tag:blogger.com,1999:blog-18116102721336371902024-03-13T05:30:06.644-07:00Word's WorthThe ISU English Studies Graduate Student ConferenceRyan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.comBlogger42125tag:blogger.com,1999:blog-1811610272133637190.post-81934584197340333272016-03-16T14:47:00.001-07:002016-03-16T14:47:14.465-07:002016 Conference Schedule - March 18-19Please take a look at our schedule for the 2016 Conference! <b><a href="https://docs.google.com/document/d/1VEG0aH5kQ19Aq3I0honkir-8m9wTfZoWCyLPMOQIypQ/pub" target="_blank">Click Here for Fullscreen Version.</a></b><iframe height="250" marginwidth="0" src="https://docs.google.com/document/d/1VEG0aH5kQ19Aq3I0honkir-8m9wTfZoWCyLPMOQIypQ/pub?embedded=true" width="800"></iframe>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com4tag:blogger.com,1999:blog-1811610272133637190.post-60220874932812399412015-11-18T13:16:00.001-08:002015-11-18T13:58:03.519-08:002016 Internship Application<div dir="ltr" style="color: #a7a7a7; font-size: small; line-height: 1.38; margin-bottom: 10pt; margin-top: 0pt;">
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<li><span style="line-height: 1.38;">Word’s Worth Social Media Outreach (Spring 2016)</span></li>
<li><span style="line-height: 1.38;">Word’s Worth Conference Proceedings Publication (Spring and/or Summer 2016)</span></li>
<li><span style="line-height: 1.38;">David Foster Wallace Conference (Spring and/or Summer 2016) (2 interns)</span></li>
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Please <a href="http://www.isuwordsworth.com/2015/11/2016-internship-application.html">click here</a> and then scroll down for additional information about the positions and to view the application form.<br />
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<span style="color: black; font-family: "cambria"; font-size: 16px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Position Requirements</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Interns will be expected to attend the respective conferences (March 18-19, 2016 for Word’s Worth, July 28-30 for David Foster Wallace).</span></div>
<span style="color: black; font-family: "cambria"; font-size: 16px; font-weight: 700; line-height: 1.38; white-space: pre-wrap;">Word’s Worth Media Outreach (Spring 2016)</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">The intern in this position will use Facebook, Twitter, and YouTube to help produce a lasting online presence for the conference. We particularly wish to produce a guide to the local area for conference attendees, a record of this year’s conference attendance, and a YouTube channel featuring interviews and presentations from the 2016 Word’s Worth Conference.</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Word’s Worth Conference Proceedings Publication (Spring and/or Summer 2016)</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">The intern in this position will work with the Publications Unit (or other publishers) to help edit, revise, and distribute the Conference Proceedings from the 2016 Word’s Worth Conference. Spring 2016 responsibilities will involve contacting presenters about inclusion in the proceedings, tracking submissions, and formating the materials. Summer 2016 responsibilities include tracking revisions, copy editing, and distributing for the final published edition.</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">David Foster Wallace Conference (Spring and/or Summer 2016) (2 interns)</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">The DFW interns will use Facebook, Twitter, and YouTube to maintain communications with potential conference attendees. Spring responsibilities will be the production and distribution of “Weekly Wallace” memes, posting weekly updates as presenter proposals are accepted, and adding contributions to a local area visitor’s guide for attendees. Summer responsibilities include continuing the Weekly Wallace memes, scheduling panels, checking on the needs of individual panelists, and posting weekly updates. Exceptional candidates will be able to produce YouTube videos that promote both the conference and Wallace’s literary legacy. Prior knowledge of Wallace’s writing and related scholarship is highly encouraged but not required.</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Assessment and Grading</span></div>
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<span style="color: black; font-family: "cambria"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Each week, Interns would produce conference materials online and meet with the Word’s Worth Committee. At the end of the internship, interns would write an article about experiences. Portions of this internship experience would be posted to the Word’s Worth or DFW websites for the benefit of interns in future years.</span></div>
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Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com10tag:blogger.com,1999:blog-1811610272133637190.post-51879027831912581022015-09-16T14:10:00.000-07:002015-09-16T14:27:33.054-07:00Yankee Candle Fundraiser - Fall 2015The <b>Yankee Candle Fundraiser</b> is up and running!<br />
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<a href="https://www.yankeecandlefundraising.com/2015F/images/shop_4_homepage.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="141" src="https://www.yankeecandlefundraising.com/2015F/images/shop_4_homepage.jpg" width="200" /></a></div>
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<li>Visit:<b>
<a href="https://www.yankeecandlefundraising.com/home.htm" target="_blank">https://www.yankeecandlefundraising.com/home.htm</a></b></li>
<li><b>Scroll down</b> a little and look on the right hand side for the box that says <b>"Start Shopping."</b></li>
<li>Put in our <b>Group Number (990085336)</b> and browse the catalog!</li>
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Support ISU Word's Worth in Three Easy Steps:<br />
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Orders will be shipped directly to the buyer.
Part 2 of the fundraiser (the physical brochure sale) should begin Monday Sept. 28 and will conclude Friday Oct. 9.Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com1tag:blogger.com,1999:blog-1811610272133637190.post-72069671401828473712015-04-14T14:29:00.000-07:002015-04-14T16:35:26.375-07:002015 Conference ScheduleThis year's conference will be in the Prairie Room on the second floor of the Bone Student Center.<br />
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<li><a href="http://bonestudentcenter.illinoisstate.edu/about/parking/" target="_blank">Map and Directions to Bone Center</a></li>
<li><a href="http://bonestudentcenter.illinoisstate.edu/about/parking/" target="_blank">Parking</a></li>
<li><a href="http://bonestudentcenter.illinoisstate.edu/downloads/prairie-room.pdf" target="_blank">Prairie Room - 2nd Floor</a></li>
</ul>
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<b><a href="https://docs.google.com/document/d/1EGGXTAWRu4FZf52irbG1FIe5WDRR0CMJetklcTOytwM/pub" target="_blank">View Schedule in Full Screen View.</a></b><br />
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<iframe height="550" src="https://docs.google.com/document/d/1EGGXTAWRu4FZf52irbG1FIe5WDRR0CMJetklcTOytwM/pub" style="background-color: wheat;" width="700"></iframe><br />
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Scroll up to return to schedule overview or <a href="https://docs.google.com/document/d/1EGGXTAWRu4FZf52irbG1FIe5WDRR0CMJetklcTOytwM/pub" target="_blank"><b>Click for Full Screen View</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com2Bone Student Center, Illinois State University, 100 North University Street, Normal, IL 61761, USA40.511406699999988 -88.992244414.989372199999988 -130.3008384 66.033441199999984 -47.683650400000005tag:blogger.com,1999:blog-1811610272133637190.post-50350854944947749702015-02-10T14:58:00.004-08:002015-02-10T14:58:46.414-08:00Deadline Extended to Feb. 15, 2015We have recently extended the deadline for proposals to <b>February 15th</b>. If you know any graduate students in English Studies or other fields, we’d love if if you can forward this on to let them know. The conference itself will take place on Friday, April 17th on the ISU campus in Bloomington-Normal.
To submit your abstract, please use our <b><a href="http://www.isuwordsworth.com/p/submit-proposal.html">online submission form</a></b>.<br />
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<b>About the Conference: Preparing Graduate Students for Academic Conferences</b><br />
Word’s Worth focuses on professional development, and is an ideal “first conference” for students who would like to practice their presentation skills before submitting proposals for regional or national conferences.<br />
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We use a long-panel format to allow more time for questions and discussion – we encourage presenters to bring in current research they’ve already completed for graduate courses, or in-progress research that could use some feedback (such as for a thesis or dissertation.)<br />
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This year’s conference theme is Transgressions, but we welcome all types of scholarly work. In particular, we’d like to encourage students from department’s besides English to take part – English Studies represents a very broad field, and all contributions discussing languages, literatures, and other forms of social connection are very welcome.
Although our primary focus is graduate students, we do also welcome panel submissions which include undergraduate and faculty panelists. Undergraduates are also encouraged to submit single presentations, and we welcome faculty members who would like to serve as moderators.<br />
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Please visit our <b><a href="http://www.isuwordsworth.com/p/submit-proposal.html">online submission form</a> </b>and submit your proposal!Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com1tag:blogger.com,1999:blog-1811610272133637190.post-33824761318420026282015-02-10T14:54:00.000-08:002015-02-10T14:54:39.211-08:002015 Keynote Speaker: Dr. Emily HipchenWe’re pleased to announce that this year’s keynote speaker will be Emily Hipchen. Dr. Hipchen is an Associate Professor of English at the University of West Georgia. She is currently on the Executive Committee of the MLA Division on Autobiography, Biography, and Life Writing. She is co-editor of the academic journal a/b: Auto/Biography Studies, and editor of Adoption & Culture. Also, Dr. Hipchen is co-editor of the books Inhabiting La Patria: Identity, Agency, and Antojo in the Work of Julia Alvarez, The Autobiography Studies Reader, and of Autobiography Studies across the Americas. Her poetry and creative nonfiction have appeared in Bayou Magazine, Solstice, Fourth Genre, Arts & Letters, Baltimore Review, and elsewhere. Furthermore, Dr. Hipchen has taught a breadth of courses under the English Studies umbrella, ranging from “New Journalism and Modernist Forms” to “Life Writing and Trauma.”Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com10tag:blogger.com,1999:blog-1811610272133637190.post-61889080248487288572014-02-03T18:28:00.003-08:002015-10-20T07:26:09.139-07:00Elizabeth Williams, Meghann Meeusen, Amy Hicks - English Studies and Children's Literature<b>Elizabeth Williams, Meghann Meeusen, and Amy Hicks - "More than Child's Play: Children's Literature and Interdisciplinarity"</b><br />
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<b>Abstract</b><br />
Our roundtable discussion will open up the idea of interdisciplinary by exploring how each of our diverse perspectives, while all based in children's literature, include elements from a variety of fields, including film studies, cultural-historic activity theory, rhetoric, eco-feminism, etc. We will begin with a brief introduction to how interdisciplinary has affected our research and study, then open the panel to discussion and questions about the role of interdisciplinary approaches in children's literature and beyond.<br />
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<b>Presenter Bio</b><br />
Elizabeth Williams is a fourth-year PhD. student from Oklahoma.<br />
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Meghann Meeusen is a fourth-year PhD. student from Michigan.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com3tag:blogger.com,1999:blog-1811610272133637190.post-23740709957480736752014-02-03T18:19:00.003-08:002015-10-20T07:26:27.748-07:00Emily R. Johnston - trauma theory, feminist theory<b>Emily R Johnston - "Feminist Geographies: Narrating Trauma Across Borders in The Girl with the Dragon Tattoo"</b><br />
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<b>Abstract</b><br />
How does trauma get narrated across borders? What is gained? What is lost? This presentation will explore these questions in relation to the narration of rape in The Girl with the Dragon Tattoo phenomenon, drawing from work in trauma theory (Judith Herman, M.D. on sexual abuse and traumatic disorders; Laura S. Brown on feminism and psychic trauma; and Van der Kolk and Van der Hart on memory and trauma), cultural theory (Appadurai on the dimensions of mediascapes and ideascapes in global cultural flows), and theories of globalization (Manfred B. Steger on ideology and globalization; and Brian Larkin on film and globalization). The novel and films of The Girl with the Dragon Tattoo erode and cross multiple borders: national borders, with the novel’s translation into almost forty languages (Baker); borders of genre, with two film adaptations of the novel—a Swedish and Hollywood version; and identity borders between conflicting parts of oneself, such as perpetrator/victim. These border crossings illustrate the phenomenon’s tremendous, global capacity for travel; and tracking this phenomenal movement across space, genre, and identities exposes how the narration of rape in Dragon Tattoo refuses hegemonic notions, as well as conceptions in trauma theory, about who rape victims are and how they respond to rape.<br />
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<b>Presenter Bio</b><br />
A doctoral student in English Studies at ISU, Emily Johnston is Senior Editorial Assistant for SRPR (Spoon River Poetry Review) as well as the Community Outreach Coordinator for ISU’s Writing Program. Emily earned her MFA from the University of Alaska Fairbanks. Her creative and critical work appears in Antipodes: A Global Journal of Australian/New Zealand Literature, The Fourth River, and Dos Passos Review, among others. Emily eventually hopes to build a “Therapy House” where victims of violence can explore arts, movement, and other collaborative activities as tools for recovery.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com1tag:blogger.com,1999:blog-1811610272133637190.post-89005555959340971042014-02-03T18:17:00.002-08:002015-10-20T07:26:38.206-07:00Danielle L Cochran, Evan Nave, and Dr. Ricardo Cruz - "Traveling Theory" by Edward Said and Wai Chee Dimock's "Multilateral Theory"<b>Danielle L Cochran, Evan Nave, and Dr. Ricardo Cruz - "Check The Rhyme: Cross-Cultural Literary Influences"</b><br />
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<b>Abstract</b><br />
Hip-hop has become a recent academic aesthetic due to the influx of former practitioners and current educators whom have been inspired by its cultural movement. However, there are certain questions that arise with the power of this cultural movement from a literary and cultural perspective. Is hip-hop a form of cultural exceptionalism that serves as a gate-keeping between academic and social discourse? Meaning has the ideology of what hip-hop is perceived affected its’ reception or disclusion in educational and socio-economic communities? Has this anti-systematic culture secretly matriculated its way through to our classroom as a successful connecting point to our students? In order to answer these questions the panel will look at Edward Said’s “Traveling Theory” and Wai Chee Dimock concept of “Multilateralism” as a foundation to address the following concerns regarding Hip-Hop in the academia:<br />
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• Personal motivations for connections with the culture<br />
• How has hip-hop manifested as narratives in writing or area of study<br />
• Current relevance of hip-hop in English literature/studies<br />
• Intellectual limitations<br />
• Issues of inclusion<br />
• Classroom practices which can assist or bridge the intellectual gap with popular culture driven generation of students.<br />
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The purpose of this panel is to engage in discourse that aligns old and new practices in the field of English studies through theory,creative writing, fiction and pedagogy.<br />
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<b>Presenter Bio</b><br />
Danielle "DC" Cochran is a first year doctoral student in English Studies currently working on academic mixtapes for educational enlightenment. He spends most of his time immersed in marriage, pop culture, video games, and music.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com1tag:blogger.com,1999:blog-1811610272133637190.post-86469685398772367742014-02-03T18:11:00.003-08:002015-10-20T07:26:50.171-07:00Ryan Edel - Neurosemiotics and Pedagogy<b>Ryan Edel - "On the Writer’s Brain: A Neurosemiotic Approach to Creativity, Language, and Social Justice"</b><br />
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<b>Abstract</b><br />
In the age of Facebook and MRI machines, “defining” writing has become a troubled occupation for teachers. While fMRI studies are now beginning to differentiate those areas of the brain which generate ideas from those which recall words and move the hand, scholars such as Favareau argue that such positivist approaches ignore the semiotic nature of intellect – neurologists might envision the mind as a machine, but literary scholars still favor the evolving response to signs and signification as a model for intellect. However, bridging these two approaches may help us understand how the social disconnection between students and teachers leads to pervasive – and seemingly irreparable – differences between academic expectations and student performance. Theories from both camps depend heavily upon the concept of mirror neurons – specialized cells which selectively mimic observed reality via mental rehearsal. I argue that the socialized differences in values among social groups (particularly between students and teachers) leads language learners to mentally disconnect from the classroom in ways which prevents the uptake of new skills.<br />
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<b>Presenter Bio</b><br />
Ryan Edel is a Ph.D. student in English Studies at Illinois State. His areas of concentration are creative writing and rhetoric, particularly examining how the writing spaces of social media such as Facebook and Twitter are used to establish and reinforce social relationships. He's also interested in how these uses of digital technologies may reflect the social evolution of the mind as a biological entity.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com1tag:blogger.com,1999:blog-1811610272133637190.post-41600021414400269572014-02-03T18:09:00.005-08:002015-10-20T07:26:58.284-07:00Jeff Rients - book history, systems theory, game studies<b>Jeff Rients - "Read/Play: A Brief History of Nonlinear Textual Practices"</b><br />
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<b>Abstract</b><br />
"In this presentation I will survey the field of ergodic literature, the term coined by Espen Aarseth for texts that demand nonlinear reading strategies, ranging from Choose-Your-Own-Adventure books, Milorad Pavić’s Dictionary of the Khazars, Nabokov’s Pale Fire and Mark Z. Danielewski’s House of Leaves. Although Aarseth posits ergodic literature as a new form born of the information age, a successor to the linear texts of preceding eras, I will argue that reading ergodic literature can be placed on a continuum with normative linear reading practices. In support of this continuum hypothesis the output of William Morris’s Kelmscott Press will be examined as works that occupy the middle space between strictly linear text and Aarseth’s ergodic literature. Finally, the economic and political ramifications of linear/ergodic continuum will be touched upon.
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<b>Presenter Bio</b><br />
Jeff Rients is a first year doctoral student at Illinois State University studying British literature with a focus on literary hoaxes and deceptions. When not studying or teaching, he spends time with his wife and daughter or obsesses over his house rules for the role-playing game Dungeons & Dragons.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com2tag:blogger.com,1999:blog-1811610272133637190.post-27528511443875383832014-02-03T12:18:00.000-08:002015-10-20T07:27:07.202-07:00Cristina Sanchez-Martin - TESOL<b>Cristina Sanchez-Martin - "The Corpus of Contemporary American English: a tool for ESL learners to perform agency"</b><br />
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<b>Abstract</b><br />
Abstract<br />
The aim of this paper is to propose learning tools for ESL learners that can help them develop and perform their agency in real life communicative exchanges in an Anglo-American context. In particular, I claim that the Corpus of Contemporary American English can be a supportive tool to use both in the ESL classroom by teachers and outside the classroom by the students themselves, especially for those with a high level of English, like international students at American universities. I will focus on three grammatical aspects of the English language as linguistic items that, once seen in the classroom, students can further explore by looking at the Corpus of Contemporary American English. <br />
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<b>Presenter Bio</b><br />
Cristina Sanchez-Martin is a PhD student of English at ISU focusing on TESOL/Linguistics. Her main interests are on translingual rhetoric and cross-cultural communication.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com2tag:blogger.com,1999:blog-1811610272133637190.post-76414034950768238012014-02-03T12:16:00.000-08:002015-10-20T08:14:54.770-07:00Jessica Zhang - Biopolitical Theory & Communicative Capitalism<b>Jessica Zhang - "Rethinking What Culture Means in Intercultural Professional Communications "</b><br />
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<b>Abstract</b><br />
In the field of Intercultural Technical and Professional Communication, many scholars and practitioners tend to rely on Geert Hofstede's cultural model. This model is one of the first models of culture in the field of Intercultural communication and it accommodates and reinforces a anti-historical and culture-free work culture during transnational interactions in the workplace. This paper will examine the workplace problems that this work culture generates that has been overlooked by both scholars and practitioners. This paper will also explore ethical and efficient solutions for this dilemma. <br />
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<b>Presenter Bio</b><br />
Jessica Zhang does Usability and User Experience research for ISU websites at ISU's web design unit. She is exploring and developing strategies to find and analyze the cultural and emotional aspects of user experience. She believes that this can be achieved by using theories and concepts in rhetorics and Intercultural Communications.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com2tag:blogger.com,1999:blog-1811610272133637190.post-53512346969559302312014-01-29T21:11:00.002-08:002015-10-20T07:28:29.795-07:00Kelsey Forkner, Susan George, Josette Lorig - Pedagogy, Literature, WAC<b>Kelsey Forkner, Susan George, Josette Lorig - "Making Ends Meet: Literature Pedagogy, Faculty-Graduate Student Teamwork, and Undergraduate Literacy"</b><br />
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<b>Presentation Focus</b><br />
Literature Pedagogy, Writing Across the Curriculum, TA-Faculty relations, 'scaffolding', General Education, Writing in Lit Courses, Unorthodox teaching practice<br />
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<b>Abstract</b><br />
"Under the direction of Dr. Weeks, our panel conducted a semester-long Independent Study in pedagogical practices sought, found and developed in ENG 125, a G.E. Literature course. Discussions of best teaching practices often presuppose optimal circumstances. But real courses are usually implemented under conditions which are given rather than chosen. Learning how to reconcile the conflicting ends of an actual course can help build confidence and develop strategies for future use. In this presentation—a project group of three graduate assistant teachers—describe and evaluate strategies and techniques for implementing a large multipurpose lecture-discussion literature course taught to non-literature majors in the General Education sequence of a middle-sized state university. We will discuss 1. the contingencies of the course, 2. sources of guidance consulted, 3. the practical methods or devices we developed, and 4. the more general lessons we learned not only about teaching literature but also about student literacy, which is defined here as advanced skill in reading and writing, as well as an understanding of literature and the language in which it is expressed or discussed.
Concisely put, we asked ourselves what could be done to reach more students and provide a useful takeaway for non-majors. In other words, what's in it for them? We were after a literature pedagogy that could help us teach a more balanced class without pandering or oversimplifying. "<br />
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<b>Presenter Bios</b><br />
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<b>Kelsey Forkner</b>: Master's Student at Illinois State University studying English with a concentration in children's literature.<br />
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<b>Susan George</b>: MA graduate in English Studies with a focus in lost women's Modernist literature, culture and theory.<br />
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<b>Josette Lorig</b>: Master's Student at Illinois State University in Literary and Cultural Studies.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com2tag:blogger.com,1999:blog-1811610272133637190.post-57771198643853038952014-01-29T21:05:00.004-08:002015-10-20T07:28:40.132-07:00Irene Taylor - computer literacy; feminist and ageist theories<b>M. Irene Taylor - "An Examination of Studies of Computer Literacy Acquisition among Older Adults"</b><br />
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<b>Abstract</b><br />
When looking at the impact of computer technology on composition studies, it is the young adult who has been the primary subject of study. In comparison, concerns of the older adult in the acquisition of computer literacy have not seen the level of attention that the growth of an aging population warrants. This paper addresses the need for research in the field of computer literacy among the older adult population while considering the risk posed by ageist bias in the design of studies as well as the interpretation of their results. The call for these studies stems from the inherent presence of computers in the lives of people starting in childhood through their senior years. While I look primarily at studies conducted by researchers in the field of rhetoric and composition, I also consider work by scholars in gerontology, sociology, and computer sciences. Relying on both feminist and ageist theories as a framework for my findings, I conclude that even the most well-intentioned scholar (myself included) is at risk of making assumptions based on an ageist bias. As an increasing number of older adults return to school to develop the skills to either advance in their current careers or embark on new ones, it is critical that we equip educators with both the hardware design and pedagogical theory that best meets the needs of this growing cohort. <br />
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<b>Presenter Bio</b><br />
The presenter is a second year PhD student in English Studies with a focus in Creative Writing. She has a B.A. in Communications from the University of Illinois and an M.A. in Theater from Illinois State University. Her one-woman play was performed as the premiere production by New Route Theater in 2011 and her poetry has appeared in the 2012 and 2013 Barn Quilt Heritage Trail journal and on that same website. The focus of her work is the memoir and life writing with a special interest in play-writing.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com0tag:blogger.com,1999:blog-1811610272133637190.post-66634356950493707532014-01-29T21:02:00.000-08:002015-10-20T07:28:52.784-07:00Ana Roncero Bellido - code meshing, contact zone, Latina identity, Mestiza Consciousness<b>Ana Roncero Bellido - "Telling to Live, Telling to Survive"</b><br />
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<b>Abstract</b><br />
Mary Louise Pratt underscores the political character of testimonios as she posits them as “a contemporary creation of the contact zone” where “autoethnography, critique, and resistance have reconnected with writing” (35). Indeed, in their collection of testimonios, Telling to Live, The Latina Feminist Group embraces this use of testimonio, particularly through the juxtaposition of English and Spanish and her refusal to adapt to Standard versions of these languages and traditional modes of autobiography. Thus, this presentation argues that code switching and code meshing entail an act of rhetorical resistance, hence underscoring the power of testimonio to challenge the patriarchal, imperialistic forces oppressing Latinas. To do so, this presentation posits the following questions: What motivates The Latina Feminist Group to code mesh? How does the use of Spanish affect the comprehensibility of the texts? How do these testimonios become representative of the “text(s) of the contact zone”? And consequently, how does the use of code meshing contribute to the construction of the Mestiza Consciousness (Anzaldúa) and the Decolonial Imaginary (Pérez)? Ultimately, this presentation concludes that this use of testimonio participates in the rhetorics of survivance as explained by Malea Powell: “survival” of the Latina feminist epistemology and experience, and “resistance” to imperialism<br />
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<b>Presenter Bio</b><br />
Ana Roncero is a 2nd year Ph.D. student focusing on Latina Literatures, Rhetorics and Cultures. She is particularly focused on feminist representations of identity through literature and the ways in which writing exerts a form of resistance against the oppression suffered by Latinas living in the United States. Past publications include articles such as "Who’s the Traitor? Disenfranchising Masculinity in Sandra Cisneros’ ‘One Holy Night’ and ‘Eyes of Zapata’” or “The House on Mango Street: Chicana Identity and the American Dream.”<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com3tag:blogger.com,1999:blog-1811610272133637190.post-5635670548642473962014-01-29T20:59:00.002-08:002015-10-20T07:28:59.142-07:00Josette Lorig - Gender and Sexuality Studies<b>Josette Lorig - "The Representation of Female Desire in Alan Moore's Lost Girls"</b><br />
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<b>Abstract</b><br />
This paper investigates the representation of female desire in Alan Moore and Melinda Gebbie’s pornographic comic, Lost Girls, reading it up against other pornographic comics, Japanese josei (“ladies comics”) and the graphic narratives of Phoebe Glockner and Kominskey-Krumb. The paper ultimately criticizes the way in which the text reinscribes this desire into a set of pornographic conventions that reaffirm male-identified viewers, crediting the latter texts for their willingness to construct a multifaceted depiction of women’s sexual lives that is not always ascetically ideal.
Lost Girls is exemplary for the way in which it puts women into productive dialogue with other women, conceptualizes women as both sexual and sexualized, and refuses to imagine adolescent sexual experiences as only abusive and predatory. However, in focusing explicitly on the lost girls’ flash back sequences and the full size splash pages within them, this paper sets out to argue that Lost Girls is so deeply immersed in a world that appeals to fantasies of masculine power and the idealization of women’s bodies that any truths of women’s actual sexual lives or erotic pleasure are obscured. The comic ultimately undermines any attempts to create a fully fleshed out feminist text or a pornographic text for women.
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<b>Presenter Bio</b>
"Josette Lorig is a Master's Student in Literary and Cultural Studies at Illinois State University.
Her research interests are in 20th Century American Literature and Culture, Popular Culture and Counterculture, Women’s, Gender, and Sexuality Studies, and Print Culture studies."<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com1tag:blogger.com,1999:blog-1811610272133637190.post-78538431544345591592014-01-29T20:57:00.000-08:002015-10-20T07:29:11.566-07:00Francesco Levato - Poetry, Creative Writing<b>Francesco Levato - "Semi-peripheral: Spaces of Deviation, Abjection, Madness"</b><br />
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<b>Abstract</b><br />
"Semi-peripheral: Spaces of Deviation, Abjection, Madness" is a mash up of critical theory, poetry, science, and an examination of the works of H.P. Lovecraft as an (other)world-system, through the theoretical frames of world-systems analysis (Immanuel Wallerstein), heterotopic spaces (Michel Foucault), and abjection (Julia Kristeva). The work is a move towards blending creative and critical texts into a more seamless whole; creating resonances between different texts, paratexts, practices and entities, while simultaneously attending to creative, critical, and materialist concerns.
The poems are based on chance operations (a variation/combination of Bernstein’s Acrostic Chance method and John Cage’s Mesostics) that use (other)world texts (fictional books located in Lovecraft’s mythological system) as seed texts, and a series of source texts including the Collected Works of H. P. Lovecraft, and a combination of obscure books referenced in Lovecraft’s stories. Language from the source texts is collected via procedure, then reworked to shape the final poems.
The prose sections blend critical theory with quotations from Lovecraft’s short story, The Call of Cthulhu."<br />
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<b>Presenter Bio</b><br />
Poet, translator, and filmmaker Francesco Levato is the author of four books of poetry: Endless, Beautiful, Exact (Argotist, 2011); Elegy for Dead Languages (Marick Press, 2010); War Rug, a book length documentary poem (Plastique Press, 2009); and Marginal State (Fractal edge Press, 2006). He has translated into English the works of Italian poets Tiziano Fratus, Creaturing (Marick Press, 2010), and Fabiano Alborghetti, The Opposite Shore. His work has been published, or is forthcoming, in Drunken Boat, Versal, Otoliths, The Progressive, OmniVerse, Opon, Lightning’d Press, Certain Circuits, Moria, VLAK Magazine, Slope, SpringGun, Ping Pong, E-ratio, Poets & Artists, Another Chicago Magazine, Poetry International, Xcp: Cross Cultural Poetics, On Barcelona, Cordite Poetry Review, and LA Review. He has collaborated and performed with various composers, including Philip Glass, and his cinépoetry has been exhibited in galleries and featured at film festivals in Berlin, Chicago, New York, and elsewhere. He is the founder and director of the Chicago School of Poetics, holds an MFA in poetry from New England College, and is pursuing a PhD in English Studies at Illinois State University.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com4tag:blogger.com,1999:blog-1811610272133637190.post-80522760798283040302014-01-29T20:54:00.002-08:002015-10-20T07:29:20.549-07:00Kate Brown - Feminist disability studies, fat studies, cyber feminist rhetoric<b>Kate Brown - "Temper, Temper: Diet Talk as Legitimacy in Women's Food Memoir"</b><br />
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<b>Abstract</b><br />
In her memoir <i>Blue Plate Special: An Autobiography of My Appetites</i>, Kate Christensen writes passionately about favorite foods, memorable meals, and their connection to her often troubled childhood. She describes in detail the tastes and sensations that tie food and eating to these moments. Despite the book's focus on the role of food and eating in her life, Christensen includes explanations of how dieting corrected moments when her love of food became too intense. Caloric restriction acts as a rhetorical metaphor that authorizes Christensen to love food because the reader knows she didn't go far enough to get fat. This demonstration of self-control, in turn, increases her rhetorical agency as a rational, disciplined subject. In this presentation, I will use _Blue Plate Special_ to show how food memoirists use dieting for weight loss as an authorizing move to adhere to a cultural script that only allows certain bodies to write about enjoying food.<br />
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<b>Presenter Bio</b>
Kate Browne is a second year English Studies PhD student specializing in American women's life writing. Specifically, she is interested in how women represent their body size in various spaces--from 19th century freak shows to 21st century Facebook statuses and beyond. Her work is heavily influenced by theories in disability studies, fat studies, and cyberfeminist rhetorics.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com0tag:blogger.com,1999:blog-1811610272133637190.post-41731090189916298392014-01-29T20:45:00.001-08:002015-10-20T07:29:33.657-07:00Kayla A. Bruce - Food memoirs, identity formation, rhetorical analysis, embodiment in texts <b>Kayla A. Bruce - "Embodied Rhetoric: Women’s Food Writing"</b><br />
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<b>Abstract</b><br />
I think that the explosion in food memoir is saying and doing something significant in our current cultural and societal climate. I believe that the work that food memoirs are doing in the field of life writing is significant in three ways. The first is the way that writing about food can help the author, and the reader, process experiences and memories by giving them a tangible object on which to focus thoughts and emotions. The second is that they legitimize these everyday personal and communal experiences, and reveal that the truths of those situations are worth being communicated to a larger audience. The third is that they challenge different cultural scripts than other texts such as: pleasurable experiences are not valuable experiences to study, or experiences of food do not significantly impact our constructions of self and the world. They way that food memoirs help “consumers” process, legitimize, and challenge their own experiences and identities is significant because few texts allow this kind of exploration in such a seemingly familiar space that readers can relate to. I want to examine the significance of food memoirs in general by looking at two specific texts: Kate Christensen’s Blue Plate Special: An Autobiography of My Appetites and Molly Wizenberg’s A Homemade Life: Stories and Recipes From My Kitchen Table. These two texts are significant to the food memoir explosion through their autobiographical food experiences that show the construction, as well as construct, their individual and communal identities.<br />
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<b>Presenter Bio</b><br />
I am a second year English Master’s student with a concentration in Rhetoric and Composition. My Master’s work has helped me to define my scholarly interests in two areas of analysis: ethnographic observations of student activity and experiential activity and narrative in nonfiction texts. I am interested in embodied women’s rhetoric in nonfiction food texts. My work is driven by identifying activity and food experiences within food memoirs, and analyzing identity formation and constructions of self as represented through the texts. I am asking questions like: what are the current trends in field of life writing and are those trends applicable to food writing? The intersection between print text and electronic text has attracted my attention, and has allowed me to ask questions about what these texts do rhetorically for the identity and “appetites” of these authors and readers.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com0tag:blogger.com,1999:blog-1811610272133637190.post-81537710583787876972014-01-29T20:31:00.000-08:002015-10-20T07:30:08.338-07:00Evan J. Syverson - Feminism, Historical Perspectives<b>Evan J. Syverson - "Changing Portraits: Feminism, Masculine Failure, and the Virgin-Whore Dichotomy in Twentieth Century American War Literature"</b><br />
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<b>Abstract</b><br />
Several major American authors of 20th century war fiction utilize the motifs of the enemy and women. The depiction of these motifs, however, changes with each successive author, from William Faulkner to Ernest Hemingway to Joseph Heller. These authors represent a shift in the portrayal of women's roles, from traditional, domestic roles to empowered, independent roles. The enemy, meanwhile, is transformed from a foreign “other” into an internal “us,” as individual complacency begins to be characterized as the biggest threat to one's life. Examination of the primary texts, secondary scholarship, and historical information all suggest that the growing sense of agency among women actually represents the answer to the moral questions these authors raise regarding complacency. Women are the vanguard of these authors' shared worldview.<br />
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<b>Presenter Bio</b><br />
Evan J. Syverson is a first year M.A. student on the Literature and Cultural Studies track at Illinois State University. He received his B.A. Summa Cum Laude from Northern Illinois University, where he studied English and Psychology. His research interests include Twentieth Century American Literature, Twentieth Century Anglophone Fiction, Marxist and Feminist Criticism, Identity Construction, Hemingway, and Faulkner.<br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com0tag:blogger.com,1999:blog-1811610272133637190.post-50904889243753226722014-01-28T18:26:00.000-08:002015-10-20T07:20:30.444-07:00Terri F. Coleman - Postcolonial Theory, Feminist Theory, Linguistic Anthropolgy<b>Terri F. Coleman - "The Name Game: Confronting Colonial Language and Naming in Contemporary Native American Literature"</b><br />
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<b>Presenter Bio</b><br />
Terri Coleman is a first year master’s student in the area of English Literature at Eastern Illinois University. She is interested in how language reflects and reinforces cultural norms, especially in reference to race, class and gender. Her current research focuses on portrayals of mixed-race characters, especially women, in historical and fictional texts. <br />
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<a href="http://www.isuwordsworth.com/p/2014-schedule.html"><b>Return to 2014 Schedule</b></a>Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com0tag:blogger.com,1999:blog-1811610272133637190.post-65004541917327928482013-02-25T15:06:00.003-08:002013-02-27T19:53:26.944-08:002013 Panel Schedule<h3 style="text-align: center;">
<b><a href="http://www.facebook.com/events/419814974767311/" target="_blank">Don't forget to RSVP to our Facebook Event!</a></b></h3>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 21px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">New Directions Panel Schedule</span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 21px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
<b id="internal-source-marker_0.3492902400903404" style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">8:30 – 9:00 – Breakfast</span><br /><span style="font-family: Cambria; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><br /></span></b><br />
<b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">9:00 – 10:00</span><span style="font-family: Calibri; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"></span></b><br />
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<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Panel 1:</span><span style="font-family: Calibri; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-life-writing.html"><span style="color: #1155cc; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Amy Robillard, Kathleen Daly, Stephanie Guedet Scott, Debbie Parker, and Elizabeth Williams</span></a><span style="font-family: Calibri; vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
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10:00 – 11:00</span><span style="font-family: Calibri; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"></span></b><br />
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<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Panel 1: </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-life-writing_3.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Amy Robillard, Kathleen Daly, Stephanie Guedet Scott, Debbie Parker, and Elizabeth Williams</span></a><span style="font-family: Calibri; vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Panel 2: </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-minding-smell.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Lisa Phillips</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-dressed-for.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Kera Storrs</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-rhetorical.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Ryan Edel</span></a><span style="font-family: Calibri; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"></span></li>
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11:00 – 12:00</span><span style="font-family: Calibri; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"></span></b><br />
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<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Panel 1: </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-complicating.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Laurenn Jarema</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-bounded.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Moria Torrington</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2013/02/new-directions-proposal-oppositional.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Ryan Clark</span></a><span style="font-family: Calibri; vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Panel 2: </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-hybrid-fiction.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Katie DuBois</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-take-me-home.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Lasantha Rodrigo</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-early-christian.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Elizabeth Jones</span></a><span style="font-family: Calibri; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"></span></li>
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12:00 – 1:00 – Lunch</span><br /><span style="font-family: Cambria; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><br /></span></b><br />
<b style="font-weight: normal;"><span style="font-family: Cambria; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">1:00 – 2:00 – Faculty Panel</span><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"></span></b><br />
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<li dir="ltr" style="font-family: Cambria; font-size: 16px; list-style-type: disc; vertical-align: baseline;"><b style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Christopher Breu, Gabe Gudding, Mary Moran, K. Aaron Smith</span><span style="font-family: Calibri; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span></b></li>
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2:00 – 3:00</span><span style="font-family: Calibri; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"></span></b><br />
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<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Panel 1: </span><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-experiencing.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Meghann Meeusen, Hilary Selznick, Sarah Hercula and Kathleen Miller</span></a><span style="font-family: Calibri; vertical-align: baseline; white-space: pre-wrap;"></span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Panel 2: </span><span style="color: #cfe2f3;"><a href="http://www.isunewdirections.com/2012/12/new-directions-proposal-text-and.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Jeff Rients</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2013/02/new-directions-proposal-beaming-dream.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Susan George</span></a><span style="font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://www.isunewdirections.com/2013/02/new-directions-proposal-literary-and.html"><span style="color: #cfe2f3; font-family: Cambria; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Curt Hagegeorge</span></a></span><span style="font-family: Calibri; vertical-align: baseline; white-space: pre-wrap;"></span></li>
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Ryan Edelhttp://www.blogger.com/profile/03758241690217530997noreply@blogger.com0tag:blogger.com,1999:blog-1811610272133637190.post-85237661273281744582013-02-21T11:53:00.002-08:002014-01-29T20:37:50.296-08:00New Directions Proposal: Oppositional Appropriation: Toward an Ethics of Appositional WritingRyan Clark will present "Toward an Ethics of Appositional Writing."<br />
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<i><b>Abstract:</b></i><br />
Drawing heavily from the work of various feminist moral philosophers, I make an argument for what I call appositional writing, which uses appropriative methods (cut-up, erasure, collage, homophonic translation) to craft ethically reparative poetry, and which places emphasis on considerateness and an awareness of power relations within each specific act of appropriation. As I illustrate the central tenets of appositional writing, I will explain three risks that may lead such a project to become ethically problematic, or even outright damaging to the overall climate of trust; I refer to these risks as the Risk of Arrogance in Appropriation (or the Risk of Exceeding Permissions), the Risk of Asymmetrical Power Relations, and the Risk of Exceeding Reasonable Responsibility. Appositional writing runs the risk of damaging the climate of trust by assuming more than what one might reasonably expect to claim as one’s own. Asymmetrical power relations along sociopolitical lines between author and source material may magnify this issue. The case of Raymond McDaniel’s Saltwater Empire will serve as an example of an ethically problematic work of appropriative writing that fails to adequately consider these risks. McDaniel’s book is but part of a larger and compelling trend toward documentarian investigation in contemporary poetry, and as more and more writers turn toward appropriation and documentary as a means toward political opposition and advocacy for disempowered populations, it becomes important to consider the ethical impact of these practices--both positive and negative.<br />
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<b>Ryan Clark </b>wants to make a pun. He thinks about puns while working on his dissertation, while teaching and studying at Illinois State University, while eating cereal (Cheery Hose?). In his poetry he is largely concerned with homophonic translation, the reparative potential of appropriative writing, and how poetry responds to violence and subjugation, symbolic and otherwise. Ryan is a 4th year doctoral student in English Studies specializing in creative writing, although, understandably, part of him wishes he'd just settle down and be a linguist. His poetry has appeared in Fact-Simile, Monkey Puzzle, and Seven Corners, and is forthcoming from Tenderloin.Kate Brownehttp://www.blogger.com/profile/01154122662743914788noreply@blogger.com1tag:blogger.com,1999:blog-1811610272133637190.post-15312808437169271972013-02-21T11:51:00.002-08:002014-01-29T20:37:50.262-08:00New Directions Proposal: Literary and Film Examples of Mimicry and HybridityCurt Hagegeorge will present "Literary and Film Examples of Mimicry and Hybridity."<br />
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<i><b>Abstract:</b></i><br />
Three primary literary texts including The Mimic Men (1967) by Vidiadhar Surajprasad “V. S.” Naipaul (1932-Present), The Satanic Verses (1988) by Salman Rushdie (1947-Present), and My Son the Fanatic (1994) by Hanif Kureishi (1954-Present), are considered to be premier literary works that relate to aspects of cultural mimicry within hybrid spaces. Mimicry occurs within the hybrid spaces due to an immigration pattern where the people who are arriving in Britain from the post-colonial periphery nations are typically arriving to begin their lives at the bottom of the social strata. In effect, these hybridized spaces become places of cultural conflict and thus resistance to the secular ways of the West. This dichotomous essentialist approach to what is portrayed as being polar opposites, between cultural worlds of East and West, a continuum exists, and within this continuum is where hybridity emerges and resistance resides. In each work, the characters are struggling to find an acceptable form of resistance within the hybrid spaces of the post-modern world. Perhaps it is this globalized diversity that has ushered in such profound social changes is what the fundamentalists are striking against the most within these works. Basically, the quest for cultural purity is a problematic proposition within a world of increasing hybridity. Each story portrays characters who find their own way towards an acceptable form of resistance within the hybrid spaces of the post-modern world as a form of hybrid resistance. " <i><b> </b></i><i><b> </b></i><br />
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<b>Curt Hagegeorge:</b> English Studies, TESOLKate Brownehttp://www.blogger.com/profile/01154122662743914788noreply@blogger.com2