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Published by: Dan Richards on Jun 02, 2012
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Department of English University of South Florida 4202 E. Fowler Ave. CPR107 Tampa, FL 33620-5550 863.738.0667 drichar3@mail.usf.edu danielrichards.net

PhD in Rhetoric and Composition, 2013 (expected), University of South Florida Admitted into candidacy Fall 2011. Dissertation area: material rhetorics; pragmatism; rhetorical theory; ethics Committee: Dr. Carl Herndl (chair), Dr. Joe Moxley, Dr. Marc Santos, and Dr. Meredith Zoetewey MA in English Language and Literature, 2009, University of Windsor Special focus in Rhetoric and Composition Advisor: Dr. Dale Jacobs BA in English Language and Literature, 2007, University of Windsor, Honours

Graduate Teaching Associate, English, University of South Florida (2009-pres.) Graduate Assistant, English, University of Windsor (2007-2009)

Community Manager (Web Master), FYC Program, USF (2010-present) First-Year Composition Curriculum Development, USF (2010-present) Student Member, First-Year Composition Policy Committee, USF (2010-present) Mentor, FYC Program, USF (2010-2011) English Graduate Student Association (EGSA) President, USF (2010-2011)

Alma Bryant Award for Outstanding Graduate Student. USF. Spring 2012. Travel Grant of $500. Student Government, USF. Spring 2011 Joseph-Armand Bombardier Canada Graduate Scholarship, May 2008. Social Science and Humanities Research Council (SSHRC) of Canada; was awarded $17,500 for completion of a project in eco-composition theory.


Digitizing Dewey: Blogging an Ethic of Community. Computers and Composition Online. Special Issue: Ethics in a Digital Age. Fall 2011. 26pp. The (Re)Naturalization of Margaret Cavendish: Making Active the Relationship between Nature and Female Subjectivity in Blazing World. Public and Private Spaces: Spectacle, Sex and Property in Eighteenth-Century Literature. Eds. Julie Chappell and Kamille Stone Stanton. AMS Press. Expected Winter 2012. 24pp.

Rhetorically Rethinking Usability: Theories, Practices, and Methodologies. Eds. Susan Miller-Cochran and Rochelle L. Rodrigo (Cresskill, NJ: Hampton Press, 2009). Computers and Composition. 28.2 (2011): 175-9.

Richards, Daniel and Kyle Stedman. Copyright and Writing. Writing Commons: The Home for Writers. May 2012. Peer-reviewed. In-Class Peer Review. Writing Commons: The Home for Writers. March 2012. Peer-reviewed. Richards, Daniel and Kendra Lee, eds. College Composition: Making the Transition. Plymouth, MI: Hayden-McNeil, 2010. Print. Altering Student Perception of Social Action: Metaphor, Apathy, and the Pedagogical Framework of Ecocomposition. Power to the Pen: Pedagogical Approaches in Composition. Ed. Erin Trauth. Boston, MA: Bedford/St. Martins, 2009. Print.

Teaching Resource: Weblog for a Small Non-Profit Organization, ATTW Bulletin Blog (Association of Teachers of Technical Writing). Spring 2012. Online.

Dwelling in the Ruins. Submitted to Writing on the Edge Spring 2012.

Dewey, Latour, and the Economy of Things. Written and currently being revised for submission to Philosophy and Rhetoric in the Spring of 2012. Revisiting the “Network” of Metaphor. Co-authoring with Josh Mehler. Currently being written for submission in Summer 2012 to Computers and Composition.

Stanchevici, Dmitri. Stalinist Genetics: The Constitutional Rhetoric of T.D. Lysenko. Submitted to Technical Communication Quarterly March 2012.

2010-2011: Led, along with four other composition instructors, a research pilot titled Guided Rhetorical Inquiry (GRI), which sought to find statisticallysignificant differences in student performance between traditional methods of composition instruction and inquiry-based models of teaching writing. (Received IRB approval.)

Consubstantiality along the 49th Parallel: The Rhetorical History of Canadian (Anti-)Annexation Movements. 15th Rhetoric Society of America (RSA) Biennial Conference. Philadelphia, PA. May 2012. Blogging Dewey: Pragmatism and the Creation of Social Action Online Communities. Computers and Writing, Ann Arbor, MI. May 2011. Dewey, Latour, and Why Ontology Matters to Teaching with Technology. Research Network Forum. Conference on College Composition and Communication (CCCC). Atlanta, GA. April 2011. Metaphor in Ruins: Consumerism in the Writing Classroom. 42nd Annual College English Association (CEA) Conference. St. Petersburg, FL. April 2011. Negotiating the Negating: Isocrates’ Civic Educational Program and the Fundamentally Religious Scholar. 14th Rhetoric Society of America (RSA)Biennial Conference. Minneapolis, MN. May 2010. Accessing the Active Potential of Metaphor: Restoring Lakoff and Johnson’s Metaphors We Live By.” Conference on College Composition and Communication (CCCC). Louisville, KY. March 2010. Taking Back Control: The Deconstruction and Reconstruction of Female Religious Self-Representation in Marjane Satrapi’s Persepolis. English Graduate Student Association Fall Colloquium. Tampa, FL. October 2009.

Exploring the Negotiations between Fundamental Religious Discourse and Secular Academic Discourse in the Writing Classroom. Expanding Literacy Studies. Columbus, OH. April 2009. The Food of Affliction: Analogizing Vapours and Text in Donne’s Devotions. Early Modern Bodies and Souls Colloquium. Windsor, ON. July 2008. Self-Reflective Teaching: Building a Metaphorical Repertoire in the Classroom. Society for Teaching and Learning in Higher Education (STLHE). 28th Annual Conference. Windsor, ON. June 2008. In the world, but not of it: Composition and Spatial Relations in Julian of Norwich’s A Revelation of Love. ‘Just Like the Body’ Graduate Colloquium. Windsor, ON. March 2008.

Incorporating Inquiry-Based Learning into Your Teaching. Center for 21st Century Teaching Excellence Workshop. University of South Florida. Tampa, FL. November 2010.

University of South Florida 1101 Composition 1102 Composition Guided Rhetorical Inquiry (Research Pilot) 1102 Composition Unfolding from Within: A Deweyan Approach to Rhetorical Education 3250 Professional Writing Social Media: Transforming Professional Communication Practices 3250 Professional Writing Online Digital Ethics in Professional Writing Contexts University of Windsor 120 Composition

Collaborative Learning Course (Spring 2012) ENC 1102 Collaborative Model emphasizes a variety of teaching modalities and learning spaces by negotiating not only the traditional classroom space, but also one-on-one, small group and online spaces/literacies. The

division of time for such a model incorporates approximately one-hour/ week of class time and one and one-half hours/week of individual and group conferences. Guided Rhetorical Inquiry Course (Fall 2010-Spring 2011) As a subsection of the FYC Program, the GRI course follows the same curriculum as the traditional FYC, only the GRI emphasis is on the inquiry-based learning mode of instruction and learning. Through their first-year composition sequence, students who complete the Guided Rhetorical Inquiry course will experience (1) an intensive shared practice of guided rhetorical inquiry that places inquiry at the center of learning and (2) a learner-centered support and strong sense of peer and teacher community-engagement.

National Council of Teachers of English (NCTE) Conference on College Composition and Communication (CCCC) Rhetoric Society of America (RSA)

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