The Tumblr account for Nathaniel Rivers' ENGL 5010.01 (FA24) at SLU. Office Hours: TR 9:30-10:30 and by appointment (Schedule Here) “Indeed the walker in the labyrinth, having no goal, no end in sight, always waiting, ever present, exposed yet astonished by the world through which he fares, has nothing to learn and nothing to teach.” -Tim Ingold, “The Maze and the Labyrinth”
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agenda, 12.03
for today
in-class writing: the politics of pleasure
a rhetoric of pleasure, part two [slide deck]
for next time
due: multimodal project
draft: teaching statement for peer review
due (12.16): teaching statement
due (12.16): research binder
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agenda, 11.26
for today
teaching statement discussion
in-class writing: the pleasures of a labyrinth
a rhetoric of pleasure, part one [slide deck]
for next time
read and annotate: Johnson, A Rhetoric of Pleasure: 57-121. For our final round of annotations, I would like to do something different. I'd like you all to annotate this last half of the book by making explicit connections back to other things we have read this semester. That is, use these last 60 pages or so to pull all of the readings together. Think in terms of today's in-class writing.
due (12.5): multimodal projects
due (12.16): teaching statement
due (12.16): research binder
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agenda, 11.21
for today
teaching observations due [submit]
respond to sample mmp
workshop/peer review time
for next time
read & annotate: Johnson, A Rhetoric of Pleasure: v-56. This is a somewhat strange book, but that makes it good for us here at the end. Unlike the other books we have so far read, this one is more grounded in theory. In this way, it is akin the Biesecker and Rickert readings. It is also a very emotionally-charged reading, dealing with the play of pain and pleasure in pedagogy. It's about harm and trauma and how they're endemic to and made manifest by many of the ways we teach.
due (12.5): multimodal projects
due (12.16): teaching statement
due (12.16): research binder
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agenda, 11.19
for today
review mmp rubric
respond to sample mmp
workshop time
for next time
due: submit teaching observations [submit]
prep: mmp work time
draft: teaching statement (add 100 words)
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agenda, 11.14
for today
teaching observation check
theories of argument, part two [slide deck]
pedagogy of the distress [slide deck]
introduce teaching statement [my teaching statement] [submit here]
for next time
prepare for: multimodal workshop
review: student samples
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agenda, 11.12
for today
student presentation
theories of argument, part two [slide deck]
for next time
read & annotate: Tompkins, “Pedagogy of the Distressed”
prepare: multimodal workshop
review: student samples
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agenda, 11.7
for today
teaching observation discussion
respond to multimodal projects
for next time
schedule & conduct: teaching observation
read & annotate: Foss & Griffin, ”Beyond Persuasion”
read & annotate: Jarratt, “Feminism and Composition”
read & annotate: Kopelson, “Rhetoric on the Edge of Cunning”
read & annotate: Boyle, “The Unbearable Obliqueness of Rhetoric
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teaching observations
By November 21, you will complete a class observation of another graduate instructor. You will meet with the instructor, discuss that instructor’s plans for the day in question, observe the class, take basic descriptive notes, and then write up your observations as a narrative. The 1,000-word narrative should analyze what you saw, and should connect those thoughts to 2-3 course readings. Use these readings to organize your thinking about the class meeting you observed. (The purpose of this assignment is not simply to describe the class.)
Alongside your observation, you will submit a list of possible readings for your own course:
collect 3-4 core readings that you might want to assign (thinking here in terms of the new proposed dissoi logoi model)
assess resources already in the Writing Program website
talk to some of the instructors who are already teaching in that theme
select your readings and articulate readings in terms of conflicts/resonances
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agenda, 11.05
for today
student presentation [slide deck]
theories of argument, part one [slide deck]
for next time
prepare: multimodal workshop
review: student samples
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agenda, 10.31
for today
in-class multimodal project showcase
responding to multimodal projects
statement of purpose workshop
for next time
schedule: engl 1900 teaching observation
read & annotate: Bizzell, ”Persuasion and Argument: Coterminous?”
read & annotate: Lynch et al., “Moments of Argument”
read & annotate: Corder, “Argument as Emergence, Rhetoric as Love”
read & annotate: Easterling, "No You're Not"
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agenda, 10.29
for today
in-class writing: revisiting srtol in the tension(?) between "own language" and "echoic behavior"
refiguring prose style, part one [slide deck]
for next time
prep: statement of purpose workshop
review: multimodal project rubric
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agenda, 10.22
for today
statement of purpose due [submit here]
visual communication [slide deck]
continue work on in-class multimodal project [collected media]
for next time
read & annotate: Moore Howard, “Contextual Stylistics” in Refiguring Prose Style
read & annotate: Farrin, “What Their Voice is Their Problem” in Refiguring Prose Style
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agenda, 10.17
for today
dissoi logoi review
access(ability) ["A Version of Access"] ["Ambient Captioning"]
introduce multimodal project
in-class exercise: key term transduction
for next time
due: statement of purpose [submit here]
prep: work day
review: Compass Lab Field Guide to Visual Communication
review: Visualization Information for Advocacy
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