This episode is the first in a series recorded at the 2017 Rhetoric Society of America Summer Institute in Bloomington, Indiana. The interviews featured in these episodes were conducted by graduate students who are part of Indiana University's Rhetoric Society of America student chapter. First up is an interview with John Muckelbauer conducted by Caddie Alford.
John Muckelbauer is Associate Professor of English at the University of South Carolina, where he has taught for thirteen years. He’s the author of the book The Future of Invention: Rhetoric, Postmodernism, and the Problem of Change. His writing has also appeared in journals like Philosophy & Rhetoric and enculturation, and he contributed a chapter entitled “Implicit Paradigms of Rhetoric: Aristotelian, Cultural, and Heliotropic” to the collection Rhetoric, Through Everyday Things. His current book project engages with style from a Nietzschean angle.
Caddie Alford is a PhD candidate at Indiana University. She is completing her dissertation, which recuperates the concept of doxa for rethinking invention, argumentation, and emergent rhetorics in terms of social media platforms. She has a forthcoming article in an upcoming special issue of Rhetoric Review that is focused on virtue ethics. She has also published on hashtag activism and choric invention in enculturation.
In this interview, they discuss invention, plants, posthumanism, the limits of rhetorical theory, and the possibility of new rhetorical paradigms.
This episode features a clip from the song "Plants" by Borrtex.
This episode features an interview with Dr. Steven Alvarez, an assistant professor in the English Department at St. John's University. The interview was recorded at the 2017 Modern Language Association Convention, where Alvarez gave a presentation entitled "Taco Literacies: Translingual Foodways Writing in the Bluegrass." He has also published on the topic in the journal Composition Forum. If you're interested in learning more about his research and teaching on taco literacy, you can check out this website, this Instagram hashtag, and this recent Remezcla article.
In addition to studying the relationships between food and literacy, Dr. Alvarez is the author of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies, Community Literacies en Confianza: Learning from Bilingual After-School Programs, and The Codex Mojaodicus.
In our conversation, we discuss Alvarez's books, the connections between research on foodways and research on literacy, and the relationship between food and emotion.
This episode features a clip from the song "Street Food" by Satellite 4.
This episode of Rhetoricity brings you something a little different. It's not an interview with one person, but a roundtable discussion featuring five members of the Sweetland Digital Rhetoric Collaborative (DRC): Naomi Silver, Jenae Cohn, Brandy Dieterle, Paula Miller, and Adrienne Raw. Dr. Silver is the associate director of the University of Michigan's Sweetland Center for Writing, which supports the DRC. The rest of the roundtable participants were DRC graduate fellows at the time of this conversation.
At the 2016 Computers and Writing Conference in Rochester, New York, where this episode was recorded, the DRC won the Computers and Composition Michelle Kendrick Outstanding Digital Production/Scholarship Award. I sat down to talk with these five members about the work of the collaborative, including the way it's shaped their view of rhetoric and digital rhetoric, as well as what the DRC's approach to cross-institutional collaboration makes possible.
This episode features an episode with Donnie Johnson Sackey, Assistant Professor of Rhetoric and Composition at Wayne State University.
Dr. Sackey is a senior researcher with Detroit Integrated Vision for Environmental Research through Science and Engagement (D•VERSE), an affiliated researcher in Michigan State University’s Writing, Information, and Digital Experience (WIDE) Research Center, and an executive board member of the Michigan Environmental Justice Coalition. His research centers on environmental public policy deliberation, environmental justice, and environmental cultural history. His work has appeared in the Journal of Technical Writing and Communication, Computers and Composition, and the collection Rhetoric, Through Everyday Things. Along with Dr. Alex Hidalgo, he co-edited issue 5.2 of Present Tense: A Journal of Rhetoric and Society, a special issue entitled "Race, Rhetoric, and the State."
In addition, Sackey is currently a co-investigator on a grant funded by the National Institute of Environmental Health Sciences to perform risk communication work around the lead and legionella contamination crisis in the municipal water system in Flint, Michigan. In the following interview, we talk at length about his work with that grant project and on Present Tense.
This episode includes clips from and references to the following:
This episode features an interview with Laurie Gries. Dr. Gries is an assistant professor at the University of Colorado-Boulder, where she has a joint appointment in the Department of Communication and the Program of Writing and Rhetoric.
Laurie Gries researches visual rhetoric, circulation studies, research methodologies, new materialism, and the digital humanities. She's the author of the book Still Life With Rhetoric: A New Materialist Approach for Visual Rhetorics, which won the Conference on College Composition and Communication’s 2016 Advancement of Knowledge Award and 2016 Research Impact Award. Her work has also appeared in the journals Computers and Composition, Rhetoric Review, and Composition Studies. Most recently, her article “Visualizing Obama Hope” was published in Kairos.
In this interview, Gries discusses the limits and possibilities of new materialism, the importance of method and methodology in rhetorical studies, and her work developing PikTrack, a software that would allow researchers to track online images and create data visualizations of such images’ trajectories. We also talk about monkeys, chimpanzees, and the difficulty of defining the word “rhetoric.”
This episode includes clips from the following:
This episode features an interview with Diane Davis, who also appeared in Rhetoricity's first episode and directed the dissertation of this podcast's host. (This interview was in fact recorded the same day that dissertation was defended.)
More significantly, Dr. Davis is a professor in the Department of Rhetoric and Writing at The University of Texas at Austin and will serve as chair of that department beginning in fall 2017. She is also the Kenneth Burke Chair and Professor of Rhetoric and Philosophy at The European Graduate School. She's the author of Breaking Up [at] Totality: A Rhetoric of Laughter and Inessential Solidarity: Rhetoric and Foreigner Relations, coauthor of Women's Ways of Making It in Rhetoric and Composition, and editor of The ÜberReader: Selected Works of Avital Ronell as well as Reading Ronell.
Davis's current research focuses on non- and extrahuman rhetorics. Her recent publications in this vein include "Creaturely Rhetorics," "Autozoography: Notes Toward a Rhetoricity of the Living," and "Writing-Being: Another Look at the Symbol-Using Animal." A piece entitled "Afterword: Some Reflections on the Limit" will appear in "A Rhetorical Bestiary," a forthcoming special issue of the journal Rhetoric Society Quarterly.
In this interview, we discuss the genesis, development, and future of Davis's use of the term "rhetoricity"; her recent work on non-/extrahuman rhetorics; and two panels she was a part of at the 2016 Rhetoric Society of America conference in Atlanta, Georgia.
This episode includes clips and selections from the following sources:
Rhetoricity returns, coming to you from its new home base: Middle Tennessee State University in Murfreesboro, Tennessee! MTSU's Department of English hosts an annual event called the Peck Research on Writing Symposium. In 2016, that symposium featured a presentation by Dr. Derek Mueller, Associate Professor of Written Communication and Director of the First-Year Writing Program at Eastern Michigan University. This episode features an interview recorded during his visit.
Mueller's work has appeared in the journals College Composition and Communication, Composition Forum, Kairos, and Present Tense. He has two forthcoming book projects: Cross-Border Networks in Writing Studies and Network Sense: Methods for Visualizing a Discipline. In this interview, Dr. Mueller discusses tracking and studying citation practices in writing pedagogy and writing studies research, the concept of chora, ways of challenging the divide between qualitative and quantitative methodologies, and how visual models can enrich rhetoric, composition, and writing studies. Oh, and Star Wars.
This episode features clips from the following:
In this episode, Eric tries to discuss the limits of rhetorical mastery as well as a series of rhetorical exercises called the progymnasmata. Then a few unexpected guests show up and things take a posthuman turn.
This episode includes brief clips from the following:
This episode of Rhetoricity is a rebroadcast of a 2014 interview with Joyce Locke Carter, associate professor at Texas Tech University and chair of the 2016 Conference on College Composition and Communication (CCCC). Originally, the interview was conducted for and published by the Digital Writing and Research Lab's Zeugma podcast. This week, Dr. Carter will be giving the CCCC chair's address in Houston, Texas. Because she discusses her address and the role of CCCC chairs in this interview, now seemed like a relevant time to circulate it again. Dr. Carter's address is entitled “Making, Disrupting, Innovating,” and will explore strategies for making the case for rhetoric and composition’s value.
In addition to her work with CCCC, Joyce Locke Carter is the author of the book Market Matters: Applied Rhetoric Studies and Free Market Competition. Her current book project is entitled Reading Arguments. It focuses on how sophisticated readers engage with documents that ask them to make a decision. The project deals with a significant gap in rhetoric scholarship about what audiences actually do when they read and respond to purposeful rhetorical acts. Additionally, her work has appeared in Technical Communication Quarterly, Computers and Composition, and Programmatic Perspectives.
A transcript of the Zeugma version of the interview is available here.
This episode of Rhetoricity features Steph Ceraso. Dr. Ceraso is currently an assistant professor at the University of Maryland-Baltimore County. Starting in fall 2016, she’ll be taking a position as Assistant Professor of Digital Writing and Rhetoric in the Department of English at the University of Virginia.
Dr. Ceraso contributed the entry on “Sound” to the Modern Language Association’s “Keywords in Digital Pedagogy” project, and she presented as part of a panel entitled “Writing with Sound” at the 2016 MLA convention. She's written multiple posts for the blog Sounding Out!, contributed a multimodal piece entitled "A Tale of Two Soundscapes: The Story of My Listening Body" to the collection Provoke! Digital Sound Studies, and--along with Jon Stone--co-edited a special issue of the digital journal Harlot focused on sonic rhetorics. Her work has also appeared in the journals College English and Composition Studies. In this interview, we talk at length about her College English essay. It’s called “(Re)Educating the Senses: Multimodal Listening, Bodily Learning, and the Composition of Sonic Experiences,” and in 2014 it won the journal’s annual award for outstanding articles. We also discuss her current book project, which is entitled “Sounding Composition, Composing Sound: Multimodal Pedagogies for Embodied Listening.”
Dr. Ceraso’s research is tied up with pedagogical questions, so we also talk at length about how she approaches and integrates sound into the courses she teaches, as well as accessibility issues she addresses in both her teaching and her scholarship. Specifically, we discuss a soundmapping project, a multisensory dining event, and one student's attempt to translate the game Marco Polo into the classroom.