as a print journal but, I think, has really blossomed as an online journal -- certainly, its readership and its impact has swelled (swollen?) since going online. The diversity of genres it contains, as well as the quality of work, is awesome.

I can't wait to read Neal Lerner's book, reviewed in this issue.

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TOC: Quarterly Journal of Speech: Volume 96 Issue 1

journal toc
Submitted by syntaxfactory on February 11, 2010 - 7:18am

Quarterly Journal of Speech: Volume 96 Issue 1 (http://www.informaworld.com/openurl?genre=issue&issn=0033-5630&volume=96...) is now available online at informaworld (http://www.informaworld.com).

This new issue contains the following articles:

ARTICLES

“A Hedge against the Future”: The Post–Cold War Rhetoric of Nuclear Weapons Modernization, Pages 1 - 24
Author: Bryan C. Taylor
DOI: 10.1080/00335630903512721

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CFP: Persuasion and Argumentation

conferences and calls
Submitted by syntaxfactory on February 10, 2010 - 8:46pm

CFP: Persuasion and Argumentation
by fzenker

International symposium organized by the CRAL (Centre de recherches sur les arts et le langage), CNRS/EHESS, as part of a French-Mexican research project.
Paris, Ecole des Hautes Etudes en Sciences Sociales
September 7th – 9th, 2010.
Abstract Submission by February 15th (see below)

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Award Brainstorm: AFA Dissertation, Research and Service Awards

awards dissertation award
Submitted by syntaxfactory on February 10, 2010 - 10:27am

Again, what RSA-affiliated project would be eligible?

1 comment Read more

Award Brainstorm: Golden Anniversary Monograph

awards
Submitted by syntaxfactory on February 10, 2010 - 7:25am

What RSA-affiliated book or monograph should be nominated?

National Communication Association Golden Anniversary Monograph Award
DEADLINE April 1, 2010

2 comments Read more

cfp: Textual Girls

conferences and calls
Submitted by syntaxfactory on February 9, 2010 - 6:39pm

CFP-Textual Girls
full name / name of organization:
Girlhood Studies: An Interdisciplinary Journal
contact email:
jxr67@psu.edu

The lives of girls are mediated in large part by the plethora of texts that surround them. Though adults often attempt to intercede, manipulate, or otherwise circumvent these texts, still the abundance of media and materials surrounding girls leaves them both vulnerable and savvy as they engage with texts that are either meant to address them directly or not.

2010-01-28T21:47:00.000-06:00

179. Ontario Society for the Study of Argumentation (OSSA)

ARGUMENTATION: COGNITION & COMMUNITY

May 18-21, 2011

University of Windsor

Keynote speakers:

David Hitchock , Department of Philosophy,  McMaster University
Paul Thagard , Department of Philosophy , University of Waterloo
Karen Tracy, Communication Department,  University of Colorado

Submission Information

The Organizing Committee invites proposals for papers which deal with argumentation, especially as it intersects with cognition and/or community.
Abstracts prepared for blind refereeing must be submitted electronically no later than SEPTEMBER 7, 2010 to (write ‘[your last name] OSSA abstract’ in the subject line). They should be between 200 and 250 words long. Additional information on how to prepare proposals is available on the conference website, www.uwindsor.ca/ossa.

The J. Anthony Blair Prize

OSSA wishes to promote the work of graduate students and young scholars in
the field of argumentation studies. Thus we strongly encourage submissions from this group. The J. Anthony Blair Prize ($500 CDN) is awarded to the student paper presented at the Conference judged to be especially worthy of recognition. The competition is open to all students whose proposals are accepted for the Conference.

Financial Assistance for Canadian Graduate Students

Canadian graduate students who need financial assistance in order to attend should advise the Organizing Committee when they submit their proposals. For the purpose of the Conference, a graduate student is one who has not completed the graduate program by September 7, 2010. (Additional information about this prize will also be available on the website.)

Organizing Committee:  H. V. Hansen – C. W. Tindale – J. A. Blair – R. H. Johnson

University of Windsor

2010-01-28T20:07:00.001-06:00

184. TOC: College Composition and Communication

journal toc
Submitted by syntaxfactory on January 24, 2010 - 11:26pm

College Composition and Communication, Vol. 61, No. 2, December 2009

Note: Is all of this "rhetoric"? Clearly yes, and also clearly not.

I draw your attention to some articles: Glenn and Enoch on archival methods; Clary-Lemon on race and rhetoric; Peary on rhetoric and poetic in the 19th century; Whitburn on an eclectic kind of library research. From the professional angle, Bernard-Donals on unions for grad students.

The Cultural Studies symposium asks the questions:
How can a material or “ground up” perspective help clarify current discussions about the relationship of rhetoric and cultural studies?
• How can a historically informed examination of the development of
various programs help us understand the potential benefits and drawbacks
of the relationship between rhetoric and cultural studies?
• In concrete material situations (of curriculum or teaching), what
binaries or oppositions are reinforced by the slash relationship between
rhetoric/cultural studies? Which aspects are transformed in ways that
are expected or unexpected?
• How do rhetoric/cultural studies programs and collaborations allow for
a different kind of intervention in the public sphere? Or do they?
• In the classroom, what specific forms of inquiry are opened up? What
specific forms are closed down?
• What key terms facilitate and/or erase connections?

The Gold article on 19th century speaking, writing and journalism instruction may be of interest to rhetors in composition and communication.

”Eve Did No Wrong”: Effective Literacy at a Public
College for Women
In this article, I test claims made about rhetorical education for women in the late nineteenth and early twentieth centuries by examining Florida State College for Women (FSCW), one of eight public women’s colleges in the South. I recover the voices of instructors and students by looking both at the interweaving strands of literature, journalism, and speech instruction in the English curriculum and how students publicly represented themselves through writing. I argue that the rhetorical environment at FSCW created a robust climate of expression for students that complicates our understanding of the development of women’s education in speaking and writing.

...

I draw your attention to the format. Huge swaths of this journal are teaser-printed in a single page in the print edition, then fulltext online. As a result, the diversity of genres in each issue is either multiplied (if you count the online material) or winnowed (as only the fully peer-reviewed articles appear fulltext in paper). Worth discussing for its implications for scholarship.

...

College Composition and Communication, Vol. 61, No. 2
http://www.ncte.org/cccc/ccc/issues/v61-2

2010-01-28T20:06:00.001-06:00

183. cfp: Thomas R. Watson Conference: Working English in Rhetoric and Composition.

conferences and calls
Submitted by syntaxfactory on January 25, 2010 - 7:48pm

Thomas R. Watson Conference: Working English in Rhetoric and Composition. SUBMISSION DEADLINE: MARCH 1, 2010
full name / name of organization:
University of Louisville
contact email:
watson@louisville.edu
Thomas R. Watson Conference
Working English in Rhetoric and Composition:
Contexts, Commitments, Consequences
October 14-16, 2010
Louisville, KY

The eighth biennial Thomas R. Watson Conference in Rhetoric and Composition solicits proposals that examine the working of rhetoric and composition in the era of the globalization and localization of English.

•How can and do we work English (that is, employ, construct, and redesign it) in the process of learning and using it?
•How can we best make English work (that is, make it operate and function) effectively and equitably in public deliberations, cultural expressions, and educational practices?
•How do competing notions of the workings of the English language (that is, notions of its formation, apparatus, relations to other languages, and relations to the shaping of individual-collective selves and lives) affect teaching and research in rhetoric and composition?
•What different inflections of work and class are implied by these competing notions of working English?

DEADLINE FOR SUBMISSIONS: Mar 1, 2010
For more information, visit our website: http://louisville.edu/conference/watson
Email Min-Zhan Lu, conference director: watson@louisville.edu
Or call: (502) 852-1252

2010-01-28T20:05:00.001-06:00

183. cfp: Speculations: The Journal of Object Oriented Ontology

conferences and calls
Submitted by syntaxfactory on January 25, 2010 - 7:57pm

Do you read "the Rosewater Chronicles? If not, you missed the awesome discussion on the rise of the object in rhetorical studies.
http://www.joshiejuice.com/blog/?p=1386

Every student enrolled in the class discussed there should send their seminar paper here, I think:

Speculations CFP
Speculations: The Journal of Object Oriented Ontology
contact email:
speculationsjournal@gmail.com
Speculations: The Journal of Object Oriented Ontology

CALL FOR PAPERS

Speculations invites articles on topics related to object oriented philosophy, speculative realism or post-continental philosophy for its inaugural issue. Articles should not exceed 8000 words and should conform to the author’s guidelines outlined on the website. Submissions can be sent
electronically via the journal website or directly to the following e-mail address: speculationsjournal@gmail.com

Speculations is an open-access peer-reviewed journal. The deadline for submissions is February 28th 2010. Issue one is due to be published in early 2010 and will include submissions from Graham Harman, Ian Bogost and Levi Byrant.

http://www.openhumanitiesalliance.org/incubator/index.php/speculations/i...

Speculations

Our Mission: Speculations is the journal of object oriented ontology. We hope to provide a forum for the exploration of object oriented ontology, speculative realism and post-continental philosophy. Our aim is to facilitate discussion about the ongoing development of object oriented ontology and in particular to explore new directions in object oriented research. The journal is open access and peer-reviewed. The journal accepts short position papers, full length articles and book reviews.

Issue one is due to be published in early 2010 and will include submissions from Graham Harman, Ian Bogost and Levi Byrant. The deadline for Issue 1 is Feb. 28th 2010.

Inquiries and submissions can be sent to speculationsjournal@gmail.com

2010-01-28T20:04:00.002-06:00

182. cfp: 2011 Special Issue: 'Race Matters' in the Obama Era

conferences and calls
Submitted by syntaxfactory on January 26, 2010 - 12:31am

Emptying out the cfp inbox.

...

2011 Special Issue: 'Race Matters' in the Obama Era Mark P. Orbe, Guest
Editor Submission Deadline: October 28, 2010

Barack Obama's improbable journey from Illinois State Senator to
President of the United States of America has been documented through an
abundance of national and international media outlets. The historical
significance of his election is undeniable and provides a valuable
opportunity to explore the realities of race in the U.S. For instance,
some see President Obama's rise to the highest office in the land as
evidence of a 'postracial America;' others critically examine how his
election has exposed the degree to which public perceptions remain
steeped in racialized realities. Regardless of one's perspective(s),
one thing is certain: President Obama's election represents a moment in
time that begs for scholarly analysis in regards to "who we are, where
we've been, and what the emergence of a leader like Obama can tell us
about our culture, our politics, and our future" (Asim, 2009, p. 3).
Consequently, the 2011 Special Issue of Communication Studies is
dedicated to explorations of 'race matters' in the Obama era.

Authors are invited to submit manuscripts that explore how communicating
about race has been affected by President Obama's election. Potential
topics may include (but are not limited to) the following: explorations
of public perceptions, analyses of various mass media, rhetorical
analyses of public commentaries, examinations of interpersonal and
intergroup relations, studies that focus on issues of race and identity,
as well as essays focusing on teaching about race. Ultimately, the
special issue seeks to produce a volume where communication scholars can
draw from a variety of theoretical and methodological approaches to
analyze explicit and implicit messages about race and what they reveal
about current realities regarding race relations in the U.S.

The guest editor for the special issue is Mark P. Orbe, Western Michigan
University, School of Communication, Western Michigan University,
Kalamazoo, MI 49009; (269) 387-3132. All manuscripts must be prepared
in accordance to the 6th edition of the Publication Manual of the
American Psychological Association or the 15th edition of the Chicago
Style Manual, and should contain no more than 7500 total words
(including tables, references, endnotes, and appendices). An electronic
file of the manuscript, prepared for blind review as a WORD document,
and a separate file with title of the manuscript, author contact
information, brief author bio, and manuscript history (if applicable)
should be submitted to orbe@wmich.edu no later than October 28, 2010.

2010-01-28T20:04:00.001-06:00

181. TOC: Western

journal toc
Submitted by syntaxfactory on January 26, 2010 - 7:17pm

Western Journal of Communication: Volume 74 Issue 1

(http://www.informaworld.com/openurl?genre=issue&issn=1057-0314&volume=74...) is now available online at informaworld (http://www.informaworld.com).

Special Issue:RHETORIC, PRAGMATISM, AND SOCIAL JUSTICE: SPECIAL ISSUE ON RHETORICAL CRITICISM

Introduction to Special Issue, Pages 1 - 3
Author: Greg Dickinson
DOI: 10.1080/10570310903463745
Link: http://www.informaworld.com/openurl?genre=article&issn=1057-0314&volume=...

(Self-)Portrait of Prof. R.C.: A Retrospective, Pages 4 - 42
Author: Charles E. Morris III
DOI: 10.1080/10570310903463760
Link: http://www.informaworld.com/openurl?genre=article&issn=1057-0314&volume=...

What Does Pragmatic Meliorism Mean for Rhetoric?, Pages 43 - 60
Author: Scott R. Stroud
DOI: 10.1080/10570310903463737
Link: http://www.informaworld.com/openurl?genre=article&issn=1057-0314&volume=...

To Hope Till Hope Creates: A Reply to “What Does Pragmatic Meliorism Mean for Rhetoric?”, Pages 61 - 67
Author: Mark J. Porrovecchio
DOI: 10.1080/10570310903463752
Link: http://www.informaworld.com/openurl?genre=article&issn=1057-0314&volume=...

Communication, Social Justice, and Joyful Commitment, Pages 68 - 93
Author: Stephen John Hartnett
DOI: 10.1080/10570310903463778
Link: http://www.informaworld.com/openurl?genre=article&issn=1057-0314&volume=...

The Streets of Laredo: Mercurian Rhetoric and the Obama Campaign, Pages 94 - 126
Author: Peter Simonson
DOI: 10.1080/10570310903466045
Link: http://www.informaworld.com/openurl?genre=article&issn=1057-0314&volume=...

2010-01-28T20:02:00.000-06:00

180. TOC: Southern

journal toc
Submitted by syntaxfactory on January 26, 2010 - 7:22pm

Rhetoricians trained in composition may not realize that some of the most interesting work in speech-rhetoric happens in what are called "regionals" -- the journals of the regional communication associations (southern, eastern, western, central), each of which publishes one or more journals. They function typically, although not always, as microcosms of the interests of their membership -- meaning, not every journal has a high quantity of rhetoric articles.

But if you are looking for the bleeding edge, this is sometimes where to find it.

--David Beard, UM Duluth
...

Southern Communication Journal: Volume 75 Issue 1
(http://www.informaworld.com/openurl?genre=issue&issn=1041-794x&volume=75...) is now available online at informaworld (http://www.informaworld.com).

Cinematic Genetics: GATTACA, Essentially Yours , and the Rhetoric of Genetic Determinism, Pages 1 - 16
Author: Ron Von Burg
DOI: 10.1080/10417940902896839
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

Neo-Christ: Jesus, The Matrix , and Secondary Allegory as a Rhetorical Form, Pages 17 - 34
Author: Mike Milford
DOI: 10.1080/10417940902780686
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

Negotiating a “Questionable” Identity: Commuter Wives and Social Networks, Pages 35 - 56
Author: Karla Mason Bergen
DOI: 10.1080/10417940902951816
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

Apologizing for the Past for a Better Future: Collective Apologies in the United States, Australia, and Canada, Pages 57 - 75
Author: Jason A. Edwards
DOI: 10.1080/10417940902802605
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

I Love the 80s : The Pleasures of a Postmodern History, Pages 76 - 93
Author: Charles Soukup
DOI: 10.1080/10417940902741514
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

Review Essay: Davis Houck, Editor

Rethinking the First World War, Pages 94 - 116
Author: Carole Blair
DOI: 10.1080/10417940903485285
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

Book Reviews: Davis Houck, Editor

A Review of: “David Domke and Kevin Coe, The God Strategy: How Religion Became a Political Weapon in America Ilan Ziv (writer, director and producer) and Serge Gordey (co-producer), Jesus Politics: The Bible and The Ballot. DVD.”, Pages 117 - 120
Author: Martin J. Medhurst
DOI: 10.1080/10417940903487489
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

A Review of: “Deborah F. Atwater, African American Women's Rhetoric: The Search for Dignity, Personhood, and Honor”, Pages 120 - 122
Author: Jeffrey B. Kurtz
DOI: 10.1080/10417940903487497
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

A Review of: “Thomas S. Frentz, Trickster in Tweed: My Quest for Quality in Faculty Life Leah Vande Berg and Nick C. Trujillo, Cancer and Death: A Love Story in Two Voices”, Pages 123 - 125
Author: Deborah Walker
DOI: 10.1080/10417940903487505
Link: http://www.informaworld.com/openurl?genre=article&issn=1041-794x&volume=...

2010-01-28T20:00:00.000-06:00

179.
CFP & TOC: Praxis

conferences and calls journal toc
Submitted by syntaxfactory on January 28, 2010 - 10:11am

A journal that encourages faculty, grad student, and even undergraduate co/authorship across its genres. As the proudly note, they are also indexed in the MLA. Thanks to UT for supporting this resource.

CFP:
Twice a year Praxis: A Writing Center Journal publishes articles on writing center news, opinions, consulting, and training. The Praxis editorial board invites article submissions and article proposals from writing center consultants and administrators. We especially encourage writers to submit articles related to an upcoming issue’s theme (listed below). Responses to the previous issues' articles are also welcome. In addition, we welcome book reviews on subjects pertinent to writing center work. Since Praxis represents the collaboration of writing center practitioners across the country and the globe, consultants and administrators are also invited to suggest future issue themes and article ideas.

Manuscripts
Recommended article length is 1000 to 2000 words. Articles should conform to current MLA style (7th edition). Send submissions as a Word document e-mail attachment to Patricia Burns and Brooke Hunter at praxis@uwc.utexas.edu. Also include the writer’s name, e-mail address, phone number, and affiliation. Because Praxis is a Web-based journal, please do not send paper; we do not have the resources to transcribe printed manuscripts. Images should be formatted as jpeg files and sent as attachments.

TOC:
http://projects.uwc.utexas.edu/praxis/

Professionalization and the Writing Center
The Future of WPA Professionalization: A 2007 Survey
by Jonikka Charlton, University of Texas-Pan America
PhD specialization in writing-center and writing-program careers

The Writing Center and Professionalization: Preparing Teachers for Administrative Responsibilities
by Tiffany Bourelle, University of Montana Western
Work in a university writing center prepares instructors for later administrative duties

Engaging Peer Tutors in Voicing Insights from the Tutorial Process
Julian Brasington and Wendy Smeets, Liverpool Hope University
The place of the peer tutor in the British educational system

From Peer Tutors to Writing Center Colleagues: The Potential of Writing Center Internships
by Naomi Silver, Carrie Luke, Lindsey Nieman, and Nicole Premo, University of Michigan
Internships and investment in the writing center

Tutors Teaching Directors about Professionalism
by Claire Lutkewitte, Nova Southeastern University
Tutors and staff members as valuable resources

A Writer, an Editor, an Instructor, and an Alumna Walk into the Writing Center...
by Jennifer Jefferson, Amy Cohn, Ellen Goldstein, Chris Wallis, and Lindsey Campbell, Endicott College
Real-world professional experience in the writing center

Kairotic Moments in the Writing Center
by Tim Taylor, Nia Klein, Kristi McDuffie, Fern Kory, Devin Black, and Serena Heath, Eastern Illinois University
Making the most of proper timing in a consultation

Columns
From the Editors: Professionalization and the Writing Center
Praxis takes on Professionalization and the Writing Center

Professional Development at the UWC: Three Personal Experiences
by Alanna Bitzel, Stephanie Odom, and Andrea Saathoff, University of Texas at Austin
The intersection between various fields of study and leadership

The Merciless Grammarian
The Merciless Grammarian spews his wrath on nasty problems of grammar, mechanics, and style

Consulting
Bringing ‘Abnormal’ Discourse into the Classroom
by Virginia Tucker, Christopher Newport University
Michel Foucault and student discourse

Finding a Good Topic is Hard These Days
by Kelly Kamp, Western Kentucky University
Conducting effective brainstorming consultations

Featured Center: University of Denver Writing Center
Praxis visits the University of Denver Writing Center

Consultant Spotlight
Praxis interviews Sydney Boyd, an English and applied music major and a writing consultant at University of Idaho

Training
An Interview with Ben Rafoth on Writing Center Research, Dissertations, and Job Opportunities
by Rebecca Day Babcock, University of Texas of the Permian Basin
Ben Rafoth discusses current trends in the writing center field

Professionalizing the Everyday
by R. Evon Hawkins, University of Southern Indiana
A Review of The Everyday Writing Center: A Community of Practice

Mentoring Students with Special Circumstances
by Dr Katerina Koutsantoni, King’s College London
Connecting the personal and the professional

News & Announcements
CFP: Spring 2010 Issue of Praxis
CFP: Spring 2010 Issue of Praxis: Professionalization and the Writing Center, Part II

Praxis to be in MLA Bibliography Database!
Praxis: A Writing Center Journal has been invited to the MLA database

2010 MAWCA Conference Announcement
Individuals Shaping Writing Centers - Writing Centers Shaping Individuals

2010-01-25T00:54:00.002-06:00

178. TOC College English, Vol. 72, No. 3, January 2010
http://www.ncte.org/journals/ce/issues/v72-3

Lone Wolf or Leader of the Pack?: Rethinking the Grand Narrative of Fred Newton Scott
Lisa Mastrangelo

Chaucer’s Haunted Aesthetics: Mimesis and Trauma in Troilus and Criseyde
Patricia Clare Ingham

Reconsiderations: We Got the Wrong Gal: Rethinking the “Bad” Academic Writing of Judith Butler
Cathy Birkenstein

Opinion: Writing for the Public
Mike Rose

Review: Is This Where You Live? English and the University under the Lens
Thomas Rickert

...

I wouldn't understand the Chaucer or the Butler critiques if I had (a) all day to read them and (b) Tim Machan on my left and Joshua Gunn on my right to ask for help. But the reclamation of Butler looks important to me.

But the piece on Fred Newton Scott manages to be a contribution both to the history and the historiography of rhetoric. And for those in Communication uninterested in Scott, there are digressions on Lane Cooper, for example, that are fascinating.

The Rickert review essay is important reading for questions of the profession and university, for both Comp and Comm (though admittedly there is a Comp bias). (And thanks to Rickert to calling out the recycling of the essay which claims that rhetoric/composition, by choosing to become a managerial field instead of an intellectual field, calls the storm down upon itself within the university.)

Finally, I paste John Schilb's editor's intro below, because it is useful.

...

College English has featured many articles about teaching composition to un-
dergraduates. Often, though, it has probed as well our own scholarly writing,
considering why and how we might need to alter our rhetorical moves. The
topic of our discipline’s typical discourse engages three of this issue’s contribu-
tors. Lisa Mastrangelo calls for historians of composition and rhetoric to abandon
“hero” narratives; Cathy Birkenstein traces and defends Judith Butler’s use of classic
argument; and Mike Rose explains how to make our prose more accessible to the
public. Given their focus, I’m newly aware that not all CE readers know the criteria
for judging the journal’s submissions. When the staff and I read a manuscript, we
decide first whether it merits external review. We grapple with a specific set of ques-
tions, which we then pose formally to the referees if we do send the manuscript out:

1. Why do you believe that this subject will or will not interest many readers of College
English? Why do you believe or doubt that nonspecialists would find this article acces-
sible?

2. To what extent has previous scholarship on the subject been acknowledged? What ad-
ditions or deletions, if any, would you recommend?

3. What significant ideas does this article add to what we generally know about this subject?
Why do you think future writers on this subject are or are not likely to cite this article?

4. How effective are the style and organization of this article?

5. Which of these actions do you recommend: accept, reject, or revise and resubmit?

Of course, readers of the same text may give different answers. In fact, rarely do their
minds utterly meet. (Sigh.) Still, whether the reviews coincide or diverge, I try to
help the author productively synthesize them. Meanwhile, articles like Mastrangelo’s,
Birkenstein’s, and Rose’s serve as a reminder that the current writing practices of
our discipline—and the standards for judging these—shouldn’t just be fetishized.
Both deserve careful reflection by us all.

2010-01-25T00:54:00.001-06:00

177. TOC: Cultural Studies <-> Critical Methodologies
Contents: December 2009, Volume 9, No. 6
http://csc.sagepub.com/content/vol9/issue6/

Norman K. Denzin
"After Bush"
Cultural Studies <=> Critical Methodologies 2009 9: 703-706. [Abstract] [PDF] [References] [Request Permission]

Douglas Kellner
Media Spectacle and the 2008 Presidential Election
Cultural Studies <=> Critical Methodologies 2009 9: 707-716. [Abstract] [PDF] [References] [Request Permission]

Jack Bratich
What’s Left? On Turning Backs and Facing Facts
Cultural Studies <=> Critical Methodologies 2009 9: 717-720. [Abstract] [PDF] [Request Permission]

Carolyn Ellis
At Home with "Real Americans": Communicating Across the Urban/Rural and Black/White Divides in the 2008 Presidential Election
Cultural Studies <=> Critical Methodologies 2009 9: 721-733. [Abstract] [PDF] [References] [Request Permission]

Arthur P. Bochner
Transfer of Power
Cultural Studies <=> Critical Methodologies 2009 9: 734-740. [PDF] [References] [Request Permission]

Michael D. Giardina
Toward a Politics of Hope: Performing Political Reality in the Age of Obama
Cultural Studies <=> Critical Methodologies 2009 9: 741-763. [Abstract] [PDF] [References] [Request Permission]

Mary E. Weems
W: A Legacy of Shame
Cultural Studies <=> Critical Methodologies 2009 9: 764-767. [Abstract] [PDF] [Request Permission]

Gaile S. Cannella
"Change" in a Post-Bush Era: Revolution or Maintaining the Neoliberal Legacy
Cultural Studies <=> Critical Methodologies 2009 9: 768-771. [Abstract] [PDF] [References] [Request Permission]

Henry A. Giroux and Kenneth Saltman
Obama’s Betrayal of Public Education? Arne Duncan and the Corporate Model of Schooling
Cultural Studies <=> Critical Methodologies 2009 9: 772-779. [Abstract] [PDF] [References] [Request Permission]

Stephen John Hartnett
"An Ugly and Sickening Business," or, the Bush "Legacy" and the Decimation of Iraq
Cultural Studies <=> Critical Methodologies 2009 9: 780-786. [Abstract] [PDF] [References] [Request Permission]

Christopher D. Stonebanks
Secret Muslims
Cultural Studies <=> Critical Methodologies 2009 9: 787-792. [Abstract] [PDF] [References] [Request Permission]

Luis Miron
Ending a Nightmare, Beginning a Dream: Reflections on the Outcomes of the Election
Cultural Studies <=> Critical Methodologies 2009 9: 793-795. [Abstract] [PDF] [References] [Request Permission]

Grant Kien
An Actor Network Theory Translation of the Bush Legacy and the Obama Collectif
Cultural Studies <=> Critical Methodologies 2009 9: 796-802. [Abstract] [PDF] [References] [Request Permission]

Peter McLaren
Rehearsing Disaster’s Rehearsal: The Election and Its Aftermath in Obamerica
Cultural Studies <=> Critical Methodologies 2009 9: 803-815. [Abstract] [PDF] [References] [Request Permission]

Stephen R. Barnard and Jesse P. Van Gerven
A People’s Method(ology) A Dialogical Approach
Cultural Studies <=> Critical Methodologies 2009 9: 816-831. [Abstract] [PDF] [References] [Request Permission]
...

So, is this rhetoric? "Political Communication"? "Media Studies of Political Rhetoric?" "Cultural Studies of Political Communication?"

Some of my favorite rhetoricians are deeply embedded in cultural studies and critical theory. But does that mean that a journal like CS<->CM is germane to readers of the Blogora?

2010-01-25T00:53:00.000-06:00

176. Writing Center Journal

journals
Submitted by syntaxfactory on January 18, 2010 - 8:39am

Just announced at the IWCA Blog:

The Writing Centers Research Project, which contains a print archive of writing center related materials, an online archive of the Writing Center Journal, an oral history archive, and national survey data on writing center operations and staff, is now located at the University of Arkansas Little Rock. The WCRP’s new website is http://casebuilder.rhet.ualr.edu/wcrp/ . Writing Center Journal is now fully searchable from the WCRP’s new site, and the online archive is once again available.

2010-01-25T00:51:00.001-06:00

175. TOC

College Composition and Communication, Vol. 61, No. 2, December 2009

Note: Is all of this "rhetoric"? Clearly yes, and also clearly not.

I draw your attention to some articles: Glenn and Enoch on archival methods; Clary-Lemon on race and rhetoric; Peary on rhetoric and poetic in the 19th century; Whitburn on an eclectic kind of library research. From the professional angle, Bernard-Donals on unions for grad students.

The Cultural Studies symposium asks the questions:
How can a material or “ground up” perspective help clarify current discussions about the relationship of rhetoric and cultural studies?
• How can a historically informed examination of the development of
various programs help us understand the potential benefits and drawbacks
of the relationship between rhetoric and cultural studies?
• In concrete material situations (of curriculum or teaching), what
binaries or oppositions are reinforced by the slash relationship between
rhetoric/cultural studies? Which aspects are transformed in ways that
are expected or unexpected?
• How do rhetoric/cultural studies programs and collaborations allow for
a different kind of intervention in the public sphere? Or do they?
• In the classroom, what specific forms of inquiry are opened up? What
specific forms are closed down?
• What key terms facilitate and/or erase connections?

The Gold article on 19th century speaking, writing and journalism instruction may be of interest to rhetors in composition and communication.

”Eve Did No Wrong”: Effective Literacy at a Public
College for Women
In this article, I test claims made about rhetorical education for women in the late nineteenth and early twentieth centuries by examining Florida State College for Women (FSCW), one of eight public women’s colleges in the South. I recover the voices of instructors and students by looking both at the interweaving strands of literature, journalism, and speech instruction in the English curriculum and how students publicly represented themselves through writing. I argue that the rhetorical environment at FSCW created a robust climate of expression for students that complicates our understanding of the development of women’s education in speaking and writing.

...

I draw your attention to the format. Huge swaths of this journal are teaser-printed in a single page in the print edition, then fulltext online. As a result, the diversity of genres in each issue is either multiplied (if you count the online material) or winnowed (as only the fully peer-reviewed articles appear fulltext in paper). Worth discussing for its implications for scholarship.

...

College Composition and Communication, Vol. 61, No. 2
http://www.ncte.org/cccc/ccc/issues/v61-2
Table of Contents

From the Editor
Deborah H. Holdstein

“Internationalization” and Composition Studies: Reorienting the Discourse
Christiane Donahue

A Unilateral Grading Contract to Improve Learning and Teaching
Jane Danielewicz and Peter Elbow

Cruising Composition Texts: Negotiating Sexual Difference in First-Year Readers
Martha Marinara, Jonathan Alexander, William P. Banks, and Samantha Blackmon

Site-Specific: Virtual Refinishing in Contemporary Rhetorical Practice
Joseph Janangelo

Drama in the Archives: Rereading Methods, Rewriting History
Cheryl Glenn and Jessica Enoch

Civic Engagement as Risk Management and Public Relations: What the Pharmaceutical Industry Can Teach Us about Service-Learning
J. Blake Scott

The Racialization of Composition Studies: Scholarly Rhetoric of Race Since 1990
Jennifer Clary-Lemon

Alternative Rhetoric and Morality: Writing from the Margins
David L. Wallace

WPA as Rhetor: Scholarly Production and the Difference a Discipline Makes
Debra Frank Dew

A Friend in Your Neighborhood: Local Risk Communication in a Technical Writing Classroom
Lynne Rhodes

Instructions for Systemic Change
Marika A. Seigel

Walking the Cliff’s Edge: The New Nation’s Rhetoric of Resistance in Apartheid South Africa
Bryan Trabold

Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for “High-Risk” Minority Students
Steve Lamos

The Licensing of the Poetic in Nineteenth-Century Composition-Rhetoric Textbooks
Alexandria Peary

"Eve Did No Wrong": Effective Literacy at a Public College for Women
David Gold

Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection
E. Shelley Reid

“You Fail”: Plagiarism, the Ownership of Writing, and Transnational Conflicts
Arabella Lyon

Writing Assignments Across the Curriculum: A National Study of College Writing
Dan Melzer

Close to the Heart: Teacher Authority in a Classroom Community
Steven L. VanderStaay, Beverly A. Faxon, Jack E. Meischen, Karlene T. Kolesnikov, and Andrew D. Ruppel

Brains v. Brawn: Classed and Racialized Masculinity in Literacy Narratives
by Rose, Rodriguez, Villanueva, and Gilyard Christie Launius

Second Language Users and Emerging English Designs
Jay Jordan

”Writing in Electronic Environments”: A Concept and a Course for the Writing and Rhetoric Major
Jeremiah Dyehouse, Michael Pennell, and Linda K. Shamoon

When the Tenets of Composition Go Public: A Study of Writing in Wikipedia
James P. Purdy

Rediscovering the “Back-and-Forthness” of Rhetoric in the Age of YouTube
Brian Jackson and Jon Wallin

Embracing Wicked Problems: The Turn to Design in Composition Studies
Richard Marback

Interchanges: The Value of Book Collecting for Research and Teaching
Merrill D. Whitburn

Interchanges: Solidarity Forever: Why TA Unions Are Good for Writing Programs
Michael Bernard-Donals

CCC Special Symposium: At the Intersections: Rhetoric and Cultural Studies as Situated Practice
Anita Helle, Elaine Richardson, Jay Jordan, Elizabeth A. Flynn, and Lisa Ede

Review Essay: Managing the Freshman Year
Thomas Deans

CCCC Secretary’s Report, 2008–2009

Guidelines for Writers

Announcements and Calls

CCC News

2010-01-21T01:50:00.003-06:00

174. There was a race-and-media controversy in Duluth, discussed here:

http://www.perfectduluthday.com/2010/01/18/northlands-news-center-the-mlk-version/
and
http://blogs.citypages.com/blotter/2010/01/jitterbug_the_t.php#comments
and
http://www.secretsofthecity.com/mnspeak/reporter-apologizes-for-racist-headline-on-mlk-day#comment-244719

I'm interested in non-apology apologies (e.g. "I'm sorry you feel that way"), and this one has some of those features.

My thoughts:

Comments on the Perfect Duluth Day site are closed on this topic. Julie Pearce is (I'm told) a good egg, and no negative consequences should come to her for this error. Things happen. As newsrooms shrink, more things will happen.

But -- there is something instructive to come from this apology. Note that it has two parts:

1. The sincere, genuine apology that helps mitigate the initial offense and warms us to Julie as a person.

2. The awkward attempt to make her rookie insensitivity a learning opportunity for others. The turning point is "However," a bad move because it appears to undercut whatever comes before it in any paragraph.

"I love you, however..."
"Normally, I vote Democrat. However..."

The turn is awkward because the apology starts to become about "we" instead of about "Julie."

However, let's all take this as a perfect lesson that as far as we have all succeeded in becoming more accepting of diversity, changing stereotypes, and shifting our thinking... we still have a long way to go... We're all so used to reading it, seeing it, and hearing it, that if we're not careful we become breeders of it without even realizing it... It can serve for all of us as a poignant example of... the room for improvement in all of our lives, and the ability to see when and where we all fall short.

I'm not sure who the "We" is here. Only one of "us" made the mistake. From the available evidence, one of us may or may not have "a long way to go" -- who are the rest of the "we"?

Now, I live in Duluth. I know we have a history of racial intolerance and a culture of intolerance, even, among us today. I'm not saying that what she says isn't true. My wife skims the "Rants and Raves" of Craiglist once in a while, a reminder of the culture of intolerance.

But the apology would have been more effective if it were only an apology, and not an apology that promises to teach all of us something about ourselves

2010-01-16T23:37:00.001-06:00

173. Cross-posted from Blogora:

Hello, Dr. Aune!

Rhetoric and argumentation strike me, like rhetoric and persuasion, to be tricky because each term can be configured to subsume the other.

Persuasion is one of the available goals of rhetoric (and so is a subset of it). At the same time, the rhetorical tradition is but one of many ways of understanding persuasion as a phenomenon (and so rhetoric is a subset of persuasion).

Argument is a form of rhetoric (and so a subset of rhetoric). At the same time, the study of argument is engaged by rhetoricians as well as philosophers, folks working in artificial intelligence, and discourse theorists like Frans van Eemeren (who is Professor in the Department of Speech Communication, Argumentation Theory and Rhetoric) -- rhetoric is just one of several ways of understanding argument.

Here's what I know: The teaching of argument is a common goal of speech rhetoricians, especially those embedded in the debate tradition, and writing rhetoricians interested in written argument, as well as our philosophical colleagues interested in "informal logic" and "critical thinking." God bless our single greatest interdisciplinary export across the three fields: Toulmin, Stephen, 1964. The Uses of Argument. Cambridge: Cambridge University Press.

(The best work to come from the recent Canadian philosophers, in this light, is: Tindale, Christopher W. Rhetorical Argumentation: Principles of Theory and Practice. Sage Publications. and Acts of Arguing: A Rhetorical Model of Argument. Albany, NY: State University of New York Press. YMMV.)

The call to pedagogy is what ties us -- phil, speech, comp, right?

...

As to whether someone is a rhetorical theorist or an argumentation theorist: that's a matter of self-identification ("I'm a rhetorician if I think I am one?").

Argumentation theorists whose work borders rhetoric identify with organizations like:

OSSA: Ontario Society for the Study of Argumentation
http://web2.uwindsor.ca/cpa/OSSA/index.htm

Tokyo Conference on Argumentation
http://www.russcomm.ru/eng/rca_calend/konf-argum.shtml

ISSA: International Society for the Study of Argumentation
http://cf.hum.uva.nl/issa/

Speech rhetoricians, on the other hand, with a commitment to argument identify with:
American Forensic Association
http://www.americanforensics.org/
and its Alta conference
http://www.americanforensics.org/forensics/alta-conference/alta-conference

There are print and conference resources attached to all of these organizations worth a look to all rhetoricians.

...

But: I come to these communities as a visitor. You "came of age" in the culture of argument in communication studies, Dr. Aune. You grew up in the house I only know from across the street. What would you add?

--David Beard, UM Duluth

2010-01-09T06:48:00.002-06:00

172. TOC: Pub: INFORMAL LOGIC 29.4 (2009).

Articles:

* "Argumentative Thinking: an Introduction to the Special Issue on Psychology and Argumentation" Abstract PDF by Lance J. Rips 327-336
* "Argument Content and Argument Source: an Exploration" Abstract PDF by Ulrike Hahn, Adam J.L. Harris, Adam Corner 337-367
* "Belief-Overkill in Political Judgments" Abstract PDF by Jonathan Baron 368-378
* "What Constitutes Skilled Argumentation and How Does it Develop?" Abstract PDF by Marion Goldstein, Amanda Crowell, Deanna Kuhn 379-395
* "Differentiating Theories from Evidence: the Development of Argument Evaluation Abilities in Adolescence and Early Adulthood" Abstract PDF by Petra Barchfeld, Beate Sodian 396-416
* "Deliberation versus Dispute: the Impact of Argumentative Discourse Goals on Learning and Reasoning in the Science Classroom" Abstract PDF by Mark Felton, Merce Garcia-Mila, Sandra Gilabert 417-446

Critical Reviews:

* "Eemeren & Garssen's Controversy and Confrontation: Relating Controversy Analysis with Argumentation Theory" PDF by Frank Zenker 447-475

Book Reviews:

* Zenker's Ceteris Paribus in Conservative Belief Revision: On the Role of Minimal Change in Rational Theory Development" PDF by Pierre Boulos 476-478

Visit the Informal Logic wesite here: http://www.informallogic.ca/.

2010-01-06T12:38:00.002-06:00

171.

I teach Business Writing. I'm amazed when corporations produce texts that would not pass my class. This correspondence would have failed. But maybe I'm too strict. Read from bottom up.

..................................................................................

From me:
An apology on the 12th day of Christmas is better than no apology. So yes, thank you.

.................................................................................

On Wed, Jan 6, 2010 at 12:34 PM, service wrote:

Dear David Beard,

Thank you for your recent email.

You are absolutely right, we should have apologized in our previous
emails, for any inconvenience the closing of our store on Christmas Eve
caused.

Please accept our sincere apologies for the inconvenience the closing of
our store caused you.

Once again, thank you for your feedback. It has been forwarded to
Management for review.

Sincerely,

Tanya H.
Customer Service Representative
Barnes and Noble Customer Service
customerservice@bn.com

............................................................................

Original Message Follows:
------------------------

rhetoricguy@gmail.com
1/3/10 12:14 AM

It's not particularly helpful, no.

The money I intended to spend was spent at other shops in the mall.
That may be more disappointing to me (with my unused coupon, good only
in-store) than to you.

*That you'll keep my feedback in mind when rethinking the policies that
allowed your store to be the only store in the mall closed on Chistmas
Eve day does little to help me, to recognize my disappointment or even
to apologize for the inconvenience.*

Had I known that the mall was open but the bookstore was not, I would
have shopped closer to home. Was it inconvenient to go to the mall that
day? It must have been, as none of your employees were there.

I recognize that the first reply was a template based reply, into which
my complaint was cut and paste; I'm not upset with the young people who
no doubt answer so many of these complaints every day. Perhaps the
template should include a simple apology for the inconvenience. It
could go a long way toward resolving my frustrations simply by
recognizing them.

David

...........................................................................

On Sat, Jan 2, 2010 at 1:59 PM, service
wrote:

Dear David Beard,

Thank you for your email.

When we sent you the first email response, and referred to "keeping
your
thoughts in mind", what is meant by that is that our management team
constantly monitors the feedback we receive from our customers, in
order
to keep up with policies which may at times need to be changed.

We hope the information has been helpful to you, and again we thank you
for your feedback.

Sincerely,

Anne
Customer Service Representative
Barnes and Noble Customer Service
customerservice@bn.com

............................................................................

Original Message Follows:
------------------------
What does it mean to "keep my thoughts in mind?"

David

............................................................................

On Tue, Dec 29, 2009 at 4:28 PM, service
wrote:

Dear Mr. Beard,

Thank you for taking the time to give us your feedback concerning our
mall location not opening on Christmas Eve. We are highly committed to
making our stores the ideal place for book lovers to shop, and always
welcome our customers? suggestions.

We assure you that we will keep your thoughts in mind as we review our
stores and the services they provide.

We look forward to seeing you in our stores again soon.

Sincerely,

Takia

Customer Service Representative
Barnes and Noble Customer Service
customerservice@bn.com

..............................................................

Disappointed that the only store in the Mall not to open on Christmas
Eve was Barnes and Noble. I would not have spent more than $75 (six
gift certificates for nieces and nephews and a graphic novel on which
I
would have used the 10% coupon), but still, disappointing.

David

2009-12-30T01:27:00.001-06:00

170.

Associate or Full Professor

Institution:
Howard University, Department of English

Posted:
December 29, 2009

Location:
District of Columbia

Category:
English/ literature

Position Description:
Not Provided

Employment Level:
Not Provided

Website:
http://www.coas.howard.edu/english (www.howard.edu)

Salary:
Not Provided

View all jobs from this employer Save Job

The Department of English at Howard University seeks to hire an Associate or Full Professor in Rhetoric and Composition who will a) teach in the undergraduate curriculum a variety of intermediate and advanced writing courses as well as a course for future teachers; b) teach courses in the theory and practice of Rhetoric and Composition in the Graduate Program; and c) take some leadership role in the Freshman English Program.

Candidates must have college teaching experience and a Ph.D. and record of publication in the field.

The deadline for application is February 15, 2010.

Applications:

Dr. Dana A Williams,
Chair, Department of English,
Howard University,
2400 6th Street, N.W.,
Washington, D.C. 20059.

Hiring for this position is contingent upon funding availability. Howard University is an Affirmative Action, Equal Opportunity Employer and is actively committed to diversity within its community.

2009-12-29T23:34:00.001-06:00

169.

Call for Papers: 18th Biennial Conference of the International Society for the History of Rhetoric
from RAIL by Steve

Read the CFP in French, Italian, German, or Spanish

The Eighteenth Biennial Conference of the International Society for the History of Rhetoric (ISHR) will be held in Bologna, Italy, from Monday, July 18th to Friday, July 22, 2011. The biennial Conference of ISHR brings together several hundred specialists in the history of rhetoric from around thirty countries. This will be the first meeting of the Society in Italy since 1993.

SCHOLARLY FOCUS OF THE CONFERENCE

The Society calls for papers that focus on the historical aspect of the theory and practice of rhetoric. In honor of the origin of the University of Bologna the main theme of the Conference will be “Rhetoric and Law”. Papers dedicated to this theme will explore points of contact between rhetoric and law and their mutual influence through the centuries.
Papers are also invited on every aspect of the history of rhetoric in all periods and languages and the relationship of rhetoric to poetics, literary theory and criticism, philosophy, politics, art, religion, geographic areas and other elements of the cultural context.

PROCEDURE FOR SUBMISSION

Proposals should be submitted for a 20-minute presentation delivered in English, French, German, Italian, Spanish or Latin. Group proposals are welcome, under the following conditions. The group must consist of 3 speakers dealing with a common theme in order to form a coherent panel. A fourth person responsible for the panel but not delivering a paper of his or her own, has the task of introducing and summarizing the content of the three papers, highlighting the results achieved by the speakers and guiding a preliminary discussion between the panellists before the listeners ask their questions. Each speaker in a panel should submit a proposal form for his or her own paper and send this paper to the head of the panel before the conference; proposals for such papers must specify the panel for which they are intended. In addition, the person who is responsible for the panel must complete and submit a separate form explaining the purpose of the proposed panel.

Proposals for papers and for groups must be submitted on-line (http://www.ishr-web.com/proposition.php).

Please fill out the on-line form carefully. Exceptionally proposals may also be sent by mail to the following address:

Lucia Montefusco,
Dipartimento di Filologia
Classica e Medioevale, via Zamboni 32
40126 Bologna (Italy).

Guidelines for preparing proposals are provided at the bottom of this message. The length of the abstracts must not exceed 350 words.

DEADLINE FOR PROPOSALS
The deadline for submitting proposals is April 30th, 2010.

Notifications of acceptance will be sent out before the end of August 2010. In a few cases participants may require an earlier acceptance date in order to secure funding. We will try to accommodate such requests if they are made with appropriate documentation.

Information about the Conference, including accommodation at negotiated favorable rates, will be provided during the academic year 2010-2011. The conference registration fee is still to be determined; by way of indication it was around 125 euros / 150 US dollars for the previous conferences. Graduate students and scholars from certain countries may be eligible for reduced registration fees.
Looking forward to your participation,

Lucia Montefusco,
President of the International Society for the History of Rhetoric
Guidelines for the preparation of proposals :

The members of ISHR come from many countries and academic disciplines. The following guidelines are intended to make it easier for us to come together and understand one another’s proposals. The Program Committee recommends that all proposals contain:
1) a definition – accessible to a non-specialist – of the field of the proposal, including chronological period, language, texts, and other sources;
2) a statement of the problem that will be treated; its place in relation to the present state of research in the field under consideration; its significance for the history of rhetoric;
3) a summary of the stages of argumentation involved in treating the problem;
4) scientific results and advances.

2009-12-29T23:33:00.001-06:00

168.

Call for Papers: Conference on Persuasion and Argumentation
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Call for Papers: Conference on Persuasion and Argumentation

December 28, 2009 by Steve

Read the CFP in French

International symposium organized by the CRAL (Centre de recherches sur les arts et le langage), CNRS/EHESS, as part of a French-Mexican research project. It will be held in Paris, at the Ecole des Hautes Etudes en Sciences Sociales, September 7th – 9th, 2010.

Persuasion has long been opposed to argumentation. From this standpoint, conviction would pertain only to argumentation because it is based on reason, whereas persuasion would rest on techniques of manipulation aimed at producing an effect on the audience. Perelman, for instance, even though he put emphasis on the importance of the audience, nevertheless defended a universally valid conception of rationality whose goal is to convince a universal audience, whereas persuasion is oriented toward a particular audience. Yet this opposition has been qualified by what is called, since Hamblin’s seminal work, the “pragmatic turn” of argumentation, as argumentation always occurs in a given context, limiting its scope to the context in which it occurs.

Nowadays, many distinct and even conflicting conceptions are held in the field of argumentation, among which persuasion is one of the most debated. For the epistemic trend (John Biro and Harvey Siegel), persuasion and argumentation remain quite distinct, for even if it is allowed that persuasion may sometimes be the aim of argumentation, proponents of this position nevertheless consider that the validity of an argument must be evaluated through epistemic criteria only. Based on a different analysis, Marc Angenot arrived at the same conclusion in his latest book (Dialogue de sourds, 2008): for him, argumentation rarely leads to persuasion, so that they should be radically separated. At the other end of the spectrum stands Douglas Walton’s position, as he considers persuasion to be one of the different kinds of dialogue that constitute argumentation as a whole. Between these extreme positions there is room for many intermediary ones.

The pragma-dialectical approach, for instance, evolved. In 2004, it insisted on the opposition between, on the one hand, the process of persuasion, centered on the effect to be produced and therefore on the rhetorical categories aimed at influencing effectively a given audience and, on the other, on the process of convincing which rests on how an arguer can resolve a difference of opinion by means of an argumentative discourse. Van Eemeren and his coauthors consider now that these two elements are always present to some degree in every argumentation. Their concept of “strategic maneuvering” is intended to take these two complementary but different aims of argumentation into account: both the dialectical objective of reasonableness and the rhetorical objective of effectiveness. Strategic maneuvering is also directed at reducing, within argumentative practice, the potential tension resulting from these opposed aims.

On the other hand, according to the informal logic approach (Tony Blair and Ralph Johnson), persuasion and argumentation are not really opposed. Hence Johnson’s definition of the aim of argumentation as that of a “rational persuasion.”

The objective of this conference is to review the controversial relationship between persuasion and argumentation within the different theories of argumentation. Several lines of research might be explored, among which:

* examining the importance of context in persuasive practices, when they are considered context-dependent;
* understanding how these practices appear in different disciplines, in so far as there are also forms of persuasion in scientific argumentation, for instance, so that persuasion would not be the prerogative only of the literary and the visual arts; a comparative study of different persuasive practices would be particularly fruitful;
* articulating persuasion and argumentation more in detail instead of considering them as opposed. While it is clear that all persuasion processes do not fall within the province of argumentation, some could match the epistemological and cognitive criteria governing argumentation as a rational enterprise;
* from this point of view, integrating some persuasive techniques into the field of argumentation would make it possible to take into account different kinds of discourse which are still too often excluded from the field of argumentation precisely because they would be more persuasive than argumentative: literature, advertising, political propaganda, visual argumentation.

Participants are welcome to deliver their papers in French or in English.

Abstracts (c. 300 words) and provisional titles should be submitted, together with a brief résumé (one page) in Word format, to Georges Roque (grgsroque@gmail.com) no later than February 15, 2010.

The final decision of the selection committee will be communicated by February 28, 2010.

2009-12-29T23:32:00.001-06:00

167.

Summer School on Argumentation in Context 2010
from RAIL by Steve

International Institute for Argumentation Studies Amsterdam

This Summer School, to be taught by the research group Argumentation in Discourse, focuses on the analysis and evaluation of strategic manoeuvring in argumentative discourse in various argumentative activity types (political, medical, legal, etc.). The Summer School will be held from Monday, July 5, to Friday, July 9. Participation is open to all international PhD students specializing in argumentation or having a strong interest in argumentation. The participation fee, which includes lunches and receptions, is € 150,- . Lodging is not included, but will be offered against reduced rates. Because no more than 20 PhD students can be admitted to the course, interested students are advised to register as soon as possible. If you want to participate, please send an e-mail to Bart Garssen.

2009-12-28T12:34:00.002-06:00

166. Nonfiction Prose

I'm working on a piece that depends on a claim that nonfiction prose slipped from being an integral part of histories of literature to near erasure by the start of the 21st century. A portion of the narrative that traces those claims is below.

...

Journalism Migrates from English Literature (and takes the essay with it!)

The nonfiction essay is not synonymous with journalism, but as journalism developed as a set of genres, it clearly came to represent a point of intersection with literary works. As teacher-scholars began to invest effort into the development of a literary curriculum, some were invested in seeing the literature of journalism in that canon. According to A. E. Flectcher, “One of the chief aims of an ideal newspaper would be to remove the reproach that journalism is not literature. It ought to be literature (“The Ideal Newspaper,” The Independent 52: p773). It derives, historically, from literature: T. H. S. Escott argues that “Journalism… like occasional verse or the lighter departments of belles letters generally, is but a branch of literature as the parent trunk” (“Literature and Journalism,” Living Age 273: p. 31). Because of these shared historical antecedents, in Littell’s Living Age, the editors advanced the claim that “one is conscious of a difference, but the two [journalism and literature] melt almost indistinguishably into each other” (“The Profession of Letters” Littell’s Living Age 174: p. 627). This position was a minority position.

Not all teacher-scholars at the turn of the 20th century were hopeful of the inclusion of journalism as a genre or a practice within the developing canon of literary texts. For example, an unnamed author with initials A. C. H. claims that “what keeps journalism from being literature is exactly what keeps much vers libre from being poetry” (“Lazy Criticism,” Poetry 9: 1450) – pointing to the formal features that defined some attempts to set a literary canon, and beginning to set up a hierarchy between literary canon and journalistic writing. Arthur Reed Kimball marked the distinction clearly: “journalistic work is exhausting, and to that extent unfits a man for literary effort” (“Newspaper Work as a Career,” The Writer 10.4: 45-48 [p. 47]). Journalism simply was not an elite activity, though literary work certainly was.

Some of the distinction was made based on an understanding that journalism tended toward objective representation of the world, while literature remained the expression of the individual. In “W. E. Henley and Journalism,” the claim is made that literature is “necessarily personal,” while journalism is “normally impersonal” (H. W. Boynton, Atlantic 92: p. 415). But those genre distinctions were already breaking down: Margaret Deland claims that “personal journalism is doing more to-day to injure the art of Literature than ever hunger and cold and neglect did!” (“A Menace to Literature,” North American Review 158 p.158). Personal journalism, it seems, was encroaching.

While some teacher-scholars argued for the hierarchy (and felt threatened if journalism challenged that hierarchy), others understood journalism as a unique product of American life. Journalism was not simply a discourse to be opposed to literary discourse (as, for example, later scholars would oppose literary and scientific discourse). It responded to its own historical exigences. In Library Journal, William H. Brett describes the relationship between journalism and literature: on the one hand, there was “journalism, strong, eager, careless,” while on the other, we find “literature, almost dragged along by the rough, good-natured handclasp of the big brother, goes stumbling and panting, but striving to keep up” (Library Journal 20: p. 12). To Brett, journalism was becoming an important set of discourses in the growing democracy of the United States, while literature, more traditional and resistant to change, was catching up. Under these conditions, journalism did not compete with literature; it was an invention to meet the needs of the need of the new republic: “democracy has added a new class of readers, or rather let us say a new kind of reading, and for them it provides not literature but journalism” (“Theodore Roosevelt as a Journalist” The Outlook 107: p. 643). Poetry and novels were not the discourses of democracy – at least, not in the same way.

For teacher-scholars like these, literature was not opposed to the work of the journalist anymore than it was opposed to the work of the farmer; there was no inherent contradiction between one and the other. H. W. Boynton (in Journalism and Literature, Boston: Houghton, Mifflin and Co, 1904) argues that “journalism has, strictly, no literary aspect” (4)… a journalist is contemptible only when by some falsetto method he attempts to lead the the public into fancying that it is getting literature of him” (21). Law has no literary aspect and makes no claims to it; medicine has no literary aspect and makes no claims to it.

Lyman Abbott continues to claim that “Robert Louis Stevenson could never have been a journalist. Horace Greeley could never have been an essayist” (“Theodore Roosevelt as a Journalist,” The Outlook 107: p 642) – giving to Caesar what is Caesar’s, if you will. For better or for worse, this way of thinking though the relationship between journalism and literature would come to dominate university curricula (ending in departments of journalism and/or mass communication). More importantly, it would make it difficult for decades to thoroughly think through some very powerful texts within traditional literary surveys. It became tricky to think through a way to keep (say) Joan Didion or Hunter S. Thompson within the American literary canon – were they, properly, literary essayists or journalists for curricular purposes?

By itself, these divisions and hierarchies would not have undermined the place of literary nonfiction in the developing canons. But at the same time or shortly thereafter, other scholars were building a competing canon of nonfiction prose.

2009-12-28T11:14:00.001-06:00

165.

ASSISTANT PROFESSOR, ORAL AND WRITTEN COMMUNICATION
Institution:Albany College of Pharmacy and Health SciencesPosted:December 28, 2009Location:New YorkCategory:Other communications, Curriculum and instructionPosition Description:Tenure TrackEmployment Level:Full TimeWebsite:http://www.acphs.eduSalary:Not Provided
Albany College of Pharmacy and Health Sciences (www.acphs.edu) is seeking candidates for a tenure-track faculty position of communication to commence in August 2010. Responsibilities include overseeing the Writing/Oral Communication Skills Center, development of communication skills throughout the College's curricula, teaching in introductory communications courses, and offering electives in an area of interest. The successful candidate will also be expected to develop an active research program and provide service to the College and profession. It is anticipated that this position will be filled at the Assistant Professor level but well qualified candidates may be considered for advanced rank.

A PhD in composition, rhetoric, applied communication or closely related field is required. Experience in a writing center or similar learning environment is also required. Preference will be given to candidates with previous teaching experience, experience teaching in a science oriented environment, and/or an interest in health communication.

Albany College of Pharmacy and Health Sciences is a private college located in New York State's Capital Region that offers a pre-pharmacy curriculum in addition to undergraduate degrees in Pharmaceutical Sciences, Biomedical Technology, and Health and Human Sciences. The College also has graduate programs in Pharmacy, Pharmaceutical Sciences, Pharmacy Administration and Health Outcomes Research. The College is part of a vibrant and growing community that offers opportunities for collaborative teaching and research within the College as well as with area academic institutions, health related organizations and state government.

Candidates should submit a letter of interest, CV, research plans, and the contact information for three references via email to Arts.Sciences@acphs.edu. Review of applications will begin immediately and continue until the position is filled.

2009-12-27T17:26:00.004-06:00

164. What I Seek in the New Year

I've had a lot of time to think about it with colleagues and friends, and what I've come to realize is this:

What I want, professionally, for 2010 is to believe that the acts of research, teaching and service are coherent with my identity as a historian and historiographer of rhetoric... that working with colleagues, students, and community constitute the single labor of being a professor of rhetoric... and to work in (or create!) a context where these visions are shared.

2009-12-25T18:14:00.002-06:00

163. Christmas

Last night, I spent the night in rapt attention to the movements of Santa Claus as traced by NORAD. I was one of more than 5,000 people watching him via Facebook and an undefined number watching from NORAD's site, Twitter, Google Earth and other links.

The comments from FB users were fascinating -- some playful indignation when their city was skipped on the tracker (NORAD couldn't pace Santa through every urban center; sorry, Des Moines). Some expressed gratitude for the geography lesson. Some expressed gratitude for their kids. The best one, though, expressed a little kid humor that I appreciate: apparently, some kid was just wise enough to figure what NORAD's normal use was, and that kid was anxious that they were hunting Santa.

...

The Internet jiggled out around 1am. We use Clearwire, and generally, I am amazingly happy with their service for the price (less than $40month including all taxes). But they do drop off in storms, maybe three times a year, and last night was a doozy.

Because we are less than half a mile from the water in Duluth, we get a slightly different weather pattern. While there 19 inches of snow at the airport, there was far less here -- though when the rain fell, it became heavy and wet and hard to shovel. The car is still plowed in.

...

Today, two movies from Duluth Public Library ("The Air I Breathe" and "Noise") while Kate slept, still recovering from her back troubles. Sleep is good in that case.

Both are tense movies; I almost never let myself watch tense narratives. But these are pretty good -- and "Noise" is a murder-thriler with a protagonist with tinnitus, a real interesting character development. I'd recommend both at Netflix prices or less.

...

Christmas: An odd holiday. A weekend with a few extra days, and no shopping. Good enough for me.

2009-12-25T15:42:00.001-06:00

162.

Assistant Professor of English - Contractual Position
Coppin State University
State/Region: MD
Posted: 12/21/09
http://www.higheredjobs.com/details.cfm?JobCode=175409164

Assistant Professor of English
Coppin State University
State/Region: MD
Posted: 12/21/09
http://www.higheredjobs.com/details.cfm?JobCode=175409162

Communication Instructor
Santa Barbara City College
State/Region: CA
Posted: 12/21/09
http://www.higheredjobs.com/details.cfm?JobCode=175409058

English Instructor
North Central Missouri College
State/Region: MO
Posted: 12/21/09
http://www.higheredjobs.com/details.cfm?JobCode=175409009

Assistant Professor of English
University of Tampa (Florida)

2009-12-23T10:04:00.001-06:00

161.

Communication - Department Chairperson
Western Illinois University
State/Region: IL
Posted: 12/22/09
http://www.higheredjobs.com/details.cfm?JobCode=175409500

Professor FT - English (Writing Emphasis)
Collin County Community College
State/Region: TX
Posted: 12/22/09
http://www.higheredjobs.com/details.cfm?JobCode=175409478

Professor FT - English
Collin County Community College
State/Region: TX
Posted: 12/22/09
http://www.higheredjobs.com/details.cfm?JobCode=175409477

2009-12-21T10:21:00.002-06:00

161. CFP

Call for Proposals for RSQ 2011 Special Issue

RSQ invites proposals for the 2011 special fifth issue. The fifth issue will be a themed publication developed by a Guest Editor, with the aim of enabling the journal to help set the intellectual agenda in rhetorical studies, to encourage focused statements on timely topics in rhetorical studies by scholars working in related areas, to attract participation by top scholars, and to stimulate scholarly activity within? the RSA, such as pre-conference colloquia, convention sessions, or RSA workshops.

Proposals should identify the Guest Editor, provide a descriptive rationale of no more than 500 words, a list of authors, as well as a brief discussion (150-250 words) of each individual essay. The rationale should demonstrate the timeliness of the topic, discuss how the topic falls within the scope of RSQ as described in its general submission guidelines, and where applicable, address the proposal's relationship to other similar-themed issues or edited collections, and note the qualifications of its guest editor and contributors to speak to the field on the topic's behalf.

The special fifth issue is allotted the same amount of space as the regular four quarterly issues, 102 pages, which will accommodate a guest editor's introduction and 4-6 articles totaling 40,000 words. It will be published in the fall of 2011.

Deadline for proposal submission: February 15, 2010

RSA will make available to the guest editor up to $1,000 reimbursement for expenses related to the special issue. First drafts of manuscripts for the selected proposal will be due in mid-January 2011; final versions will be due June 1.

Please submit proposals electronically to:

Debra Hawhee, RSQ Associate Editor for Special Issues, hawhee@psu.edu
Developed by TCS Software

2009-12-21T10:21:00.001-06:00

160. CFP

Speaker and Gavel Special Call for Papers:

Speaker and Gavel - A publication of Delta Sigma Rho-Tau Kappa Alpha

Call for a special issue on "Method in Communication Studies."

As communication methods vary vastly in shape and form, Speaker and Gavel, would like to showcase in this special issue a wide array of methodological approaches. Any methodological perspective will be considered as long as the subject/object of the manuscript is to showcase how the method(s) address communication theory. Speaker and Gavel encourages and promotes undergraduate and graduate research; thus, submissions from undergraduate and graduate students should be identified as such on the cover letter.

Manuscripts must conform to the latest edition of the American Psychological Association (APA) style. Manuscripts must provide, on the cover page, complete contact information for the senior/lead author and brief biographical information for each author. The abstract page should contain an abstract not to exceed 150 words, and a list of keywords for indexing. All manuscripts must be submitted in Word format (doc). Submissions should be e-mailed to the editor-elect of Speaker and Gavel Stephen M. Croucher by March 15, 2010 for full consideration at scrouch@bgsu.edu

For questions should be directed to the editor-elect at: scrouch@bgsu.edu

2009-12-21T10:19:00.001-06:00

159.

Assistant-Associate Professor of English
Concordia University Chicago
State/Region: IL
Posted: 12/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175408356

Assistant/Associate Professor, English: Writing
Curry College
State/Region: MA
Posted: 12/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175408327

2009-12-21T10:03:00.002-06:00

158.

Postdoctoral Fellowship in English/Communication

Institution:
Georgia Institute of Technology

Posted:
December 18, 2009

Location:
Georgia

Category:
Other communications, English/ literature

Position Description:
Fellowship

Employment Level:
Not Provided

Website:
Not Provided

Salary:
Unspecified

View all jobs from this employer Save Job

Postdoctoral Fellowship in English/Communication

Georgia Tech seeks recent PhDs in English, literature, rhetoric, composition, technical communication, film, linguistics, visual rhetoric/design, and related fields for the Brittain Postdoctoral Fellowship. The Fellowship includes a 3/3 teaching assignment, Instructor rank, and benefits. Fellows teach multimodal composition, technical communication, thesis writing, and web design courses informed by their research interests. Courses emphasize communication across the disciplines, digital media, and cultural studies of science and technology.

Submit a letter of application, teaching statement, CV, and three letters of recommendation:

Chair, Brittain Fellowship Committee
School of Literature, Communication, and Culture
Georgia Institute of Technology
Atlanta, GA 30332-0165

Review begins January 15, 2010 , and continues until all positions are filled.

The Georgia Institute of Technology is an equal opportunity/affirmative action employer. The Writing and Communication Program is especially interested in considering applications from women and minority candidates.

For more information, please see
www.lcc.gatech.edu/writingcomm/brittain/application.php

2009-12-21T10:03:00.001-06:00

158.

Assistant Professor in Writing (Technical and Professional or Composition/Rhetoric)

Institution:
Stephen F. Austin State University

Posted:
December 21, 2009

Location:
Texas

Category:
English/ literature, Other humanities

Position Description:
Tenure Track

Employment Level:
Full Time

Website:
http://www.sfasu.edu

Salary:
Unspecified

View all jobs from this employer Save Job

Writing: Assistant Professor in Writing (Technical and Professional or Composition/Rhetoric). The Department of English at Stephen F. Austin State University seeks a writing specialist for a tenure-track Assistant Professor position in Technical and Professional Writing or Composition/Rhetoric. Responsibilities include teaching undergraduate and graduate courses in technical and professional writing and editing, digital rhetoric, and/or rhetoric and writing, as well as freshman composition courses. This position will be key in helping to develop our recently-approved technical and professional writing minor. The ideal candidate will have a Ph.D. in Technical and Professional Writing, Rhetoric and Composition, or a closely related field, along with several years of writing or editing experience in business or another professional field, significant experience using publishing and design software, and a record of scholarship and publication in technical and professional writing or rhetoric and composition. Experience in specialized areas/genres, such as science, policy, grant, or proposal writing is highly desirable. The standard load is 4-4 with opportunities for research and service-related reductions. SFASU is a comprehensive university with an enrollment of more than 12,000 students, located in the East Texas Piney Woods region. Candidates must apply via the SFASU online application system. Please submit letter of application and curriculum vitae at: https://careers.sfasu.edu. Send copies of transcripts, three current letters of recommendation, and a 25-page writing sample directly to Dr. Mark Sanders, Chair; Department of English; Stephen F. Austin State University; P.O. Box 13007, SFA Station; Nacogdoches, Texas 75962-3007. The writing sample should consist of multiple excerpts of professional and scholarly writing totaling no more than 25-30 pages. Review of applications begins January 20, 2010; position open until filled.

2009-12-19T00:22:00.001-06:00

156.

ENGLISH (Composition & Technical Writing)

Responsibilities:
-The College invites applicants with backgrounds in Rhetoric and Composition to develop and teach courses for the DSC English Department's Professional & Technical Writing program
-To teach first- and second-year writing courses
-Advise English majors, especially those who are pursuing the Prof/Tech emphasis
-Serve on college and departmental committees as assigned
-Attend department, division, and faculty meetings
-Work with faculty in program management
Minimum Qualifications:
-Ph.D. in English by August 2010 from a regionally accredited institution
-Must have experience in professional and technical communication or related fields, with an emphasis in document design and writing for interactive media
-Additional education and/or experience in one or more of the following areas: composition theory, technical writing, technical editing, grant and proposal writing
-Applicants should show potential for excellence in teaching, research, and service, and should possess strong verbal and written communication skills

Terms of Contract: Tenure Track (9-month) position. Fall Semester begins August 2010. Salary is based on nationally competitive Dixie State College faculty salary schedule. Excellent benefit package included. This position is contingent upon funding

Application Procedures: Application screening will begin February 15, 2010, open until filled. Submit a Dixie State College application, cover letter, CV, and three letters of recommendation to Office of Human Resources, Dixie State College, 225 South 700 East, St. George, UT 84770For more information, call the Human Resources Office at (435) 652-7520 or fax (435) 656-4001. Women and minorities are encouraged to apply.

About Dixie State College: DSC is a state-supported institution with two interdependent tiers. DSC offers associate degrees and certificate programs as well as baccalaureate degrees in high demand areas and in core or foundational areas consistent with four-year colleges; the enrollment is over 8,000 students. The college is fully accredited by the Northwest Association of Schools and Colleges at both the baccalaureate and the associate levels. St. George, home of DSC, is located in southwestern Utah, 300 miles south of Salt Lake City and 110 miles northeast of Las Vegas. The area is noted for its mild year-round climate, clean air, palm trees, and stunning red rock vistas. With a population of nearly 60,000 (and over 140,000 in Washington County), St. George is currently the fastest growing city in the state of Utah. The region is a tourist mecca with close proximity to scenic wonders like Zion, Bryce, and Grand Canyon National Park, Cedar Breaks National Monument, and Lakes Mead and Powell.

DSC is an Equal Opportunity/Affirmative Action employer. The College is firmly committed to non-discrimination and affirmative action and it is the policy of the College to strive to afford equal opportunity to qualified individuals, regardless of their religion, race, color, age, disability, gender, Vietnam or disabled veterans status or national origin and to conform to applicable laws and regulations.

2009-12-13T08:19:00.000-06:00

155

Assistant Professor in Composition
Syracuse University (New York)
(date posted: 12/07/2009)

Assistant Professor, Media Studies
University of Alabama at Tuscaloosa (Alabama)
(date posted: 12/07/2009)

Assistant Professor, Composition/Rhetoric
Monmouth University (New Jersey)
(date posted: 12/07/2009)

Assistant Professor of English
Southern Illinois University Edwardsville (Illinois)
(date posted: 12/07/2009)

Instructor, Faculty Services - English - CTU Online (762-139)
Career Education Corporation (Illinois)
(date posted: 11/30/2009)

2009-12-13T08:18:00.001-06:00

154.

Assistant Professor of English
Southern Illinois University Edwardsville
State/Region: IL
Posted: 12/09/09
http://www.higheredjobs.com/details.cfm?JobCode=175407201

Assistant Professor
Stevenson University
State/Region: MD
Posted: 12/09/09
http://www.higheredjobs.com/details.cfm?JobCode=175407079

2009-12-13T08:17:00.001-06:00

153.

New York City College of Technology/The City University of New York

Assistant Professor - Tenure Track - 3 positions
(Rhetoric/Composition and/or Developmental Reading and/or English as a Second Language)

Compensation
Salary commensurate with qualifications and experience.
Web Site
www.citytech.cuny.edu

POSITION DESCRIPTION AND DUTIES
The English Department at New York City College of Technology (City Tech), a comprehensive college of the City University of New York, invites applications for three tenure-track positions. City Tech is the designated college of technology of the City University of New York, and offers associate and bachelor's degree programs in the Schools of Arts and Sciences, Technology and Design, and Professional Studies. Located in downtown Brooklyn, the College is convenient to Manhattan and mass transit.

The English Department offers general education courses in composition and literature, as well as courses in developmental reading and writing, and in English as a second language. The department is dedicated to advancing student success and encourages its faculty to become involved in innovative educational approaches, including utilizing technology to enhance student achievement and promoting learning communities. Faculty members work collaboratively with other departments to sponsor an annual Literary Festival, roundtable discussions, and other enrichment activities. A bachelor's degree program in technical writing is currently in development.

We are especially interested in candidates with a strong record of teaching, publication, and conference presentations and papers. In addition to teaching and scholarly work leading to publications and presentations, responsibilities include advisement, curriculum development, and departmental, college-wide, and university-wide administrative and/or committee assignments.

QUALIFICATION REQUIREMENTS
Ph.D. required, in rhetoric and composition, linguistics, literature, or English education, with substantial experience teaching composition, developmental writing, developmental reading, and/or English as a Second Language in a college setting. ESL applicants should be familiar with language assessment and computer assisted language learning (CALL).

TO APPLY
Send Cover letter and resume

Electronically: ISR@citytech.cuny.edu
Subject line must read: English

The City University of New York
An Equal Employment Opportunity/Affirmative Action/Immigration Reform and Control Act/Americans with Disabilities Act Employer

2009-12-13T08:04:00.000-06:00

152. Micellaneous Jobs

English Composition Instructor
Saddleback College
State/Region: CA
Posted: 12/11/09
http://www.higheredjobs.com/details.cfm?JobCode=175407722

Communication Instructor (Tenure Track Public Speaking/Journalism) - F
College of Southern Nevada
State/Region: NV
Posted: 12/11/09
http://www.higheredjobs.com/details.cfm?JobCode=175407683

English Composition Instructor (3 Openings)
Irvine Valley College
State/Region: CA
Posted: 12/11/09
http://www.higheredjobs.com/details.cfm?JobCode=175407680

Communication Instructor (Tenure Track Public Speaking) Fall 2010
College of Southern Nevada
State/Region: NV
Posted: 12/11/09
http://www.higheredjobs.com/details.cfm?JobCode=175407674

Communication Instructor (Three Tenure Track Positions) - Fall 2010
College of Southern Nevada
State/Region: NV
Posted: 12/10/09
http://www.higheredjobs.com/details.cfm?JobCode=175407351

2009-12-09T08:15:00.000-06:00

151

Repost: From the Leiter Reports blog:

Should Scholars Referee Papers for Free for For-Profit Journal Publishers?

Warren Goldfarb (Harvard) raises an interesting issue:

I was wondering whether you'd like to muse about a topic on your blog, namely, that of refereeing for for-profit journals. I was just asked to referee something for Erkenntnis, which is a Springer journal. I began to think, why should I donate my time for no compensation to a for-profit enterprise? It's one thing when a not-for-profit journal asks (for me, it's usually the Jnl. Symb. Logic, or Notre Dame Journal of Formal Logic, or Mind), but why should I give my time gratis to help Springer or Elsevier make money?

The culture of journal refereeing as a duty of the professoriate in a subject, without compensation, developed when journals did not make any profit. It continues only because we are not interrogating the changes that academic publishing has undergone. (Book refereeing has always been compensated, even from university presses, because the publication was supposed to make some kind of money, even if for a non-profit entity.) Yet, of course, I don't want to damage the younger people in the subject, who need to be published, even in for-profit journals.

But I am tempted to write back to the editor who asked me to referee, "Please be advised that I do not do any refereeing work for journals published by for-profit entities without compensation. Are you prepared to offer compensation for this refereeing job?"

I'd be interested in your reaction, and those of your readers if you think this is an issue of general enough interest to discuss on the blog.

...

If this were to happen in rhetoric, it would bring the discipline to a standstill: only the NCTE journals, JAC, CF, CS, Rhetorica, Phil & Rhet, and Arg & Adv are still nonprofit, right?

2009-12-07T08:35:00.002-06:00

The Smartest Thing I'll read this week:
(blog discussion post by Ken Rufo on social networks, from here:
http://www.joshiejuice.com/blog/?p=1329&cpage=1#comment-117927)

I think that the compulsion you’re identifying and the way you see people treating social networking may have more to say about the structure of sociality than it does the structure of digital or virtual life. I know you’re inclined toward the chemical/physical possibilities, but you’ve got to make a choice here – does the digital deform, transform, or reform the social on the one hand, in which case the difference between conventional sociality and online social networking can tell us something about how subjectivity and communication obtain when digital, or on the other hand, does the digital reflect an as of yet unreflected dimension of sociality, that was always there, and thus not apparent, in which case the difference between digital and analog/chemical processes represent a potential to thicken our understanding of sociality as a phenomenon and conceptual apparatus.

Obviously the two mutually constitute each other (no material practice acts upon a concept without being acted upon in return), but for the purpose of a descriptive or diagnostic accounting of a phenomenon like social networking, critique has to involve some initial designation of the ontological direction of causality (”influence” might be a better word). It’s possible, for example, that what we might call “chemical networking” only becomes apparent and a problem at the moment that alternative viable networks come to fruition (Peters makes a similar argument about the “problem of communication” surfacing around the 1850s and later, not before).

It’s also possible that the archiving impulse we’re seeing so clearly in digital social networking has always been at the core of sociality, but that what we’re seeing with social networking, or more accurately with the digital archiving of expression included within most social networks, is the perfection of an impulse that was once negotiated as a series of imperfect recollections (”remember that time when you …”) dispersed across a group. As with many a traversing of the fantasy, perfecting the desire often has negative repercussions, which is what you’re keying on here, but I’m not sure the network fever is new, as much as advanced.

--I'll be thinking about this all week.

2009-12-06T11:13:00.001-06:00

155.

Assistant Professor
Institution: Stephen F. Austin State University
Location: Nacogdoches, TX
Category:

* Faculty - Liberal Arts - English and Literature

Posted: 12/04/2009
Application Due: Open Until Filled
Type: Full Time
Posting Number: 0600272

Position Type: Faculty

Department: ENGLISH & PHILOSOPHY

General Description:
This is a full-time, nine-month, tenure-track faculty position responsible for contributing significantly to Stephen F. Austin State University's undergraduate and/or graduate programs through teaching, scholarship/creative accomplishment, and service. Works under minimal supervision, with extensive latitude for the use of initiative and independent judgment. This is a security-sensitive position. Reports to the Chair.

Essential Job Functions:
1. Performs an equivalent of eight teaching units of work (three credit hour course equals one teaching unit) during the regular academic year.
2. Engages in research/scholarly/creative and service activities at levels that are appropriate to faculty rank and departmental tenure/merit criteria.
3. Provides services to the university and the profession.
4. Participates in promotion review of lower-ranked faculty within the department.
5. When tenured, participates in tenure review of candidates for tenure.
6. May conduct supplemental instructional activities such as, independent studies, internships, advising, and thesis/dissertation supervision.

Non-Essential Job Functions:
1. May receive course load reassignment when assigned administrative duties in support of the department/college/university.
2. May receive course load reassignment when assigned to prepare course material during the first semester/year when included as part of initial contract.
3. May receive course load reassignment when approved to conduct research/scholarly/creative accomplishment and service which exceed normal expectations.
4. May supervise the work of student and/or graduate assistants.
5. May serve on departmental, college and university committees.
6. Performs other related duties as assigned.

Required Knowledge, Skills, and Abilities:
1. Extensive knowledge in the field in which the individual will be teaching.
2. Ability to effectively teach undergraduate and/or graduate students.
3. Ability and commitment to conduct research and/or scholarly/creative accomplishments and service.
4. Ability to work within a collaborative faculty environment.
5. Ability to communicate effectively in both oral and written form.
6. Ability to work effectively and patiently with students.

Education:
Terminal degree in the field in which the individual will be teaching is required. ABD candidates may be considered if Ph.D. is earned prior to start date.

Experience and Training:
The rank of Assistant Professor is held by an individual who demonstrates the capability to produce research/creative accomplishments, teach effectively, and provide service to the academic and general communities.

Work Hours: 12 hours instruction; 10 hours office

Special Instructions: Send copies of transcripts, a writing sample consisting of multiple excerpts of professional and scholarly writing totaling no more than 25-30 pages, and three current letters of recommendation directly to Dr. Mark Sanders, Chair, Department of English, Stephen F. Austin State University, PO Box 13007, SFA Station, Nacogdoches, TX 75962-3007

Minimum Pay Rate: $45,000-$46,000

Specific Job Requirements for this Posting: The Department of English at Stephen F. Austin State University seeks a writing specialist for a tenure-track Assistant Professor position in Technical and Professional Writing or Composition/Rhetoric. Responsibilities include teaching undergraduate and graduate courses in technical and professional writing and editing, digital rhetoric, and/or rhetoric and writing, as well as freshman composition courses. This position will be key in helping to develop our recently-approved technical and professional writing minor.

The ideal candidate will have a Ph.D. in Technical and Professional Writing, Rhetoric and Composition, or a closely related field, along with several years of writing or editing experience in business or another professional field, significant experience using publishing and design software, and a record of scholarship and publication in technical and professional writing or rhetoric and composition. Experience in specialized areas/genres, such as science, policy, grant, or proposal writing is highly desirable. The standard load is 4-4 with opportunities for research and service-related reductions.

SFASU is a comprehensive university with an enrollment of more than 12,000 students, located in the East Texas Piney Woods region. Candidates must apply via the SFASU online application system. Please submit letter of application and CV at: https://careers.sfasu.edu. Send copies of transcripts, a writing sample consisting of multiple excerpts of professional and scholarly writing totaling no more than 25-30 pages, and three current letters of recommendation directly to Dr. Mark Sanders, Chair, Department of English, Stephen F. Austin State University, PO Box 13007, SFA Station, Nacogdoches, TX 75962-3007. Review of applications begins January 20, 2010; position open until filled.

Contact Name(s): Dr. Mark Sanders, Chair
Dr. Steven Marsden, Search Committee Chair

Contact Phone/Extension: (936) 468-2319

Contact Email: sandersme1@sfasu.edu

Contact Fax: (936) 468-2614
Application Information
Contact: Stephen F. Austin State University
Online App. Form: https://careers.sfasu.edu/applicants/Central?quickFind=50779&jtsrc=www.high eredjobs.com&jtrfr=www.peopleadmin.com&adorig=PA

2009-12-06T11:12:00.001-06:00

153.

Assistant Professor, Composition/Rhetoric
Institution: Monmouth University
Location: West Long Branch, NJ
Category:

* Faculty - Liberal Arts - English and Literature

Posted: 12/04/2009
Application Due: 01/30/2010
Type: Full Time
Assistant Professor Composition/Rhetoric

Full Time

JOB DUTIES: Teach 9 credits per semester (3/3 load). Departmental and University service as appropriate. Teaching responsibilities include first-year composition and U/G courses in rhetoric, writing, and linguistics, with possibility of graduate-level classes. Contribute to new course development and program development in writing. 3-credit scholarship course release per semester. Provide academic advising to English majors.

REQUIREMENTS: Ph. D. in English composition/rhetoric. ABD candidates may be considered with degree completion expected by date of employment.

Demonstrated effectiveness as a teacher, or substantial promise of such effectiveness, both in the classroom and in the guidance of students. Demonstrated capacity for professional growth and accomplishment. Demonstrated competence in scholarly work. Ability to work constructively with members of the University community.
Excellent interpersonal, organizational and communication skills

PREFERRED QUALIFICATIONS: Excellent interpersonal, organizational and communication skills

CLOSING DATE FOR APPLICATIONS: 1.30.2010

SPECIAL INSTRUCTIONS TO APPLICANTS: Anticipated opening for the 2010-2011 academic year. Tenure track. Three letters of recommendation and transcript may be sent to Search Committee, Dept. of English, Monmouth University, West Long Branch, NJ 07764.

For additional information about English, please go to:
http://www.monmouth.edu/academics/english/default.asp

REQUIRED APPLICANT DOCUMENTS: Resume or Curriculum Vitae
Cover Letter

TO APPLY:
For further information on this position, additional vacancies, or to apply: visit: http://jobs.monmouth.edu

MONMOUTH
UNIVERSITY
Where Leaders look forwardTM
Monmouth University is an Equal Opportunity, Affirmative Action Employer
Application Information
Contact: Monmouth University
Online App. Form: http://jobs.monmouth.edu

2009-12-06T11:11:00.001-06:00

152.

School of Liberal Arts Full-Time Faculty Openings

Institution:
Mercy College

Posted:
December 4, 2009

Location:
New York

Category:
English/ literature, History

Position Description:
Tenure Track

Employment Level:
Full Time

Website:
http://mercy.edu

Salary:
Not Provided

View all jobs from this employer Save Job

Mercy College-New York invites applications for full-time faculty positions in the School of Liberal Arts beginning September 2010.

English, tenure track, assistant or associate professor. Successful candidates must hold a Ph.D in rhetoric and composition or writing and have a successful record of publication and experience in teaching at all levels of the composition sequence, writing for the professions, and creative writing.

History, tenure track, assistant or associate professor. Specialist in Latin American History, with knowledge also of United States Latino/Hispanic History. Teach major and non-major classes. Ph.D. required, teaching experience and research are preferred.

Speech Communication, tenure track or renewable contract, assistant professor. Ph.D preferred. MFA or MA in the following disciplines will be considered: speech and/or theatre arts, speech communication, theatre, ESL(if graduate study included performance, articulation and communication theory) and communication theory. A minimum of 2 years experience in teaching speech communication courses is preferred. Responsibilities include curriculum development, research and publication.

Freshman and Junior Seminar Faculty, renewable contract, visiting instructor. A minimum of a master's degree preferably in a liberal arts area, and experience teaching first year college students are required. Doctorate is preferred. The ideal candidate must be fluent in methods of student engagement and assessment of student learning outcomes. Responsibilities include teaching freshmen seminar (a course emphasizing inquiry) and junior seminar (a course emphasizing assessment of general education competencies).

Mercy College is an independent, New York area institution offering over 90 undergraduate and graduate programs. The College has an enrollment of almost 10,000 students from diverse backgrounds, across five campusesâ??Dobbs Ferry, Manhattan, Bronx, White Plains and Yorktownâ??plus an online learning community.

Throughout its history, Mercy College has remained dedicated to its missionâ??to make available the transformational power of a college education. Mercy's commitment to quality, innovation, and to student support and success, remains as strong today as ever.

Mercy College actively engages in recruiting a diverse workforce and student body that includes members of historically underrepresented groups, and strives to build and sustain a welcoming and supportive campus community.

Preferred start date is September 1, 2010. All positions are 9 month appointments unless noted otherwise, and most require teaching commitments on more than one campus. Review of applications will begin on January 20, 2010 and continue until the positions are filled.

Electronic applications are required and must include a cover letter responsive to the specific faculty position announcement, CV, and the names and contact information of at least three references. Please submit the above documentation online at https://jobs.mercy.edu/

2009-12-06T11:10:00.000-06:00

151.

Composition & Rhetoric; Tenure-track faculty position

Institution:
Peninsula College

Posted:
December 6, 2009

Location:
Washington

Category:
English/ literature

Position Description:
Not Provided

Employment Level:
Not Provided

Website:
http://www.pencol.edu

Salary:
Unspecified

View all jobs from this employer Apply Now Save Job

Peninsula College, a Washington State Community College, is recruiting for a full-time tenure-track instructor of Composition and Rhetoric to begin work Fall Quarter 2010. In addition to preparing students for careers and transfer to baccalaureate programs, Peninsula College offers one applied bachelor degree and partners with several universities. We are looking for professionals who show exceptional classroom skills, whose enthusiasm for the subject matter engages students, and who challenge students through innovative and challenging coursework. We seek teacher scholars whose scholarly activities complement and inform their teaching.

Responsibilities
* Teach composition and other related courses;
* Provide academic advising and student assessment; maintain accurate student records;
* Evaluate and develop or modify curriculum to reflect current scholarship within the field of composition and rhetoric;
* Use current technology to enhance teaching and teach on-line;
* Engage in scholarly activities that complement and inform teaching;
* Implement learning outcomes-based assessment of the English curriculum;
* Participate in on-campus and community outreach programs;
* Serve on college committees.
Professional Qualifications:
The ideal candidate will have:
* A Doctorate degree in Composition and Rhetoric; Master's degree required;
* Excellent teacher scholar with demonstrated effective teaching and scholarship;
* Experience in successfully incorporating technology into pedagogy;
* Interdisciplinary teaching experience; learning community teaching experience;
* Community college teaching experience;
* Experience teaching on-line;
* Excellent communication skills, both oral and written, are essential. This includes the ability to speak clearly and fully comprehend written and spoken English and to communicate clearly with native and non-native English speakers.
Employment Terms
* A full-time tenure-track faculty position beginning the 2010 Fall quarter; this is a nine-month academic year appointment.
*Position title and placement on the faculty salary schedule are based on documentable education and experience. The base salary ranges from $43,382 for a person with a Masters degree to $53,758 for a person with a PhD and 16 years of teaching experience.
* Peninsula College contributes $745.00 per month to help employees defray the cost of insurance premiums that include coverage for medical, dental, vision, life, and long-term disability. In addition to these benefits, Peninsula College provides paid sick leave and a defined contribution retirement plan with matching employer contributions. Optional credit union and tax deferred annuity programs are also available.
* Peninsula College strongly supports faculty professional development.

The Institution
Our campus is nestled in the foothills of the Olympic Mountains in Port Angeles, Washington, overlooking the Strait of Juan de Fuca and Vancouver Island, Canada. We offer traditional community college education and collaborate with universities to develop programs that capitalize on Peninsula's unique setting. Our college community operates under guiding principles that emphasize teaching and learning, shared governance, respect for others, and personal integrity.
Application Procedure
A complete application file will include:
* a college employment application (available at www.pencol.edu)
* a letter of application addressing specific qualifications of this position,
* a current resume, and
* three names of current professional references qualified to assess your experience and ability to perform the duties specified. Please include references' addresses and telephone numbers.

Application materials may be submitted by mail, email, or fax to:
Human Resources
Peninsula College
1502 E. Lauridsen Blvd.
Port Angeles, WA 98362
Email: mmcneil@pencol.edu
Phone: 360-417-6298
Fax : 360-417-6315
Web: www.pencol.edu

2009-12-06T11:09:00.000-06:00

150. School of Liberal Arts Full-Time Faculty Positions
Institution: Mercy College
Location: Dobbs Ferry, NY
Category:

* Faculty - Liberal Arts - English and Literature
* Faculty - Liberal Arts - History
* Faculty - Communications - Speech

Posted: 12/03/2009
Application Due: Open Until Filled
Type: Full Time
Mercy College-New York invites applications for full-time faculty positions in the School of Liberal Arts beginning September 2010

English, tenure track, assistant or associate professor. Successful candidates must hold a Ph.D in rhetoric and composition or writing and have a successful record of publication and experience in teaching at all levels of the composition sequence, writing for the professions, and creative writing.

History, tenure track, assistant or associate professor. Specialist in Latin American History, with knowledge also of United States Latino/Hispanic History. Teach major and non-major classes. Ph.D. required, teaching experience and research are preferred.

Speech Communication, tenure track or renewable contract, assistant professor. Ph.D preferred. MFA or MA in the following disciplines will be considered: speech and/or theatre arts, speech communication, theatre, ESL(if graduate study included performance, articulation and communication theory) and communication theory. A minimum of 2 years experience in teaching speech communication courses is preferred. Responsibilities include curriculum development, research and publication.

Freshman and Junior Seminar Faculty, renewable contract, visiting instructor. A minimum of a master's degree preferably in a liberal arts area, and experience teaching first year college students are required. Doctorate is preferred. The ideal candidate must be fluent in methods of student engagement and assessment of student learning outcomes. Responsibilities include teaching freshmen seminar (a course emphasizing inquiry) and junior seminar (a course emphasizing assessment of general education competencies).

Mercy College is an independent, New York area institution offering over 90 undergraduate and graduate programs. The College has an enrollment of almost 10,000 students from diverse backgrounds, across five campuses-Dobbs Ferry, Manhattan, Bronx, White Plains and Yorktown-plus an online learning community.

Throughout its history, Mercy College has remained dedicated to its mission-to make available the transformational power of a college education. Mercy's commitment to quality, innovation, and to student support and success, remains as strong today as ever.

Mercy College actively engages in recruiting a diverse workforce and student body that includes members of historically underrepresented groups, and strives to build and sustain a welcoming and supportive campus community.

Preferred start date is September 1, 2010. All positions are 9 month appointments unless noted otherwise, and most require teaching commitments on more than one campus. Review of applications will begin on January 20, 2010 and continue until the positions are filled.

Electronic applications are required and must include a cover letter responsive to the specific faculty position announcement, CV, and the names and contact information of at least three references. Please submit the above documentation online at https://jobs.mercy.edu.
Application Information
Postal Address: Human Resources
Mercy College
555 Broadway
Dobbs Ferry, NY 10522
Online App. Form: https://jobs.mercy.edu

2009-12-02T07:37:00.000-06:00

149. Anthology Story Submissions Wanted!

From Shane Moore and Stygian Publications:

Stygian Publications is pleased to announce a fantasy short story contest for the Abyss Walker Anthology, a new joint venture with the creator Shane Moore. All stories must take place in the Abyss Walker world. You can write a story about your favorite character or create a new one and they may be set in any time.

Half of the stories will be by established writers to include Shane Moore, the creator of the Abyss Walker series, but the other half will come from a writing contest sponsored by Quatrecon. The First Place winner will receive publication in the anthology, professional pay of 5 cents per word, and five contributor copies. The 5-8 runners up (depending on length of stories) will receive publication in the anthology, 1 cent per word, and two contributor copies.

Submission Guidelines:
• It will be important to be familiar with the Abyss Walker universe
• Stories will be selected on quality and consistency
• Stories should be between 3-7k words (Query before sending a longer or shorter piece)
• Use standard manuscript format
• Paste your story in the body of the email, no attachments
• Deadline is March 19th, 2010

What we want:
• If you choose an existing character, you must be completely accurate in your depiction
• We prefer new characters. Any race in the Abyss Walker world is acceptable-Including gods or demons
• We are looking for Dark Fantasy, Horror, or Cross Genre
• Solid, character driven stories

For more information on the convention, go to Quatrecon.com

Here are some of the well known writers that your story (if selected) will appear with
Roy C. Booth (novelist and internationally award-winning and produced playwright)
Sean Taylor (Gene Simmon’s "Dominatrix")
Jon Klement ("Tales of the Smerdiverse")
Shane Moore (Creator of the Abyss Walker world)
Paul Genesse ("The Dragon Hunters")
and more to come!

No simultaneous submissions, no multiple submission, but if rejected before the deadline you may submit again.

Submissions should be sent to:
abysswalker@necrotictissue.com

2009-12-01T06:34:00.001-06:00

149.

An (ex-)friend of mine accused a genuine friend of mine of being anti-Semitic. When I tried to defend that friend in a wimpy "that may be what you heard, but it's surely not was intended" way, he accused me of being anti-semitic. For the first time in 15 years, I ended a friendship -- saying "I'd prefer we not." Any...way: FB entangles us, until you find the "block" button in the lower left corner -- a godsend.

2009-11-26T21:36:00.001-06:00

148.

Writing Program Director

Institution:
Midwestern State University

Posted:
November 23, 2009

Location:
Texas

Category:
English/ literature

Position Description:
Tenure Track

Employment Level:
Full Time

Website:
http://www.mwsu.edu

Salary:
Unspecified

View all jobs from this employer Apply Now Save Job

English: Writing Program Director, new position, tenure-track, rank and salary commensurate with qualifications and experience, begin fall 2010. Teach two writing courses per semester (freshman through graduate) and oversee English composition program. All department faculty teach some freshman composition. Possible duties include leadership in pedagogy, curriculum development, program assessment, and a Writing Across the Curriculum initiative; supervising, training, and evaluating TA's and adjuncts; and working closely with the English Chair to shape the vision of, as well as staff and schedule, the composition curriculum. Required: Ph.D. in Rhetoric and Composition or English, significant full-time faculty experience, and demonstrated excellence in composition teaching. Preferred: administrative experience in a writing program or writing center, scholarship related to composition and rhetoric. Position will remain open until filled. Screening of applications will begin February 15, 2010. Send jargon-free letter addressing position responsibilities and requirements, curriculum vitae, and contact information for three references to Pam Marshall, Department of English, Midwestern State University, 3410 Taft Boulevard, Wichita Falls, Texas 76308-2099, or submit materials electronically to pam.marshall@mwsu.edu. This position is designated as security sensitive and requires the finalist to complete a criminal background check. EEO/ADA Compliance Employer. Midwestern State University is the only public liberal arts university in Texas, and liberal arts form the basis of an MSU education in both traditional liberal arts areas and professional disciplines. Writing across the curriculum is integral to this effort. We are dedicated to excellence in teaching, enhanced by significant research, creative discovery, and service. Midwestern State University is a campus of approximately 6,000 students, primarily undergraduate, located in Wichita Falls, Texas; about two hours' drive northwest of Dallas/Ft. Worth. For more information about us, please visit our Web site: http://www.mwsu.edu.

2009-11-26T21:28:00.001-06:00

147.

Tenure Track Faculty - English (994193)
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Institution: Kent State University
Location: Kent, OH
Category:

* Faculty - Liberal Arts - English and Literature

Posted: 11/24/2009
Application Due: 01/04/2010
Type: Full Time
Kent State University at Tuscarawas invites applications for a tenure-track position to teach introductory and college-level English courses. A tenure-track appointment carries with it the expectations of teaching excellence, scholarship, professional development, campus and community service.

A Ph.D. in English with demonstrated excellence in undergraduate teaching is required. Concentration in rhetoric and compensation, and/or a background in business/professional/technical writing preferred as is evidence of scholarly achievement. Salary commensurate with credentials and experience.

2009-11-26T21:27:00.001-06:00

146.

Assistant Professor - Composition
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Institution: Ithaca College
Location: Ithaca, NY
Category:

* Faculty - Liberal Arts - English and Literature

Posted: 11/25/2009
Type: Full Time
Job Description: The Department of Writing in the School of Humanities and Sciences at Ithaca College announces a search for two tenure-eligible positions beginning August 16, 2010.

In addition to expertise in first-year writing, we seek candidates with aptitude/experience in one or more of the following: advanced composition; composition theory; writing program administration and assessment; community-based learning and grant writing; new media and classroom technologies. The successful candidate will be expected to advise students, publish, and participate in departmental governance.

Qualifications: Applicants must have a Ph.D. in Composition/Composition and Rhetoric by August 2010; demonstrated ability to teach first-year composition; and a record of research in the field of composition and rhetoric.

Job Open Date: 11/24/2009

2009-11-24T20:12:00.001-06:00

145.

Assistant Professor of English

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Institution: Edward Waters College
Location: Jacksonville, FL
Category:
Faculty - Liberal Arts - English and Literature
Faculty - Liberal Arts - Humanities
Posted: 11/23/2009 (Reposted Job: Initially posted on 07/17/2009)
Application Due: Open Until Filled
Type: Full Time
The Assistant Professor of English teaches English classes, specifically in freshman composition, general education literature, and upper-level humanities. The assistant professor also serves on various college committees as necessary and serves as an academic advisor. The position reports to the Dean of Arts and Sciences.

The successful candidate must possess, at a minimum, a doctoral degree in English, specializing in composition and rhetoric, British literature, or history of the English language. The candidate must also have a strong interest in undergraduate education and commitment to effective teaching.

Applications will be accepted until the position is filled.

EWC offers excellent employee benefits for all full-time positions. EWC is an Equal Opportunity Employer and we are a drug and smoke free campus.

Send your letter of interest and resume to: humanresources@ewc.edu.

Imagine playing a role within Edward Waters College . . . YOU CAN!

Ethics * Excellence * Effectiveness

2009-11-23T21:17:00.001-06:00

143.

Visual Communication/New Media: Tenure-track position assistant professor position beginning August 2010. Will consider a range of specializations such as visual design, web design, and new media production and analysis. Evidence of successful teaching, scholarly ability, and active research agenda necessary. Women and minorities are encouraged to apply. Ph.D. preferred, ABD considered; corporate experience welcomed. Applications reviewed beginning December 7, 2009 and will continue until the position is filled. Send letter and resume to Prof. Stephen D. Farina, Department of Communication & Media, Box 5760, Clarkson University, Potsdam, NY 13699-5760. Inquiries should be made to sdf@clarkson.edu or (315) 268-6484. Clarkson University is an AA/EOE. Refer to Position 38-09.

2009-11-23T17:43:00.001-06:00

141. cfp

Cfp: "Rhetoric 2.0: Continuity and Change from the Oral Tradition to the Digital Age," Texas Woman's University, February 12, 2010.
by Richard L. W. Clarke
Federation Rhetoric Symposium 2010.

Once a thing is put in writing, it rolls about all over the place, falling into the hands of those who have no concern with it just as easily as under the notice of those who comprehend; it has no notion of whom to address or whom to avoid. And when it is ill-treated or abused as illegitimate, it always needs its father to help it, being quite unable to protect or help itself. (Plato, Phaedrus)

The Federation Rhetoric Symposium will provide an opportunity for a diverse group of scholars to investigate how today’s rhetors continue to use the wisdom of Sophistic, Classical, and Medieval rhetors who debated the validity of rhetoric, Renaissance and Modern rhetors who helped this art transition into a fully developed written tradition, and the contemporary debate about the validity of digital rhetoric. The Federation Rhetoric Symposium is now accepting proposals for papers and panels from faculty, graduate and undergraduate students, and independent scholars investigating the ways rhetoric has and has not changed throughout the centuries and contemplating future continuities and changes.

We are broadly defining the theme to emphasize rhetoric in all areas including but not limited to:
Rhetorical Theory
Rhetorical History
Discourse Analysis
Genre Analysis
Composition Theory
Communication Studies
English Studies
Journalism
History
Film Studies
Digital Rhetoric
New Media Studies
Disability, Gender and Minority Studies
Political Science

Suggestions for possible areas of interest:
Critical Theory
Academia/Professional Issues
Rhetoric & Philosophy
ESL & Composition
Pop Culture
Rhetoric of Mass Media
Literary Studies
Rhetoric and Technology
Computers and Writing
Basic Writing
Writing Center Theory & Practice
Composition & Rhetoric

Dr. Patricia Bizzell, 2008 Conference on College Composition and Communication Exemplar Award winner and distinguished scholar of rhetoric and public address, will be our keynote speaker at the conference. Dr. Bizzell is a prolific author and notable speaker who has written and presented on topics as diverse as composition theory, feminist research, Jewish rhetoric, the history of rhetoric. She is the founder of The Writer’s Workshop and the WAC program at College of the Holy Cross.

The Federation Rhetoric Symposium is part of an ongoing series, "A Symposium in Rhetoric" that has welcomed many notable speakers since the first meeting in 1973. These keynoters have included Karlyn Kohrs Campbell, Kathleen Blake Yancey, Sonja Foss, Richard Enos, Cynthia Selfe, James Kinneavy, Kenneth Burke, Stephen Toulmin, and many others.

2009-11-23T10:19:00.000-06:00

140.

2010-2011 Andrew W. Mellon Sawyer Postdoctoral Fellowship, Indiana University
Rupture and Flow: The Circulation of Technoscientific Facts and Objects

Receipt deadline: March 1, 2010

The Sawyer Seminar and the Institute of Advanced Study at Indiana
University will award one Andrew W. Mellon Sawyer Postdoctoral
Fellowship for a one-year appointment beginning July 1, 2010. The
Fellow will receive a stipend of $40,000 per year, as well as health
insurance and a relocation allowance. This Sawyer Seminar is based in
science and technology studies and focuses on how facts and
technologies circulate among diverse communities of producers and
consumers. In addition to pursuing a research project that speaks to
central themes of the seminar. the fellowship recipient will play an
active role in the intellectual life of the Sawyer Seminar by helping
to organize a seminar series and four workshops. There will be no
teaching responsibilities.

Applicants should read the full job ad and proposal, available at
http://www.sawyer.indiana.edu/, before beginning their application.
Applicants will be notified of fellowship decisions in May 2010.

Requirements:
Applicants should have completed a Ph.D. in STS, Sociology,
Informatics, Anthropology, or other relevant fields no earlier than
June 30, 2005 and no later than August 1, 2010. The application should
include:
• 1000-word research project proposal and one-page bibliography.
• 250-word statement of the project's potential contribution to the
Sawyer Seminar
• Curriculum vitae
• Three letters of recommendation
Deadline March 1st. See http:/sawyer.Indiana.edu/~ruptureandflow/ for
full details, including mailing addresses.

Fellowship recipients cannot currently hold a tenure-track position.

Indiana University is an Affirmative Action/Equal Opportunity
employer. Scholars who are members of traditionally under-represented
groups are encouraged to apply.
There is no citizenship requirement or restriction for this
fellowship. Non-U.S. nationals are welcome to apply. Employment
eligibility verifications requested upon hire.

Contact Info:
Ivona Hedin,
Institute for Advanced Study,
Poplars 335, 400 E. 7th Street ,
Indiana University
Bloomington, IN 47405

Website: http://www.sawyer.indiana.edu

2009-11-23T06:56:00.001-06:00

139.

Rhetoric: Associate or Full Professor of Composition and Rhetoric, University of New England, Biddeford, Maine. The University of New England College of Arts and Sciences invites applications for an Associate or Full Professor of Composition and Rhetoric to begin Fall 2010, pending budgetary approval. The successful candidate will have a Ph.D. in Composition and Rhetoric, but the area of specialization is open. See full position description and application instructions at http://www.une.edu/hr/jobs/asstprofcomposition.cfm. The University of New England is an EO/AA employer.

2009-11-23T06:55:00.001-06:00

138.

BRIDGEWATER STATE COLLEGE FACULTY OPENINGS FALL 2010

Bridgewater State College, the comprehensive public college serving Southeastern Massachusetts, is located in the heart of the town of Bridgewater. The college's 270-acre campus features 38 academic, residential and administrative buildings. The college offers more than a hundred undergraduate and graduate academic programs and has an enrollment of approximately 10,000 full-time and part-time graduate and undergraduate students.

Full-time, tenure track positions are available in the following Departments:
· Accounting and Finance (Accounting)
· Art (Art History: Generalist/Global Focus)
· Biology (Microbiology; Physiology)
· Communication Studies (Journalism)
· Elementary and Early Childhood Education (Early Childhood Focus)
· English - 3 positions (British and Irish Modernist; Rhetoric and Composition; Modern British and American Drama)
· History - 2 positions (US History: Second World War to Present; US History: Late 19th-Mid 20th Century)
· Management - 4 positions (2 positions in Marketing; Operations Management; Organizational Behavior)
· Math and Computer Science - 2 positions (Mathematics)
· Movement Arts, Health Promotion and Leisure Studies (Physical Education-Biomechanics/Anatomy)
· Philosophy - 2 positions
· Political Science (Public Administration)
· Social Work - 2 positions

For a complete listing of all jobs and to apply on-line, please visit: http://jobs.bridgew.edu

2009-11-23T06:54:00.001-06:00

137.

Rhetoric/Composition: Multiple tenure-track positions, beginning August 2010, in a growing, student-centered department offering a new writing minor. The successful candidate will join six rhet/comp Ph.D.s in teaching courses in first-year composition and will have the opportunity to teach upper-division and graduate courses. 4/4 teaching load. We seek applicants who will help us strengthen the first-year program and the writing and creative writing minors and who will participate in the university's writing in the disciplines initiative. Requirements: Ph.D. in composition/rhetoric in hand by August 2010. Desired specializations: basic writing, technical/professional writing, writing in the disciplines, minority rhetorics, or creative writing. Rank/salary commensurate with credentials and experience. Applicants must apply online at https://jobs.uncp.edu. Attach vitae and letter of application to online application. Additional application materials, such as letters of recommendation, teaching portfolio, and transcripts, may be requested of finalists. Consideration of candidates will begin immediately and will continue until positions are filled. Interviews at MLA. UNCP is an equal employment, affirmative action employer. Minorities and women are encouraged to apply. UNCP complies with the Immigration Reform and Control Act of 1986. For more information, see the university Web site at http://www.uncp.edu.

2009-11-20T20:23:00.001-06:00

Friday, 20 November 2009
135.

Assistant Professor of English
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Institution: Purdue University North Central
Location: Westville, IN
Category:

* Faculty - Liberal Arts - English and Literature

Posted: 11/20/2009
Application Due: Open Until Filled
Type: Full Time
APPLICATIONS ARE NOW BEING ACCEPTED FOR THE FOLLOWING FACULTY POSITION:

STARTING RANK: Assistant Professor of English
STARTING SALARY: Dependent upon Qualifications
STARTING DATE: August 16, 2010
APPLICATION DEADLINE: Application review will begin on November 30, 2009,
and continue until position is filled.

CAMPUS: Purdue University North Central is a regional campus within the Purdue University system. It currently serves approximately 4,100 students with a full-time faculty of 122. This scenic campus is situated on 268 rolling and wooded acres eight miles south of Lake Michigan near the cities of LaPorte, Michigan City, and Valparaiso. It is 65 miles east of Chicago's vast cultural resources and 85 miles north of Purdue's main campus in West Lafayette, IN. The location offers both urban and suburban living, excellent school systems, and extensive recreational facilities.

MISSION: The Department of English and Modern Languages provides undergraduate instruction in English Composition, writing, and literature studies. The department also provides instruction in foreign languages for Spanish, French, German, and in American Sign Language. The department focuses on developing a student's writing skills and assisting the learner in reaching new levels of language and literacy competency. Students may earn a Bachelor of Arts degree in English and/or a minor in one of several optional areas. Faculty and staff are dedicated to serve high quality student learning utmost, and the department maintains a Writing Center to assist students in achieving their literacy skills and career goals.

POSITION: The Department of English and Modern Languages at Purdue University North Central invites candidates to apply for a full-time, tenure-track, Assistant Professor of English teaching position. Some courses may be taught in the evenings, on-line, or at off-campus locations including two correctional facilities. Opportunity exists for summer employment. Salary and rank are commensurate with experience and credentials. Excellent benefits.

QUALIFICATIONS: Minimum qualifications: Ph.D. in English is required by the August, 2010, starting date. We are looking for specialization in any of the following areas: Composition and Rhetoric; Professional Writing, Literary Theory and Criticism. The successful candidates will also be expected to contribute to the teaching of English Composition. Some expertise in literary elements that would enhance our English major may be an advantage. Experience coordinating composition programs and writing centers as well as experience in on-line instruction for hybrid and distance learning courses may be considered helpful. Graduate level teaching experience is preferred.

RESPONSIBILITIES: Beginning one week prior to the start of regular classes in the fall, include preparing and teaching 7-8 sections of English courses per year (between 11 and 14 contact hours per semester), which may also include teaching first-year English Composition writing courses (following the campus English Composition curriculum); creating class materials, preparing and administering examinations, performing academic advising, participating in campus governance, attending commencement, as well as research and publication. Other responsibilities will include, but may not be limited to: meeting all scheduled classes and examination periods; maintaining accurate attendance records; participating in the student evaluation process; complying with syllabi requirements issued by the office of the Vice Chancellor for Academic Affairs and the department; being available on campus for interactions with students; maintaining regularly scheduled office hours each week; participating in department meetings; attending official University functions.
Expectation is that full-time faculty should be available at least four days per week on campus. Learning (teaching) is the primary function of a faculty member at this campus, and a Discovery (research) agenda appropriate to the discipline is required. In addition, Engagement (service) within the University and surrounding communities is expected. Learning, Discovery, and Engagement are central to the Strategic Plan of Purdue University North Central.

APPLICATION INFORMATION: Review will begin November 30, 2009, and will continue until the position is filled. Please submit a letter of application, a current Curriculum Vita, and the names, addresses, and contact information for three current references. Please send these materials via fax, U.S. mail, or electronically (preferred) as indicated below.
Ms. Jean-Ann Morton
Department of English & Modern Languages
Purdue University North Central
1401 S. U.S. 421
Westville, IN 46391-9542
E-Mail: jmorton@pnc.edu
FAX: (219) 785-5518
Web Address: http://www.pnc.edu/pr/facfull.html

Applications will be acknowledged. Additional supporting documents may be requested.
Purdue University North Central is an equal opportunity/equal access/affirmative action employer.
Posted by David at 17:56 0 comments
134.

English Instructor
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Institution: Hillsborough Community College
Location: Tampa, FL
Category:

* Faculty - Liberal Arts - English and Literature

Posted: 11/19/2009
Application Due: 01/24/2010
Type: Full Time
See the College's Jobs website https://jobs.hccfl.edu/ to (1) complete and save an online application and (2) apply for open positions.

Qualifications: This position requires at least a Master's degree in English or a Master's degree with at least 18 graduate semester hours in any combination of Applied Linguistics, Creative Writing, English, Grammar, Literature, Rhetoric and Composition or Technical Writing.

Substitution of Experience for Education Permitted: No

Preferred Qualifications: Prefer applicants with demonstrated instructional experience at a post-secondary level, preferable at a community college.

Additional Documents Required: Submit a copy of an academic transcript from a regionally accredited institution of higher education showing at least the minimum qualifications. If the transcript copy does not reflect awarding of the required degree, or the required semester hours, must attach written documentation from the educational institution showing when the degree will be awarded or hours earned. Scan your transcripts and attach them to the application, or fax or mail a copy (accompanied by the Document Transmittal Form) to be received by the Employment Office (813 -253-7168) on or before the job close date.

Job Description: This is a tenured-track faculty position beginning with Academic Year 2010 to 2011 (August 2010). The College desires candidates with on-going professional development interests, love of teaching, and enthusiasm for campus and College committees and activities.

Supplemental Job Information: To be considered, applicants must have been awarded the qualifying graduate degree or graduate semester hours by September 2009. Applicants with a qualifying degree from an educational institution outside the United States and Canada must submit a foreign credential evaluation from one of the members of the National Association of Credential Evaluations Services (website: www.naces.org). Scan the foreign credential evaluation and attach to the application, or fax/mail a copy to the Employment Office (813 -253-7168).

Pay Rate: A faculty member shall be assigned to the appropriate salary grade for Academic Year 2009 to 2010 based on the union contract. The entry levels are: (Grade III) Bachelor's degree plus college faculty experience $40,488, (Grade II) Master's degree with 18 graduate semester hours in the field $42,548, (Grade II+) Master's degree plus 30 graduate semester hours in the field $44,815 and (Grade I) an earned Doctorate in the field $47,081. A salary reopener of negotiations with the faculty union for Academic Year 2009 to 2010 has not been completed.

Department: DM Assoc in Arts (Hum/Comm)

Campus: Dale Mabry

Email: employ@hccfl.edu
Application Information
Contact: Employment Office
Hillsborough Community College
Phone: 813-253-7030
Fax: 813-253-7168
TDD: 813-253-7552
Online App. Form: https://jobs.hccfl.edu/applicants/Central?quickFind=153918&jtsrc=www.higher edjobs.com&jtrfr=www.peopleadmin.com&adorig=PA

2009-11-20T20:20:00.000-06:00

136.

Dr. Donna R. Vocate, dvocate@atu.edu

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 December 31, 2009.

The department serves about 500 majors plus general education students and has active forensics and internship programs. Some graduate level Speech Communication coursework is required for the department's MA in Multimedia Journalism. The university is a mid-size liberal arts university with an enrollment of about 9,000, emphasizing teaching and undergraduate education together with maters' 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.

2009-11-19T14:35:00.001-06:00

133.

Assistant Professor of Technical Writing - Western Carolina University

Tenure-track Assistant Professor of Technical Writing. Industry experience or related specialties (such as New Media or Publishing) desirable. Terminal degree (Ph.D. or equivalent) in English or related field from an accredited institution by August 2010. Typical teaching load 3/3 ranging from graduate courses to introductory/service courses. English faculty play significant roles in implementing WCU’s new Quality Enhancement Plan (QEP) which emphasizes integrated and synthetic learning. WCU is committed to the Boyer model of scholarship, stewardship of place, and engagement.

See complete description and apply online (letter, CV, list of three references) at http://jobs.wcu.edu (position #2032); hard copy application materials will not be considered. Review of applications continues until position is filled (pending final budgetary approval). Apply by 11/30 to ensure consideration for MLA. For questions contact. Brian Gastle, Department Head (bgastle@wcu.edu). Western Carolina University is an AA/EOE that conducts background checks

- - - - - - - - - - - - - - - - - - - - - - - - - - -

Dr. Brian Gastle, Department Head

Department of English, 305 Coulter Hall

Western Carolina University

Cullowhee, NC 28723

O: 828.227.7264

2009-11-18T04:52:00.000-06:00

Assistant Professor of English (Unclassified IFO)
Speech Communication
Appointment:
Full-time
Tenure Track/Probationary
Application Deadline:
January 4, 2010

Send materials to:
http://agency.governmentjobs.com/bemidji/default.cfm
Bemidji State University
1500 Birchmont Drive NE
Bemidji, MN 56601
Contact:
Susan Hauser, Chair
Department of English
Email: shauser@bemidjistate.edu
Phone: (218)755-3355

Responsibilities:
Teach oral communication at all undergraduate levels.
Teach upper division communication courses.
Assist with curriculum development and assessment.
Contribute to a program of scholarship within the discipline, student advising, service to the University and community, and other associated faculty duties.
Contribute to interdisciplinary teaching and distance learning delivery.
Involvement in activities that support Bemidji State University's signature themes: Environmental stewardship, Civic engagement, Global/Multicultural Understanding.
Knowledge of and interest in diverse cultures and populations
Minimum Qualifications:
PhD in Speech Communication or related field with appropriate
specialization by August 17, 2010.
Teaching experience in university level courses.
Ability to teach communication at all undergraduate levels.
Teaching excellence, student-centered.
Applicants must be able to lawfully accept employment in the United States at the time of an offer of employment.
NOTE: Official transcript(s) must be provided to Human Resources upon hire. Persons writing letters of reference should be advised of Minnesota's open record law which can make such letters available to
applicants upon request.

Application Procedure:
Apply online at: http://agency.governmentjobs.com/bemidji/default.cfm

Links:

Employment for this position is covered by the collective bargaining agreement for the Inter Faculty Organization which can be found at:
http://www.hr.mnscu.edu/contract_plans/documents/ifo0709.pdf
Online application
http://agency.governmentjobs.com/bemidji/default.cfm

2009-11-17T16:52:00.001-06:00

133.

Multiple Tenure-track Positions in the Department of Communication
Institution:Georgia State UniversityPosted:November 16, 2009Location:GeorgiaCategory:Speech/ rhetoric, Other communicationsPosition Description:Tenure TrackEmployment Level:Not ProvidedWebsite:Not ProvidedSalary:Not Provided
Communications: The Department of Communication anticipates hiring tenure-track faculty in (a) international communication (1st review December 15, 2009), (b) rhetorical studies (1st review November 20, 2009), and (c) a lecturer in new media production (1st review December 15, 2009) for the 2010-11 academic year. Completed Ph.D. required by Fall 2010 start date. Send application letter, curriculum vitae, graduate transcripts, evidence of teaching effectiveness, and three letters of recommendation to: Kendra Woodard, Department of Communication, Georgia State University, P.O. Box 4000, Atlanta, Georgia 30303. Please visit http://www.communication.gsu.edu/ for more information. An offer of employment will be conditional upon background verification. GSU is a comprehensive research university in the University System of Georgia and an EE/AA employer.

2009-11-17T16:51:00.005-06:00

132.

Professional/New Media Writing Position
Institution:East Stroudsburg University of PennsylvaniaPosted:November 16, 2009Location:PennsylvaniaCategory:Digital media, Media studiesPosition Description:Tenure TrackEmployment Level:Full TimeWebsite:Not ProvidedSalary:Not Provided
EAST STROUDSBURG UNIVERSITY OF PENNSYLVANIA
PROFESSIONAL/NEW MEDIA WRITING TENURE TRACK
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.

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.

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. To learn more about diversity at ESU and in our community, visit our website at www.esu.edu/diversity.

Visit our home page at www.esu.edu

2009-11-17T16:51:00.003-06:00

132.

Assistant (or Associate) Professor of ?Rhetoric & Composition
Institution:Virginia Military InstitutePosted:November 16, 2009Location:VirginiaCategory:Curriculum and instructionPosition Description:Not ProvidedEmployment Level:Not ProvidedWebsite:http://https:/www.vmi.eduSalary:Not Provided
Assistant (or Associate) Professor of Rhetoric and Composition

Tenure-track assistant professor (or associate professor) specializing in Rhetoric and Composition to teach first-year composition and upper-level courses in a well-established, growing Writing Minor. VMI offers a rigorous, diverse undergraduate writing curriculum with small class sizes. It also hosts the highly regarded Spilman Symposium on Issues in Teaching Writing. Ph.D. by August 2010. Competitive salary with full benefits. For more information about the Institute Writing Program, please see www.vmi.edu/iwp. Virginia Military Institute is a state-supported undergraduate military college of liberal arts, engineering, and the sciences with a strong emphasis on teaching excellence. No military experience required. Send letter of application, curriculum vitae, and dossier including transcripts and three letters of recommendation to Dr. Emily P. Miller, Head, Department of English and Fine Arts, Virginia Military Institute, Lexington, VA 24450. Review of applications will begin December 7, 2009, and continue until the position has been filled. Interviews at MLA. VMI is an EOE. Women and minority candidates are encouraged to apply.

2009-11-17T16:51:00.001-06:00

131.

Director of First-Year Writing
Institution:University of Central ArkansasPosted:November 13, 2009Location:ArkansasCategory:English/ literature, Other communicationsPosition Description:Not ProvidedEmployment Level:Not ProvidedWebsite:http://www.uca.edu/writingSalary:Not Provided
Director of First-Year Writing

The Department of Writing invites applications for the position of Director of First-Year Writing. This is a tenure-track, 10-month position with some additional summer responsibilities. The teaching load is 2-2. Focused on a comprehensive approach to writing studies, the department delivers two general education writing courses and further partners with area high schools in the university's concurrent enrollment program. The director will report directly to the chair of the Department of Writing and coordinate the scheduling, faculty development, and assessment of all general education writing courses including the department's concurrent enrollment partnerships. The position will be supported by a department of over thirty full-time faculty. Start date: August 2010.

Minimum Qualifications: Advanced assistant professor or associate professor with a Ph.D. in Rhetoric and Composition. The individual must have experience as a writing program administrator of a first-year writing program and be conversant with concurrent/dual credit initiatives. The individual should have a solid record of publication and research in composition studies. The position's responsibilities call for leadership, administrative skills and experience in teaching, planning and program advocacy. The individual must have experience with first-year writing programs. The ideal candidate will also have experience with WAC, collaborative initiatives, and outreach initiatives, including the National Writing Project.

Application: Review of applications begins November 30, 2009 and will continue until filled. Electronic submission of materials is encouraged. Candidates should submit a cover letter describing administrative experience and philosophy, curriculum vitae, and contact information for five references to:

Dr. Scott Payne, Chair
Department of Writing
College of Fine Arts and Communication
University of Central Arkansas
201 Donaghey Avenue, Thompson 308
Conway, AR 72035

Email: spayne@uca.edu

2009-11-17T16:50:00.001-06:00

131. Come be my boss

POSITION DESCRIPTION
DEAN OF THE COLLEGE OF LIBERAL ARTS - UMD

The University of Minnesota Duluth (UMD) is seeking qualified candidates for the position of Dean of the College of Liberal Arts (http://www.d.umn.edu/cla/main/index.php). The position of Dean (job code 9311) is a 100%, 12-month (A term), annual renewable (K type) Professional and Administrative appointment. The salary is competitive and commensurate with credentials and experience.

The Dean is responsible for academic leadership of the College, administration of ongoing programs and resources, program development and assessment, promotion and maintenance of effective relations with the community, development of effective fund-raising strategies, and maintenance of productive administrative relations at UMD and with other units of the University of Minnesota system. The Dean reports directly to the Vice Chancellor for Academic Administration on the Duluth campus.

The College of Liberal Arts consists of the following departments: American Indian Studies, Communication, English, Foreign Languages & Literatures, Geography, History, Philosophy, Political Science, Sociology/Anthropology, Women's Studies, and Writing Studies. In addition, students may earn a major or minor in Criminology, Cultural Studies, Environmental Studies, Interdisciplinary Studies, International Studies, and Urban and Regional Studies. The College supports the following programs: Center for Addiction Studies, Center for Community and Regional Research, Center for Crime and Justice Studies, Center for Ethics and Public Policy, Center for Genocide, Holocaust and Human Rights Studies, Geographic Information Sciences Laboratory, Royal D. Alworth Institute for International Studies, and Upward Bound Vision Quest. Programs offered include 44 undergraduate majors and minors, and three master's degrees (Criminology, English, and Advocacy and Political Leadership). The College currently enrolls 2,118 undergraduate and 91 graduate students. Presently there are 84 tenured/tenure-track faculty, 33 full-time term faculty, and 36 civil service and professional staff.

The successful candidate will have a record of distinguished teaching and scholarship appropriate for a senior faculty appointment within an academic department in the College of Liberal Arts. The Dean will be committed to creating a vibrant academic and intellectual climate in the College exercising creative and consultative leadership and working effectively with a diverse and multi-disciplinary unionized faculty, staff, student body and other units of the University. It is expected that the Dean will encourage and promote the recognition, understanding, and respect of cultural and human diversity within the College, as well as across campus. The successful candidate will also exhibit a demonstrated ability to develop external relations with the public and private sectors in support of the College’s programs and will demonstrate success in fund-raising efforts.

Required qualifications:
• an earned doctorate or its equivalent in a field within the College of Liberal Arts,
• a minimum of three years of administrative experience as a department head or equivalent,
• a record of teaching, research and service that meets the qualifications necessary to be tenured at the rank of associate professor in the College,
• a proven record of administrative leadership and managerial and budgetary experience,
• excellent communication skills.

Preferred qualifications:
• a minimum of three years of academic administrative experience above the level of department head,
• a record of teaching, research and service that meets the qualifications necessary to be tenured at the rank of professor in the College,
• a record of creative, consultative leadership,
• a record of support for the importance of teaching, advising, and basic and applied research,
• demonstrated support of curriculum and program development,
• a record of promoting and increasing diversity,
• a record of developing external relations with the public and private sectors,
• a record of successful fund-raising,
• a record of working effectively with a diverse and multi-disciplinary unionized faculty, staff, student body and other units of the University.

A complete application must be submitted online and include (1) a Letter of Application expressing interest, availability, experiences and strengths as they relate to the position description and qualifications; (2) a current Resume; (3) the name, address, phone number and email address for four References who may be contacted; and (4) a Personal Statement detailing the applicant’s affirmative action, equal opportunity and diversity accomplishments and philosophy (Additional Document 1).

References will be contacted for those applicants whose credentials and accomplishments match well with the mission and needs of the college and campus.

The successful applicant must submit an official transcript of highest degree received and will be subject to a background check.

The search committee will begin review of complete applications December 27, 2009, and will continue until the position is filled. The anticipated start date is July 1, 2010.

For additional information contact Dr. Bilin Tsai, Interim Vice Chancellor for Academic Administration, by email: btsai@d.umn.edu or by phone: 218/726-7220.

The University of Minnesota is an equal opportunity employer and educator.

2009-11-16T20:21:00.002-06:00

130.

Finally, the best experience I had at the conference was in the Scholar to Scholar session.

It was a pleasure to talk with the various researchers about their work, and to meet the Milwaukeeans who did a rich semiotic and social analysis of McDonald's.

But it was even better to see & meet the folks on the panel I put together that became a listening set of poster sessions. Molly Stoltz, Pat Arneson, Mark Huglen and Jum Floyd are doing cutting-edge work on listening theory and ethics.

I argued with them; it was the best and most engaging set of conversations at the convention.

2009-11-16T19:16:00.002-06:00

130. On Historicizing of Rhetoric

I was on two panels and a "wandering scholar" session at NCA this year, panels that make clear to me the need for an increased historicizing of work in rhetorical theory.

It seems clear to me that there are two modes of historical work in rhetoric at NCA: the historicizing of the object of rhetorical criticism, such that rhetorical theory can be applied to it for purposes of generating insight into the text/performance (and only occasionally insight into the theory). This is the work that fills the public address work, the rhetoric of science work, the popular culture work, and much of the Burkean work.

At the same time, there is work which historicizes theory. This is the work typically done in the ASHR division (see previous post). But Bill Keith pulled together Darrin Hicks and Ron Greene (and me) a panel for the RCT division on "the therapeutic turn" in midcentury rhetorical theory. It was a prime example of historicizing rhetorical theory done for an audience of non-historians (except, bless him, Steve Mailloux in the background).

One of the audience members asked the "so what" question -- and Bill had an excellent answer. Dr. Greene asked me whether I'd like to take a stab, and I didn't. I was gunshy about the volume of people in the audience and dazzled by the work of my panelmates and Joshua Gunn's response. Who would have thought that I would someday think of my drinking buddy with the intellectual awe I do?

I agree with Bill's answer (about the valuation of pedagogy and the recognition that every pedagogy has a politics), I want to add this: the recognition that every pedagogy has a politics is one of the key insights of the process of historicizing pedagogy, theory, and practice.

In short, the work of the RCT division, the Burke division, and so on cannot be divorced from the process of historicizing that typically goes on in other divisions and the ASHR affiliate. The most contemporary of theories can be subjected to the processes of analysis that we apply to Aristotle, and that work must be done.

Some questions of historicizing that still need to be done, the way Bill's panel worked through midcentury theory: How do we historicize:
Bitzer, Vatz, Biesecker and the Rhetorical Situation
The Idiograph
The Critical Rhetoric project (Josh and I started that work)
The turn to the visual and to the material since, say 1985
...and so on.

2009-11-16T18:16:00.002-06:00

129. NCA: The Reflection: ASHR

There were some major changes in NCA this year, as I experienced it. and they are worth reflecting on.

1. The biggest, for me, is the decision by the leadership of the American Society for the History of Rhetoric to no longer host a pre-conference at NCA. Instead, they will host panels as an affiliate organization within NCA, but move their pre-conference to the Rhetoric Society of America's meeting in Minneapolis.

This is a decision that I think stems from two problems:
1a. ASHR has always felt a bit embattled at NCA. On the one hand, they are allotted upwards of 15 panels at every NCA -- among the highest number of any affiliate division. (For point of reference, the International Listening Association, another affiliate association which I am familiar with, has twice as many members (three times as many paying members, according to the ASHR board meeting), gets one panel and one business meeting session.) Yet, because ASHR is focussed on the history of rhetoric, they occupy a niche that increases a sense of isolation.

For point of reference, the "rhetorical and communication theory" division of NCA accepts something like one in four panel proposals, but definitely emphasizes contemporary research. The goal is the creation and application of rhetorical theories (and communication theories), not the historical study of them. And this distinction splits hairs if you are a social scientific scholar of interpersonal communication, but it matters a lot if you are a historian of rhetoric. ASHR, on the other hand, accepts at a much, much higher rate (and the first thing a grad student attending NCA needs to learn is how to disperse their risk in applying to present among the divisions). Is "rhetoric" underserved at NCA? No, I'd wager. Is "historical studies of rhetoric prior to the 20th century" underserved? Probably not, based on the membership in ASHR. But as my student, Beth Schoborg, put it, to be in rhetoric is to be comfortable with the uncomfortable. It is our nature to feel embattled, outnumbered, and uncomfortable.

1b. Second, I think that ASHR has had a problem thinking though what the purpose of the symposium (formerly called the "preconference") was. In some years, it was organized under a thematic calls for papers, but outside that general thematic, there was little about it that wasn't just "another selection of the panels typically held during NCA." In other years, it was more planned, more structured -- a larger proportion of invited speakers, invited to engage each other, terminating (in the case of the Seattle symposium) in products like the Viability volume. But it hasn't always been clear what the purpose of the symposium was -- as both a part of and a counterpoint to the NCA programming, and as a means of fostering the growth and identity of ASHR.

I have a set of anxieties that follow from these decisions.
1c. First, if, in fact, RSA is a more natural fit for ASHR members, that is potentially problematic. Will ASHR membership flatline if its symposium is placed at a conference where its members also attend? (What is the incentive to pay two annual membership fees to attend what is, functionally, one conference experience?) The journal will become the primary reason to join.

1d. Second, there are many years when I must decide whether to attend NCA or RSA. I lack travel support enough to attend both. I have the luxury of not being institutionally compelled to attend either, but many institutions build an expectation around NCA attendance -- it's where they recruit students, interview job candidates, and so on. How will this inflect attendance at ASHR and membership in ASHR?

1e. Finally, there was a way that the position of embattledness encouraged an investment in ASHR among NCA members. Taking a role in ASHR meant sustaining that which needed to be sustained. Will that imperative diminish without the symposium?

2. Additionally, ASHR voted to add a "board of advisors" to ASHR. An organization with 150 members, maximum, wants to pull another half dozen into leadership roles without any formal responsibilities. It's not quite articulated, yet, but it could go in either direction: an important move to create a visible leadership, or a two-level hierarchy which could cause some complications, and perhaps undermine what little prestige there is to being on the committee that makes ASHR work

3. All that said, I was happy that Dr. Bruss referenced my work on the ASHR website as providing a helpful tool for scholars in rhetoric. And Dr. Graff referenced the Advances volume that I worked with Dr. Enos to construct. Service is what I am good at, not because I lack other chops, but because I am sensitive to what is needed by the communities I work and live in, and I know the paths to fulfill those needs. (The same skill is necessary for research, as well, but I take less pleasure in that.)

2009-11-16T10:01:00.002-06:00

128. NCA 2009: The Narrative

I am back from a good NCA -- personally and professionally engaging.

1. The Departure: Complicated, because my wife had an emergency consult with a neurosurgeon. Like, our GP said "do not pass go -- go straight to neurosurgeon." It was crazy. I'm used to medicine as a slow-moving beast, not that fast. But KVTB opted against surgery. Juli, our good friend, took her to get shots to relieve the inflammation in her back, then (less good) took her to a bar, where she sat on a stool for a while, probably undoing some of the benefit of the anti-inflammatory.

Kate is going to be on her back for a while. Email her, and think about visiting in our open house coming up.

2. The Drive: Leaving already after dark, we got to Eau Claire, ate Culvers, then made it as far as Milwaukee. Crashed at Mom's, then drove to airport. Left car at airport train station ($5/day -- a steal!) and Amtrakked into Chicago. Very relaxing. Walked behind my long-legged colleague, David Gore, to the Palmer House, where I gave a paper on a panel with Keith, Gross and Newman. It worked well; Jeff Walker and Dale Sullivan were there, amid a sizaeble audience for an 8am panel on the first day of the conference.

3. General Semantics Panel also hopping. Which is odd. There is so much value to the tradition that starts with Russell and ends with Postman with Korzybski as the lynchpin, but it remains "outside."

4. Bought many books at book exhibit. Yay!

5. Attended ASHR meeting. Richard read from the anthology that Dr. Enos and I pulld together, while Dr. Bruss referenced my awesome ASHR website (the design is improved, but the content core is still there) as being useful tools. The session was recorded for NCA, so my name is set for posterity.

6. Graham Cracker Comics is awesome.

7. Dinner at McDonald's in Chicago, also awesome. "Make it a dozen" at Dunkin Donuts for an extra $2? Awesome.

8. Drinks with Bill Keith and friends, awesome; chatting with Sara N. back in the room, double-awesome.

9. Standing room only for the panel on the midcentury therapeutic turn (even Steve Mailloux had to stand!) -- awesome. Bill Keith and Ron Greene knocked it outta the park.

10. Chatting with one of Bill's students and making the connection to a writing possibility or three: double-awesome. Chatting with Erin: also cool.

11. ASHR board meeting -- strangely, also awesome.

12. Dinner with college crush: pleasant. I approve of her husband, which is a major first step. >wink<

13. Nice to run into Greg, Erin and the RSTC contingent en route to Gage.

14. Sleep well-received.

15. AM "Wandering Scholar" session -- these things are under-rated. I learned as much about the state of the field as I would in a year's worth of journals, I met colleagues from Milwaukee, and I argued productively with several scholars in the field of listening.

16. Train to Milwaukee, then drive to Madison, Westfield comics, then the Dells for David G.'s next getaway, then intense argumentation, then home.

Systematic reflection to follow.

2009-11-14T06:24:00.001-06:00

127.

Assistant/Associate Professor, English: Writing

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Institution: Curry College
Location: Milton, MA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/13/2009
Application Due: 12/12/2009
Type: Full Time
Ph.D. in Rhetoric and Composition. Seeking outstanding candidate with demonstrated teaching excellence and background in writing across the curriculum. Experience teaching wide range of learners through an individualized student-centered approach is essential. Teaching load of 4/4 will be in writing and literature with additional expectations for partnerships across disciplines and involvement in First Year curriculum development. Willingness to serve on committees across the college is required.

Upload vitae, cover letter, including statement of your teaching philosophy, and list of references. Position begins Fall 2010. Some interviews will be held at MLA Conference in Philadelphia.
Application Information
Postal Address: Mary Dunn
Human Resources
Curry College
1071 Blue Hill Ave.
Milton, MA 02186
Fax: 617-333-2330
Online App. Form: http://curry.interviewexchange.com/static/clients/402CCM1/index.jsp

2009-11-14T06:23:00.001-06:00

126.
Communication: Generalist

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Institution: Curry College
Location: Milton, MA
Category:
Faculty - Communications - Journalism
Posted: 11/13/2009
Application Due: 01/15/2010
Type: Full Time
Ph.D. in Communication. A core feature of the position will be to provide leadership in first year student curriculum development and instruction, participate and lead in development of cross-area curriculum and integration with First Year Seminar. Experience with learning outcomes assessment, interest and expertise in connecting traditional learning with experiential opportunities outside of the classroom.

Teaching responsibilities will also include at least one section per semester of the basic Fundamentals of Communication course. Priority given to scholar/practitioners working in one or more of the following areas: New Technologies, Media Ecology, Interpersonal Communication, Organizational Communication, groups and social networks, Communication and Popular Culture, Critical Media Studies, Public Policy, Visual Rhetoric and Semiotics.

Upload vitae, cover letter, including statement of your teaching philosophy, and list of references. Position begins Fall 2010.
Application Information
Postal Address: Mary Dunn
Human Resources
Curry College
1071 Blue Hill Ave.
Milton, MA 02186
Fax: 617-333-2330
Online App. Form: http://curry.interviewexchange.com/static/clients/402CCM1/index.jsp

2009-11-13T06:59:00.001-06:00

125.

Assistant Professor in Rhetoric/Composition

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Institution: The University of North Carolina at Pembroke
Location: Pembroke, NC
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/11/2009
Application Due: Open Until Filled
Type: Full Time
Rhetoric/Composition: Multiple tenure-track positions, beginning August 2010, in a growing, student-centered department offering a new writing minor. The successful candidate will join six rhet/comp Ph.D.s in teaching courses in first-year composition and will have the opportunity to teach upper-division and graduate courses. 4/4 teaching load. We seek applicants who will help us strengthen the first-year program and the writing and creative writing minors and who will participate in the university's writing in the disciplines initiative. Requirements: Ph.D. in composition/rhetoric in hand by August 2010. Desired specializations: basic writing, technical/professional writing, writing in the disciplines, minority rhetorics, or creative writing. Rank/salary commensurate with credentials and experience. Applicants must apply online at https://jobs.uncp.edu. Attach vitae and letter of application to online application. Additional application materials, such as letters of recommendation, teaching portfolio, and transcripts, may be requested of finalists. Consideration of candidates will begin immediately and will continue until positions are filled. Interviews at MLA.

Founded in 1887 as an American Indian institution to serve the Lumbee people, the University of North Carolina at Pembroke, one of the fastest-growing campuses in the UNC system, offers an affordable, highly personalized, student-centered education to a culturally and ethnically diverse student body. Small classes, close relationships with students, and opportunities for innovation, collaboration, and outreach make this a wonderful place to work. UNCP is located near I-95, close to the best beaches in North and South Carolina, 90 minutes from Raleigh-Durham, and two hours from Charlotte. UNCP is an equal employment/affirmative action employer. Minorities and women are encouraged to apply. UNCP complies with the Immigration Reform and Control Act of 1986. AA/EEO. For more information, see the university website at www.uncp.edu
Application Information
Contact: Dr. Mark Canada
Department of English and Theatre
The University of North Carolina at Pembroke
Online App. Form: https://jobs.uncp.edu

2009-11-13T06:50:00.000-06:00

124.

Liberal Arts Program - Writing Studio Faculty

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Institution: Ringling College of Art and Design
Location: Sarasota, FL
Category:
Faculty - Liberal Arts - English and Literature
Faculty - Liberal Arts - Other Liberal Arts
Posted: 11/12/2009
Type: Full Time
Liberal Arts Program - Writing Studio

Full-Time Faculty Appointment with Benefits
Beginning August 2010

Institution:
Founded in 1931, Ringling College of Art and Design is a private professional college fully accredited by the National Association of Schools of Art and Design (NASAD), the Southern Association of Colleges and Schools (SACS) and CIDA, the Council for Interior Design Accreditation. Ringling College of Art and Design's primary mission is to prepare students to be discerning visual thinkers and ethical practitioners in their chosen area of art and design and to provide an intensive professional education in the visual arts. Ringling College has taken a leadership role in the integration of high technology within art and design curricula in response to the marketplace and trends in the professions. The institution's strategic plan positions the College for continued growth and development. It is authorized to award the BFA in eleven visual arts disciplines and the BA in the Business of Art and Design, a new program that bridges the business world with art and design education. Ringling College employs 148 faculty who instruct 1,300 students from 46 states and 40 countries. The large residential campus is near downtown Sarasota. A cultural center of Florida, Sarasota is 65 miles south of Tampa and 75 miles north of Fort Myers. Additional information about the College is available at www.ringling.edu.

The Program:
The Liberal Arts Program provides the general academic and art history courses required for the B.F.A. / B.A. degree. It is also the locus for the teaching of competencies such as writing. To meet the needs of an expanding academic vision and a growing student body, Ringling College is seeking qualified candidates for a full time faculty member in writing. The LA program has a supportive, collegial faculty and unique curriculum that strongly values the scholar practitioner philosophy.

Included among the Duties and Responsibilities of this position are: contributions to the development and refinement of the program. Ability to teach Writing Studio, a first-year course in multi-modal and expository writing set in a computerized environment, and additional professional, technical, or creative writing courses within a structure of three courses or nine credits per semester. On-going commitment to scholarly activity in Rhetoric and Composition or related creative work/research in the profession is expected and active participation with faculty, department and college service is required.

Salary will be commensurate with the candidate's qualifications. The anticipated start date is August 1, 2010.

Required Qualifications for the position will include evidence of:
* A Master's degree in Rhetoric and Composition, Creative Writing, or closely related field OR a master's degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline)
* Effective teaching
* Familiarity with current research in rhetoric and composition or related field, as well as current writing pedagogy
* Teaching experience in one or more of the following areas: writing for new media, digital storytelling, visual rhetoric, applications of technology in writing courses, creative writing, and professional or technical writing
* An ability to clearly communicate and work effectively with faculty, students and administrators

Preferred Qualifications include evidence of:
* Ph.D., and/or M.F.A.
* Experience with computer-assisted instruction in composition courses
* Broad familiarity with the varied disciplines of undergraduate instruction in visual arts education and related academic subjects
* Awareness of both current and evolving issues facing the field and curricular and delivery strategies to best address them
* Successful college level teaching with empathy and understanding for the role of teaching
* Experience with synchronous/asynchronous delivery

Application:
Send: 1) cover letter of interest including specific qualifications for the position; 2) transcript copy of highest degree; 3) C.V.; 4) one-page teaching philosophy; 5) names, titles, addresses, email and telephone numbers of 3 references. Submit written material in PDF format to: Writingft@Ringling.edu

Deadline:
Review of applications will begin immediately, and will continue until position is filled. Please address applications and inquiries to: Writingft@Ringling.edu

Writing Studio
Associate VP Faculty Affairs
Ringling College of Art and Design
2700 North Tamiami Trail
Sarasota, FL 34234-5895
e-mail inquiries: Writingft@Ringling.edu
phone: 941-309-0166
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Writing Studio
Associate VP Faculty Affairs
Ringling College of Art and Design
2700 N. Tamiami Trail
Sarasota, FL 34234
Phone: 941-309-0166
Email Address: Writingft@Ringling.edu

2009-11-11T04:15:00.001-06:00

122.

English Faculty 3 Full-Time Probationary

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Institution: Minneapolis Community and Technical College
Location: Minneapolis, MN
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/10/2009
Application Due: Open Until Filled
Type: Full Time
Salary: $33,500 to $68,500 USD Per Academic Year
DATE OF APPOINTMENT:
Beginning Fall Semester 2010/August 16, 2010

ORGANIZATION:
Minneapolis Community and Technical College is a two-year college located in downtown Minneapolis, serving the diverse, multicultural communities of the Twin Cities. MCTC enrolls 45% students of color. The college provides a comprehensive offering of developmental, liberal arts, pre-professional, professional, and technical programs.

RESPONSIBILITIES:
* Teaching courses primarily in English composition and developmental writing, with occasional offerings in literature
* Participating in and leading review and implementation of curriculum in a consensus-driven department
* Participating in student assessment and departmental meetings
* Participating actively in the college community through committee work and inter-departmental collaboration

MINIMUM QUALIFICATIONS:
* Master's degree with a major in English, Composition, or Rhetoric, or Master's degree with 16 graduate semester (23 graduate quarter) credits in a field that would apply to the major required
* Composition/Rhetoric- coursework and/or practice in critical literacy and whole language theory and pedagogy; autonomous classroom teaching experience (2+ years)
* Critical Race Theory-coursework and/or practice in critical race theory; demonstrated commitment and connection to communities of color
* Developmental Writing- coursework and/or practice in the theory and pedagogy of developmental writing; autonomous classroom teaching experience (2+ years)
* Demonstrated commitment to the academic needs of non-traditional students, including non-native speakers of English, older students, students with disabilities, and first-generation college students

PREFERRED QUALIFICATIONS:
In addition, candidates with one or more of the following qualifications are eagerly sought:
* Ph.D.
* Technology, Pedagogy, and New Media- two or more years' experience theorizing, developing and teaching in digital composition settings, including online and hybrid courses, as well as incorporating multiple media into Composition as a discipline
* Community College Experience- two or more years' teaching experience in a community or combined community and technical college
* Multicultural/Cross-cultural Literature- two or more years' classroom teaching experience and/or significant graduate level coursework in multicultural educational theories, pedagogies and settings
* Assessment- documented experience with the development of assessment strategies and practices across classroom, department, and college levels
* Service Learning/Civic Engagement- documented experience with service learning/public work practices in the classroom

APPLICATION DEADLINE:
MATERIALS SUBMITTED ELECTRONICALLY ON OR BEFORE DECEMBER 4, 2009 WILL RECEIVE PRIORITY REVIEW. Submit your application and supporting information (letter of application, resume/curriculum vitae, names, addresses and telephone numbers of three professional references and transcripts of all college course work) to http://hr.powerobjects.com/hr/minneapolis.jsp.

The browsers supported by powerHR are Firefox for MAC and Internet Explorer for PC. There are links at the bottom of the site to download these browsers, if needed. The system will not work properly unless these browsers are used. Electronic copies of transcripts are acceptable for the screening process; however, the successful candidate must provide official transcripts at the time of hire.
Application Information
Contact: Peggy Beckman
Human Resources
Minneapolis Community and Technical College
Phone: 612-659-6840
Online App. Form: http://hr.powerobjects.com/hr/minneapolis.jsp

2009-11-10T06:53:00.001-06:00

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

2009-11-10T06:47:00.000-06:00

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

2009-11-09T17:44:00.000-06:00

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

2009-11-09T10:07:00.001-06:00

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

2009-11-08T19:17:00.000-06:00

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&

2009-11-05T10:18:00.001-06:00

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