To re-member is to fashion together, thread by thread, the pieces or elements that constellate into complex narratives of selfhood and society; of individual and communal identities, experiences, cultures, and expressions; as mediated by increasingly digital environments.
For the past ten years (from 2009 to the present), the Computers and Composition Digital Press (CCDP) has offered a platform for the open-access publishing of scholarship in computer-mediated composition, digital literacies and rhetorics, and related topics. As part of a ten-year retrospective of the press, we aim to trace and synthesize themes that have emerged through the years, traversing the trajectories interwoven by the people and publications that have formed and enriched the press. This retrospective review essay, then, seeks to stimulate further dialogue on the publications.
The first book published by the press in 2009, Technological Ecologies of Sustainability, edited by Dànielle Nicole DeVoss, Heidi A. McKee, and Richard (Dickie) Selfe, considered “complex ecologies of interaction” that form in the mediated interactions between humans and computerized writing environments. As stated in the book’s description, “In academia, specifically, all writing is increasingly computer-mediated; all writing is digital.” In a sense, this first book serves as a metaphor for the trajectories that have since unfolded and expanded with each subsequent publication: each volume interweaves various threads in the ecologies of interaction that enable and are enabled by digitally mediated learning, teaching, and composing environments.
In the spirit of intercultural inquiry, the press’s publications foreground a diversity of voices and perspectives from various identities, communities, and embodiments. While Transnational Literate Lives in Digital Times by Patrick W. Berry, Gail E. Hawisher, and Cynthia L. Selfe investigates the ways in which individuals “take up digital literacies and fold them into the fabric of their daily lives,” Techne: Queer Meditations on Writing the Self by Jacqueline Rhodes and Jonathan Alexander explores “the often contradictory interplay between digital and traditional technologies and the author/ed self.”
Many of the books offer critical engagements with the digital across dimensions of race, gender, class, labor, sexuality, and geography. For instance, Generaciones Narratives by John Scenters‐Zapico examines the literacy experiences of marginalized populations living along the U.S.-Mexico border, Racial Shorthand, edited by Cruz Medina and Octavio Pimentel, studies how communities of color engage in social media practices, and Cámara Rhetorica by Alexandra Hidalgo interrogates rhetoric through the lens of feminist filmmaking. As varied texts such as Strategic Discourse: The Politics of (New) Literacy Crises, edited by Lynn C. Lewis, Con Job: Stories of Adjunct and Contingent Labor, directed and produced by Megan Fulwiler and Jennifer Marlow, and Sustainable Learning Spaces, edited by Russell Carpenter, Richard Selfe, Shawn Apostel, and Kristi Apostel, illustrate, our work as teachers and scholars is situated in the politics of labor, literacies, and sustainability.
Moreover, the publications reveal, reflect, and in turn, affect the ways the digital is embedded in our scholarship, pedagogy, and activism. The New Work of Composing, edited by Debra Journet, Cheryl Ball, and Ryan Trauman, for instance, analyzes the “complex and semiotically rich challenges and opportunities posed by new forms of composing.” A range of titles including Collaborative Approaches to the Digital in English Studies, edited by Laura McGrath, Digital Writing Assessment and Evaluation, edited by Heidi A. McKee and Dànielle Nicole DeVoss, Soundwriting Pedagogies, edited by Courtney S. Danforth, Kyle D. Stedman, and Michael J. Faris, The Archive as Classroom, edited by Kathryn Comer, Michael Harker, and Ben McCorkle, and The Rhetoric of Participation, edited by Paige V. Banaji, Lisa Blankenship, Katherine DeLuca, Lauren Obermark, and Ryan Omizo, offer approaches to teaching digital composing in the classroom through collaboration and participation, as well as for extending composing into the sonic dimension and assessing multimodal and digital projects.
The books gesture to the presents and futures of signification in the field: while Provocations: Reconstructing the Archive, edited by Patrick W. Berry, Gail E. Hawisher, & Cynthia L. Selfe, and featuring the work of Erin R. Anderson, Trisha N. Campbell, Alexandra Hidalgo, and Jody Shipka, invites the interplay of “experimental genres, fruitful and unusual collaborations, and/or mediated, born-digital formats,” Making Future Matters, edited by Rick Wysocki and Mary P. Sheridan, aims to “shed light on and enact complex possibilities of mattering.” Our trajectory is forward-looking, characterized and inspired by continued development, as described in Expanding Literate Landscapes by Kevin Roozen and Joe Erickson. Our scholarship is, at its core, composed of stories: as such, Stories that Speak to Us, edited by H. Lewis Ulman, Scott Lloyd DeWitt, and Cynthia L. Selfe, considers how people “fashion their lives; make sense of their world, indeed construct the realities in which they live.” Our work is also one of wonder, as Technologies of Wonder by Susan H. Delagrange reminds us.
CCDP publications have made a significant impact in the field and have garnered many awards: Cámara Rhetorica by Alexandra Hidalgo is the winner of the 2017 Computers and Composition Distinguished Book Award; Techne: Queer Meditations on Writing the Self by Jacqueline Rhodes and Jonathan Alexander won the 2015 CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship; Con Job: Stories of Adjunct and Contingent Labor by Megan Fulwiler and Jennifer Marlow was recognized with the 2014 Computers and Composition Michelle Kendrick Outstanding Digital Scholarship Award; and The New Work of Composing, edited by Debra Journet, Cheryl Ball, and Ryan Trauman, was the winner of the 2012 Computers and Composition Distinguished Book Award. Transnational Literate Lives in Digital Times by Patrick W. Berry, Gail E. Hawisher, and Cynthia L. Selfe also won the 2013 CCCC Advancement of Knowledge Award and the 2013 CCCC Research Impact Award and Technologies of Wonder: Rhetorical Practice in a Digital World by Susan H. Delagrange was recognized with the 2011 Computers and Composition Distinguished Book Award, the 2012 Winifred Bryan Horner Outstanding Book Award from the Coalition of Women Scholars in the History of Rhetoric, and the 2013 CCCC Outstanding Book Award. The Press also won the Computers and Composition Michelle Kendrick Outstanding Digital Production Award in 2018.
As each text unfolds in spatial and temporal dimensions, in looking back upon the histories of the press’s publications, we can glean insights into the presents and possible futures of digital composition and production. Even as these works enrich our conversations into the intersections of composition and computer-mediated environments, our investigations continue to expand, evolve, and complicate, constellating into complex tapestries of interaction, interconnection, and transformation.
Banaji, Paige V., Lisa Blankenship, Katherine DeLuca, Lauren Obermark, and Ryan Omizo, editors. The Rhetoric of Participation: Interrogating Commonplaces In and Beyond the Classroom. Logan: Computers and Composition Digital P/Utah State UP, 2019, https://ccdigitalpress.org/book/rhetoric-of-participation.
Berry, Patrick W., Gail E. Hawisher, and Cynthia L. Selfe, eds. Provocations: Reconstructing the Archive, featuring the work of Erin R. Anderson, Trisha N. Campbell, Alexandra Hidalgo, and Jody Shipka. Logan, UT: Computers and Composition Digital P/Utah State UP, 2016. Web.
Berry, Patrick W., Gail E. Hawisher, and Cynthia L. Selfe. Transnational Literate Lives in Digital Times. Logan, UT: Computers and Composition Digital P/Utah State UP, 2012. Web.
Carpenter, Russell, Richard Selfe, Shawn Apostel, and Kristi Apostel, Eds. Sustainable Learning Spaces: Design, Infrastructure, and Technology. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2015. Web.
Comer, Kathryn, Michael Harker, and Ben McCorkle, editors. The Archive as Classroom: Pedagogical Approaches to the Digital Archive of Literacy Narratives. Logan: Computers and Composition Digital P/Utah State UP, 2019, https://ccdigitalpress.org/book/archive-as-classroom.
Danforth, Courtney S., Kyle D. Stedman, and Michael J. Faris, editors. Soundwriting Pedagogies. Logan: Computers and Composition Digital P/Utah State UP, 2018, http://ccdigitalpress.org/soundwriting.
Delagrange, Susan H. Technologies of Wonder: Rhetorical Practice in a Digital World. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2011.
DeVoss, Dànielle N., Heidi A. McKee, and Richard (Dickie) Selfe, eds. Technological Ecologies and Sustainability. Logan, UT: Computers and Composition Digital P/Utah State UP, 2009. Computers and Composition Digital Press. Web. [Insert date of access here].
Fulwiler, Megan, and Marlow, Jennifer. Con Job: Stories of Adjunct and Contingent Labor. Logan, UT: Computers and Composition Digital Press/Utah State UP, 2014. Web.
Hidalgo, Alexandra. Cámara Retórica: A Feminist Filmmaking Methodology. Logan, UT: Computers and Composition Digital P/Utah State UP, 2017. Web.
Journet, Debra, Cheryl Ball, and Ryan Trauman, Eds. The New Work of Composing. Logan, UT: Computers and Composition Digital P/Utah State UP, 2012. Web.
Lewis, Lynn C., Ed. Strategic Discourse: The Politics of (New) Literacy Crises. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2015. Web.
Medina, Cruz, and Octavio Pimentel, editors. Racial Shorthand: Coded Discrimination Contested in Social Media. Logan: Computers and Composition Digital P/Utah State UP, 2018, http://ccdigitalpress.org/shorthand.
McGrath, Laura, ed. Collaborative Approaches to the Digital in English Studies. Logan, UT: Computers and Composition Digital P/Utah State UP, 2011. Computers and Composition Digital Press. Web. http://ccdigitalpress.org/cad.
McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web.
Roozen, Kevin, and Joe Erickson. Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development. Logan, UT: Computers and Composition Digital P/Utah State UP, 2017. Web.
Rhodes, Jacqueline, and Jonathan Alexander. Techne: Queer Meditations on Writing the Self. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2015. Web.
Scenters‐Zapico, John. Generaciones’ Narratives: The Pursuit & Practice of Traditional & Electronic Literacies on the U.S.-Mexico Borderlands. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2010.
Ulman, H. Lewis, Scott Lloyd DeWitt, and Cynthia L. Selfe, Eds. Stories That Speak to Us. Logan, UT: Computers and Composition Digital P/Utah State UP, 2013. Web.
Wysocki, Rick, and Mary P. Sheridan, editors. Making Future Matters. Logan: Computers and Composition Digital P/Utah State UP, 2018, http://ccdigitalpress.org/makingfuturematters.
As we’ve been discussing in Part One of this blog series, participation occurs in vastly different ways in the composition classroom and community. Part one explored the commonplaces of community and assessment, with personal anecdotes from editors of this digital collection. This final blog post will continue to discuss the impact and legacy of Genevieve Critel’s work, while reviewing the commonplace of embodiment and technology from the authors in this collection, in addition to one final personal reflection from the editors.
Commonplace Three: Embodiment
The commonplace “embodiment” explores ways in which student and instructor bodies are coded in the classroom and the ways these bodies are asked, constrained, and sometimes excluded because of normative framings of participation (commonplace guide)
This section takes a look into the significant roles our bodies play in the act and understanding of student participation. Chapters presented here touch on subjects such as queer, second language learners (L2), and universal design participation. In the opening chapter, Matthew Cox in the composition classroom. His study expands on Critel’s argument that “the embodiment of participation is complicated by difference—race, gender, nationality, [and] dis/ability” (168). Because of these embodied experiences, instructors in rhetoric and composition studies can encourage students to express themselves openly through their writing, as they navigate complex experiences within themselves and the world. Thinking about the individual student, Tony Cimasko and Dong-shin Shin advocate for more instructors to consider how verbal participation is privileged above all forms but can be difficult for L2 learners due to cultural and linguistic differences. One approach instructors can take that acknowledge students’ embodied experience draws from universal design theory. Through universal design, Elizabeth Brewer argues that students will have more say in the creation of participation guidelines which fosters accessible participation expectations from all.
I don’t include a participation requirement in my syllabi anymore. To be honest, I have always felt uncomfortable about the subjective nature of grading “participation.” I remember in my early years of teaching, I asked my mentor about how to grade participation. She suggested I ask students to write a reflection and assessment of their own participation. This seemed like a student-centered, reflective approach. However, the students’ reflections were superficial, and they gave themselves As. However, to be honest, I’m not sure my assessment would have been much different.
If I had known then what I know now about participation, I might have developed a more rigorous approach to this self-assessment. Instead, I reverted to what I was doing before: Giving participation a light but significant weight and grading it unsystematically and subjectively at the end of the semester. Despite my uncomfortableness with the participation requirement, I did not change it or interrogate it until Gen started working on her dissertation, when I was forced to re-think this part of my teaching.
Some of my most cherished memories from graduate school are of sitting in coffee shops with Gen while we wrote our dissertations. We would meet up several times a week and sit for hours while we wrote. We would talk through our ideas and read each other’s work; we became intimately knowledgeable of each other’s research.
One time she was talking through one of her ideas about participation; it was an insight I did not want to believe. She described teachers as puppet masters, and students, like puppets, performing according to the teachers’ manipulations. I argued with her about this point. (We liked to debate a lot back then. We argued like sisters.) Did she really believe that? Teachers aren’t like that. I’m not like that.
In her dissertation, she wrote: “The cynic in me sees [student participation] as little more than wishful thinking: does tying students’ grades to their performance of community create anything other than a collection of puppets, some more, some less, willing to do the teacher’s bidding? … In this line of reasoning, the participation requirement serves to construct the type of community dynamic the instructor envisions as a component in an ideal classroom” (119).
Gen makes many astute and smart observations in her dissertation. But this bold assertion is what has stuck with me the most. I believe now that my initial incredulity demonstrates the idea’s uncomfortable truth.
In my classes now, I don’t include a participation requirement. However, even without the requirement, I inevitably have expectations for how students should act and perform in my classes. My expectations are the result of my own pedagogical orientation, and I try to be mindful of how my expectations may or may not be accessible, familiar, or comfortable for each student. I try to be mindful of how my students may engage in ways that are useful and meaningful to them. I try to grant them the agency to participate in their own ways.”
- Paige Banaji
Commonplace Four: Technology
The commonplace of technology explores ways in which the computer technologies and communication platforms, such as learning management systems, used by students and instructors condition participation in the classroom (commonplace guide).
In the concluding section, authors explore how technology fosters participation, addressing issues of internet use in the classroom, MOOCs, and the role of participation in web memes. Jason Palmeri and Abby Dubisar’s opening chapter discusses what a digital participatory pedagogy might look like when we consider the role of digital technologies during class sessions. Being that this is an issue many instructors come up against, Palmeri and Dubisar suggest ways the digital classroom can encourage student to be more active in participation while presenting more options for them to engage. Michael Harker, Mary Hocks, and Matthew Sansbury shift the discussion while presenting a case for different approaches to participation depending on the infrastructure of the learning environments. In massive open online courses (MOOCs), participation should be carefully thought of and implemented with consideration to the online classroom structure.
Afterword & Conclusion
Reflecting on Genevieve Critel’s important body of work, participation is no easy topic to discuss. The commonplaces explored throughout this collection give us a glimpse into the many aspects of student participation that are many times overlooked, but necessary to consider when creating the kinds of learning environments for students to thrive in and succeed. As scholars in the field of rhetoric and composition, we can use these chapters and reflections of Critel to respond to her central question: what if we asked students to tell us how they will participate?
The Rhetoric of Participation is an edited collection that honors the legacy of Genevieve Critel, whose research addresses participation as a critical need in the field of rhetoric and composition. Throughout the 12 chapters in this digital book, authors build on various topic areas that not only extend, but additionally, complicate Critel’s four commonplaces (themes, practices, or concepts) of participation. The four commonplaces explored by authors in this collection are 1) Community, 2) Assessment, 3) Embodiment, and 4) Technology. Each of these commonplaces help us to understand the places where participation take place in the work of our students within the classroom and beyond.
For this particular blog post series, editors of the digital book were contacted to share the impact Genevieve has had on their personal lives, and pedagogical choices. As you will see throughout the blog post entries, the editors’ personal accounts and reflections have been interwoven to show how her work has been transformative and influential.
In her work, Critel argues that “the role of student participation is understudied, even though it’s a nearly universal expectation in the college-level writing classroom as well as many other classrooms across the disciplines” (Introduction). This collection is a way to extend and expand on that central theme and more, using personal narratives that better prepare us to help our students, while reflecting and evaluating our own pedagogical approaches.
In exploring the different commonplaces, many authors in this collection also reflect on personal experiences with Critel, sharing how her work has been monumental in the way they now understand and implement participation criteria.
Commonplace One: Community
The commonplace “community” refers to prevailing instructor conceptions of the classroom as a community of learners and writers (commonplace guide). In this section, authors explored the role of student participation in settings such as the writing classroom, writing center, and in collaboration with WPAs.
How can student participation foster community? This section dives into the important role instructors can play in creating hospitable spaces and participation opportunities that go further than students speaking audibly in class. What we find through each chapter are the gaps between the ways in which students draw upon community as an important factor in participation. For instance, Lauren Obermark addresses the question raised by Critel’s dissertation work, “what if we asked students to tell us how they will participate?” Through in-depth interviews with students, she found that participation was largely welcomed by students, but factors such as grading came off as “threatening” especially when you might be shy (as in the case with one of her students.) Michele Eodice helps us to consider participation and hospitable spaces, devices, and people, referring to these spaces as “sites that have been deliberately designed for access and interaction” Hospitality as a gesture in rhetoric and composition causes us to consider participation as more then a set of regulatory practices, such as attendance, preparation, and raising hands to contribute to a discussion, Eodice argues. In building community, however, instructors must think of hospitality as a way to reflect on their own role in participation, in addition to the students’. Because if we are truly enacting hospitality, the gesture must move in both directions.
I was very fortunate in that Dr. Genevieve Critel was not just a friend and a colleague during my time as a graduate student at Ohio State, but she was also one of my many teachers. Teachers and mentors come in many shapes, and I have always found it important to try to learn from those who have gone before. And Gen was no different. I learned so much from her—all of which I think shaped her work in participation as it also informed her approach to her scholarship, her teaching, and to the world around her.
I first learned from Gen in the classroom as a peer, but even then she was a teacher. Gen modeled a different type of participation than others I saw in the graduate classroom. Gen didn’t have to speak out and up much to be heard. Her presence spoke plenty, and she always contributed to conversations in meaningful and measured ways. Gen perhaps didn’t talk a lot, but she always spoke thoughtfully and mindfully. Later, in working with her scholarship to bring it to publication, I realized that some of this quiet presence stemmed from her own struggles with shyness as a student in the classroom. At the time, I didn’t realize this was shaping her experience; as her colleague in the class, I just noticed her quiet poise and thoughtfulness and how she embodied this presence in the classroom.
I next learned from Gen as a student when she served as Assistant Director for the Digital Media and Composition Institute alongside a team of directors, including Cindy Selfe and Scott DeWitt. In this role, Gen taught me a lot about teaching and working with diverse groups of individuals. Gen taught me the power of telling students, “I don’t know,” and how that willingness to confess uncertainty and ignorance to students can be a powerful way to teach them about troubleshooting and taking risks in their learning. I learned that facilitating participation especially with and through technologies can mean making mistakes and being uncomfortable and that this discomfort is fruitful.
I also learned from Gen as a friend. Gen was the sort of person who genuinely cared about other people and though she was extremely intelligent and talented, she was never boastful or arrogant. Gen modeled for me the sort of scholar and educator I would like to be—one motivated by a desire to help people, especially students, to learn and take risks but to know always that someone cared for them and was focused on their success classroom and my impact on others, as a teacher and as a researcher. I am, and always will be, so very grateful to Gen for everything she taught me
– Katherine DeLuca
Commonplace Two: Assessment
The commonplace “assessment” refers to how participation is measured and/or graded in the classroom. Through various modes such as syllabus design and language, instructor attitudes, and student performance (commonplace guide).
Considering the role of assessment, this section interrogates and even complicates traditional notions of how participation has been assessed in the composition classroom. Additionally, readers get a snapshot of Genevieve Critel’s dissertation work that inspired this collection, along with scholars who investigate the role assessment has when implementing participation criteria.
In the opening section, Critel connects the commonplaces of assessment and embodiment to show how both topoi go hand in hand. Critel argues in her work that participation itself is a commonplace that is often left open-ended and abstract, making it difficult for students to clearly understand what is being expected from them.This can be misleading, despite what Critel calls “good pedagogical intentions” from instructors. Critel further explains:
The phenomenon of grading class participation is perhaps the direct result of cross-disciplinary moves toward student-centered learning. The assumption is that to make the shift from lecture-based classrooms to student-centered classrooms, teachers must articulate and perhaps assess student participation. Without this articulation or assessment, students wouldn’t participate.
Drawing on the commonplace of embodiment, she is able to then to discuss how this lack of communication marginalizes students unfamiliar with academic norms and expectations. Similarly, Kelly Bradbury and Paul Muhlhauser also examine instructor perspectives on participation, expanding on Critel’s research by examining what college-level writing teachers expect, require, and/or access is “intellectual participation” in the classroom (how it looks, feels, and sounds). Through their work, we find that participation perceptions are a little different for everyone based on the senses. In order to approach participation from an assessment standpoint, instructors should apply a standardized rubric for assessment, while also paying attention to the words used to describe. As Ryan Omizo points out, even the most mundane language can have a significant impact on how people recognize what’s expected of them.
When I started my doctoral work at Ohio State, Genevieve Critel (Gen) was in the first class I attended. It was a seminar in literacy studies, with Dr. Beverly Moss as our professor. The topic was “Race and Literacy,” and we spent the semester reading work that felt daunting to me—canonical critical race theory mixed with very recent book-length studies of literacy and race written by scholars in rhetoric and composition. It was an amazing class, which I knew at the the time I was taking it, but I see now even more in retrospect.
When I took the class, first-semester graduate student that I was, I was intimidated by new material that felt “out of my league”; haunted by imposter syndrome (did they really mean to admit me?); and my struggles with anxiety were at an all-time high as I tried to prove that I “fit” in the program. At this point, it probably seems like I should tell a story about how Gen made me feel like I did indeed “fit,” or how she supported me and made the space feel more inclusive. Because, without a doubt, Gen did those things many, many times for me. She helped me know I could participate, too, because I was a valuable voice in the field, a valuable colleague, a valuable person.
But that is not the story I need to tell. I want to tell a story that is important because it is about a time when Gen forced me to be uncomfortable; a time when she asked me to sit and dwell in my own identity and assumptions, my own privilege. (Though I am not sure I would have known to use that word, privilege, at the time.) So this is a participation story that is not warm and fuzzy, but it is a crucial one because Gen always challenged me. And I hope the legacy of her work challenges readers, too.
Before class one day, some of us were casually talking to Professor Moss about teaching and our students, lamenting moments when they did not listen, when they appeared disrespectful or surly, or moments when we felt, simply, like we were failing to engage them. Professor Moss—who is, might I add, a master of quiet but powerful leadership in the classroom, always listening, always guiding, but often with few words—made a comment about a recent struggle she had faced with an undergraduate student. The details of her story I no longer quite recall, but it was something common, and she explained the issue with her student sensitively and respectfully.
Rather than thanking Professor Moss for her openness and guidance, or acknowledging her struggle, I instead rushed to show some sort of mastery myself, to be “right” during a time when I often felt not good enough. I replied, “Huh, I never have that issue in my class. Students never do that with me.”
It was a small comment, nothing important or interesting. One I would easily forget today because it really was not worth responding to, except that Gen did indeed respond. She said, “Well, Lauren, do you think maybe it might be different for you as a teacher because you’re a white woman?”
I don’t remember how I replied. I think I likely did not reply at all, eager to move on, eager to not talk about race and racism (even, yes, in a class where it was at the very center), eager to leave unacknowledged how uncritical I had been about my own whiteness at that time. (I still cringe now, recalling this moment.)
One of Gen’s participation commonplaces that emerged from her dissertation was embodiment. When I think of this commonplace, the short version that pops into my head is “who we are is how we participate.” I didn’t see it back then, but what I can understand now is that Gen was asking me to reflect critically on who I was and how that shaped my participation—as a teacher and as a student in a Race and Literacy seminar, with a well-known African-American professor.She was asking me to reckon with my own white embodiment, in a way that I had not known how to do before I began my doctoral work, or, in fact, why doing so was so very necessary.
This moment also laid the groundwork for my own evolving understanding of participation as something that will not always feel good, successful, or comfortable. Participation is a work-in-progress, a moving target, and a lived experience, and, accordingly, it is sometimes messy, awkward, and discomforting. Gen’s question rings in my ears even now because it pushes me to rhetorically listen—that is to slow down, center difference, and reflect and revise my perspective—with my colleagues and my students, even (and perhaps especially) when I would rather avoid such challenges.
- Lauren E. Obermark
We’re excited to announce this year’s CCDP Digital Fellows, who will be working on social media promotions and other projects surrounding our titles. Learn more about them below and help us welcome them to the Press!
Savanna is a third-year PhD student in Writing, Rhetorics, & Literacies at Arizona State University. She studies social media pedagogies, and is currently trying to understand how social media materially and conventionally mediates invention (or “inspo,” as we call it on Instagram).
Ruth Li is a Ph.D. student in English and education at the University of Michigan, Ann Arbor, where she teaches first-year and upper-level writing classes. Her interests include writing development, composition pedagogy, and digital literacies and rhetorics.
Mandy Olejnik is a PhD student in composition and rhetoric at Miami University in Oxford, Ohio, where she serves as Graduate Assistant Director of Writing Across the Curriculum Programs at the Howe Center for Writing Excellence. Her current research centers on how graduate students learn to write and how faculty can support and mentor graduate writers, drawing from theories of transfer, threshold concepts, and rhetorical genre studies.
Charles is a third-year Ph.D. student at Illinois State University. His academic focus in in rhetoric, writing studies, and technical communication, including research in digital rhetoric at the intersection of identity formation, ethics, and Big Data.
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