This year I had a slightly different role at CCCC. I served as a respondent to a panel: “Performing Access in, through, and because of the Writing Center.” If you’re interested in the presentations from the four fabulous panelists—Rachel Hertzl-Betz, Leigh Elion, Neil Simpkins, and Brenna Swift—you can access them here: http://bit.ly/2JchxVw I am also…… Continue reading #4c19
This is my CCCC presentation this year, part of the B.44 panel, “The Hidden and Emotional Labor of Disability Disclosure.” *** Asymmetrical Disclosures in the Classroom In 2016, I presented at Cs in Houston about strategies for challenging and engaging with the demands for disability disclosures in writing studies research about accessibility. I’m still thinking…… Continue reading #4c18
tw: suicide On Saturday, I couldn’t move from my living room or eat or drink or read or think about anything other than not existing. Two days later, I gave a presentation to 35 faculty and staff members across the university on self-care strategies for academics. I framed self-care as political because it challenges whose…… Continue reading More Than Mental Health Issues
In Crip Theory: Cultural Signs of Queerness and Disability, Robert McRuer asks writing instructors to imagine what exists beyond standard academic writing, to make space for non-normative bodies, and to value different embodied ways of learning and composing. In many ways, composition pedagogies already push the bounds of “normal” writing through the valuing of multiple…… Continue reading Southern Regional Composition Conference 2017
This is my CCCC presentation, which is part of H.05 “More Than Writing Through It: Self-Care, Disability, & Rhetorical Practice.” *** “At Least I’m Not Insane”: Practicing Radical Self-Care in the Writing Classroom Self-care: the foundation to maintaining a healthy relationship with yourself and others; essential. In healthcare, self-care refers to an individual’s ability to make decisions…… Continue reading #4c17
Originally posted on Teaching Matters @ UCA:
Courses can be inaccessible to students because of disabilities, but sometimes they’re inaccessible for less obvious reasons. Disabled students don’t always seek accommodations from the Disability Resource Center (DRC), and sometimes the accommodation requests that we receive aren’t applicable to the curriculum. For example, providing students with extra time…
This is a text-based version of my RSA presentation “Rhetorics of Overcoming.” My talk is part of a larger panel titled “Changing Rhetorics of Access(ibility)” with co-panelists Sushil Oswal, Adam Newman, and Dale Ireland. I couldn’t be physically present at RSA this year, so if you’d like to listen to, watch, or read (it’s captioned!) a…… Continue reading #rsa16
Computers & … Professional and Technical Writing Computers and Writing, as a field and in its membership, has always had a strong connection to composition/rhetoric, even while our work has helped to make possible expanded notions of composition and what constitutes “writing” as taught in secondary and higher education contexts. Recently, the C&W community has…… Continue reading #cwcon16: townhall edition
This is my presentation for #4c16 this year: “Reciprocal Disclosures: Co-Constructing Knowledge about Disability & Writing.” I presented on some of this dissertation research last year, which you can access here, but this year I am focusing on methodological challenges. *** In Toward a New Rhetoric of Difference, Stephanie Kerschbaum argues that writing studies research—despite…… Continue reading #4c16
Being a new tenure-track faculty member at a new school in a new town in a new state in a new geographical region is hard. It’s hard for all the reasons you’d expect it to be (what are the students like? who can you trust as a mentor? what’s the university climate? what do people…… Continue reading “At Least I’m Not Insane”: Ongoing Reflections of a First-Semester Professor
Accessing Rhetoric 