Feb 282014

“I’m looking at ways to maybe write the field, to re-write the field, and to continue to write the field. To update it essentially, to continue pushing for its visibility, but to do so in ways that ever so slightly estrange it from—and maybe even estrange it radically in some cases from—the ways it’s been written in the past.” -Derek Mueller

Derek explores networks of discourse made visual by mapping methods.

“map” photo credit zabdiel

Episode 19 features an interview with Derek Mueller on exploring scholarly and discourse networks through text mining and visualization methods that make visible disciplinary patterns and relationships.

To read a PDF of the full transcript, please download it here: Transcript for Episode 19.

The music sampled in this podcast is Chris Zabriskie’s “Readers! Do You Read?,” “Is That You or Are You You?,” and “Mario Bava Sleeps in a Little Later Than He Expected To.”

Feb 072014

I didn’t really want people taking a stance of feeling responsible for racism. We were all born into a system where that preexisted all of us, but to what extent are we accountable for the now?

Black and white image of Ratcliffe standing in front of a crowd, reading from a piece of paper and pointing her finger emphatically. Text reads, "Rhetorical Listening with Krista Ratcliffe."

Krista Ratcliffe presents at the Rhetorical Listening Symposium at Syracuse University, November 13, 2014.

Episode 18 features an interview with Krista Ratcliffe who presented her talk, “Rhetorical Listening: What’s Next?” at the Rhetorical Listening & Composition Colloquium and Workshop Series. In this podcast, Ratcliffe focuses on civic discourse, cultural logics, and how rhetorical listening occurs in the classroom.

To read a PDF of the full transcript, please download it here: Transcript for Episode 18

The music sampled in this podcast is “Horizontal Drift” and “Twinkle Toes Delux” by Jared C Balogh and “Tea Top” by ROW.

Dec 042013

[P]eople say things around you all the time that make you feel like you’re not normal, and so even though people probably look at that, “Well how can you say that you loved a pimp?” Or, “How could you even think that a pimp loved you?” Like I said, people put you in a box and label you, and nobody really is normal. How do we know what that is? What does that mean? We’re all human beings. What does that mean that we’re not normal, you know what I mean? We all feel love, pain, hate. We feel all the things that human beings can feel—jealousy, everything! When you consume that abnormality from the people around you, you believe it. It’s complicated.

Image shows Elaine Richardson dancing--arm outstretched and head turned to the side. Her mouth is open as she sings. Behind her is a projected image of her mother with an accompanying news article.

Elaine Richardson dancing and singing during her one-woman show at Syracuse University, October 17, 2013

Episode 16 features a lively interview with Elaine Richardson who performed her one-woman show based on excerpts from her recent memoir—PHD to PhD: How Education Saved My Lifeat Syracuse University on October 17th. In this interview, she and CCR’s Seth Davis discuss the memoir, African American rhetoric and language diversity, the George Zimmerman trial, and even RuPaul (and his rhetorical agility!).

To read a PDF of the full transcript, please download it here: Transcript for Episode 16. Thanks for listening to This Rhetorical Life.

The music sampled in this podcast is “Lost Tape” by Loopez and “ZootSuit” by Tab & Anitek.

Nov 152013

We want to enact social justice in our classrooms. We try to do this by considering diverse student bodies, incorporating multimodality into our classrooms, developing equitable assessment, and so much more. What about participation and democracy? Even if we value participation and democracy in our classes, what do these concepts look like in reality? And what about the pesky problem of authority? What about the unequal power relations between teacher and student?

A photo of Naeem in dress clothes--white button-down shirt, tie, dark slacks, with a book in his hand, standing in a classroom.

Naeem Inayatullah in the classroom (image via The Ithacan)

Episode 15 features an interview with Naeem Inayatullah, Professor and Chair of the Department of Politics at Ithaca College, who describes his pedagogical approach in the classroom: an approach he describes as Socratic, collective improvisation. This approach is at once radical and reflexive, informed by Lacan and addressing the power inequalities that exist in the classroom.

To read a PDF of the full transcript, please download it here: Episode 15 Transcript

The music sampled in this podcast is “Budgerigar Vishnu” by Vinod Prassana.


Nov 012013

So we’re starting by defining the topic or the term of latina. Who is being included in that? Then we’re looking at questions of who are we going to include? Why are we going to include them? And which works are significant and important in talking about nationalism and feminism?

Image of a sign on a building that reads, "Teresa Lozano Long Institute of Latin American Studies / The Nettie Lee Benson Latin American Collection"

The Benson Latin American Collection (cristinadramirez.com)

Episode 14 features an interview with Cristina Devereaux Ramírez at the 2013 Feminism and Rhetorics Conference at Stanford University. In this episode, Ramírez discusses her upcoming book project Mestiza Rhetoric: Ocupando Nuestro Puesto (Claiming Our Space), an anthology collaboration with Jessica Enoch on Mexican women journalists, and the choices we make as archival researchers about whose voices to include and how these voices can contributely positively not only to the field of rhetoric and composition but also to young latina students.

To read a PDF of the full transcript, please download it here: Transcript for Episode 14

The music sampled in this podcast is “As Colorful as Ever” by Broke for Free and “From Stardust to Sentience” by High Places.

Oct 092013

I think that when we look at rhetorical means in relation to people who are making decisions that are destroying the planet, that are destroying people’s lives, that are immiserating and incarcerating large numbers of especially people of color around the country and around the globe, we should not be concerned about making them comfortable. We should not be concerned about finding a seat at their table. We should be thinking about how it is that we get together so that collectively we can make them very uncomfortable so that we can change them and—again—to do this collectively, democratically in a way that we discover ourselves and each other. — Nancy Welch

[W]e’re part of this larger national movement, and so when we’re in Syracuse and we have this opportunity in front of us, my thought was that anyone in the country who has been paying attention to the treatment of Bradley Manning should take the opportunity to, you know, call out President Obama on this issue because he ultimately has the power. — Ursula Rozum

Image from August 22nd Interruption of Obama at Henninger High School in Syracuse. Amelia Ramsey-Lefevre shouts through cupped hands as she and Ursula Rozum are escorted out of the gymnasium.

Amelia Ramsey-Lefevre shouts through cupped hands as she and Ursula Rozum are escorted out of Obama’s speech in Syracuse, August 22nd.

Episode 13 is a two-part episode that features an interview with Nancy Welch discussing the motivation for her scholarly work, composition’s activist roots, and the importance of participating in activist collaborations once tenured. The second part features an interview with Ursula Rozum and Amelia Ramsey-Lefevre who interrupted President Obama’s speech at Henninger High School on August 22, 2013 in order to ask Obama to pardon Private Manning through nonviolent free speech action. This podcast blends activism in both academic and public contexts, highlighting the ways that particular rhetorical acts are treated as un/civil.

To read a PDF of the full transcript, please download it here: Transcript for Episode 13

The music sampled in this podcast is “Biomythos” by Revolution Void, “Indyair” by Springtide, “Note Drop” by Broke for Free, and “Subterranean Zerbie” by The Mork Quartet.

Sep 052013

Stories fascinate me. They’re so laden and richly textured with the values and the literate activities of individuals that it makes me happy to think of that as shaping the communities within which they work and live and make change. — Cindy Selfe

If higher education is at least in part about critical thinking, about citizenship, about making sure that the work we do in the world is ethical and moral and matters, I’m not sure that we, in traditional higher education, haven’t done a particularly good job yet of justifying the work that we do in ways that are more palatable in this new climate. — Steve Lamos

This We Believe: Image of young boy at protest with red paint on his face and fingers held up in a peace sign.

Episode 12 is a glimpse into This We Believe, a project from Writing Democracy to record and archive conversations about democracy. This podcast features brief narratives from Cindy Selfe, Paul Feigenbaum, Steve Lamos, and Ellen Cushman who talk about democracy in our classrooms and in the world, in theory and in practice, and through linguistic and social action.

To read a PDF of the full transcript, please download it here: Transcript for Episode 12

The music sampled in this podcast is “As Colorful as Ever,” “Murmur,” and “Note Drop” by Broke for Free and “Namer” by High Places.

Aug 162013

I’m a writing professor, and [my blog is] one of the places that I write. That was part of the motivation initially for me was you become a better writer by writing. I think that you could say the same about focusing or specializing in technology. It doesn’t make sense to me to talk about that stuff without actually doing it.

Black and white picture of Collin Brooke (cgbrooke.net)

Episode 11 features Ben Kuebrich and Allison Hitt interviewing Collin Brooke about digital publishing, the value of new media scholarship, and getting involved with the digital humanities community.

To read a PDF of the full transcript, please download it here: Transcript for Episode 11

The music sampled in this podcast is “Quartz Boy” by Pixie Lord,“Emo Step Show” by Custodian of Records, “Namer” by High Places, and “Be Sweet” by Marco Trovatello.

Jul 162013

In Networking Arguments, Rebecca Dingo enacts a feminist transnational rhetorical analysis of global policies and conferences that are about women’s role in a global economy. Focusing on three rhetorical commonplaces—gender mainstreaming, fitness, and empowerment—Dingo extends traditional rhetorical analysis to account for how arguments shift rhetorically as they are networked. Our conversation begins by us discussing the differences between the three feminist transnational terms Dingo uses to explain exactly how rhetorics shift: transcoding, ideological trafficking, and interarticulation. As we talk about gender mainstreaming—the development of policies that are intended to promote gender equality and women’s best interests—and women’s empowerment, we discuss how transcoding, ideological trafficking, and interarticulation offer different nuanced ways that these well-intending rhetorics shift and are distorted.

An image of Dingo's book cover: Networking Arguments. A night image of people standing on the sidewalk at Times Square.

Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy Writing

Episode 10 features CCR student Kate Navickas interviewing Rebecca Dingo. A follow-up to the transnational feminism panel held in March (which you can listen to here), Dingo discusses both the theoretical and practical concepts highlighted in her book, Networking Arguments.

To read a PDF of the full transcript, please download it here: Transcript for Episode 10

The music sampled in this podcast is Yacht’s “We Have All We Ever Wanted,” “Emo Step Show” by Custodian of Records, and “Golden” by High Places.