"84 of the 95 essays (88.4%) in Strategies for Teaching First-Year Composition are single-authored..." (1) This is so shocking. It is almost like a monopoly on learning and learning how to teach.

"there is a heartbeat on the page." (2) What a goal to strive for!

I feel like expanding literacy and writing through technology is such a large boundary to cross. I feel like both parts of the puzzle are exponentially widening. One example I am thinking of is streaming services pumping out so many more movies and TV shows.

"I think it’s very valuable in understanding different scholars and the work they do, why they do it, the struggles they themselves have had behind the scenes, and how their thinking develops, how that fits in with the changes in the discipline as a whole"(5) Nothing much to say here other than I need to remember this.

I find that "play" in the classroom should be normalized more in order for students to build their identity through different mediums of writing. This would encourage students to be/find themselves through writing. (maybe even other modes)

"when we fail to consider the perspectives of people outside of the academy, we overlook valuable contributions to our theory building”(7) This is personally why I stayed in an ENG/Lit major because I feel like it is one of the majors that reaches out to the public at any level of expertise. My favorite thing is to rope people into modern Shakespeare retellings.

Heartbreaking to think OC women teachers are excluded from the scholarly spaces because they want to teach at HBCU's

"Teachers exchanged ideas, had arguments, and shared experiences engaging with students and talking about writing" <3 (11)

"claims are detached from evidence" is such a hard reality to swallow. How do you combat something that isn't based in truth?

This opening is anxiety fuel!

I do feel that argument/discourse has lost its touch of beauty and nuance. I'll never skip a Socratic Circle.

"writers must attend to evidence and opinions that contradict their own." This is why (even if it pains me) I listen to every argument before I present mine.

"We attack others’ ideas. We gain and lose territory. We are victorious, or we are decisively defeated. This is the language of intellectual domination." Is it bad that this made me excited to publish my own research one day?

I love that Duffy explores the art of argument in his conclusion. He really makes argument sound just as powerful as action and I really admire that. (:

The Colonial/British history of rhetoric teaching makes the problems with inclusion that trickled down to now. - The willingness to leave out HBCUs (TTW)

This article and Duffy's is opening my eyes to how truly engrained rhetoric is in our culture, politics, and everyday lives. So why is it reserved for Associates and up?

"These courses were established

at the expense of Greek and Latin, but not at the expense of philosophy,

rhetoric, and oratory (Rudolph 122–23). Clearly colleges were making

some attempt to meet the changing needs of society." (5) Will colleges ever stop making attempts to catch up to society?

College came after professionalism? interesting.

It is almost as if those who would have been Orators were pushed into turning their communication skills into a capitalist profession? Or maybe a religious figure?

Was the loss of the orator linked with the rise of industries and tech advances?

cont. l8r

"Those whose rhetorical resources have been constrained

can ¤nd their voices through the practice of rhetoric and participation

in civic life as these things can be taught in communications classes."(12) This further peaks my interest in the connection between democracy and rhetoric. How deep are they bound together?

The third way to implement rhetoric (14) through adding discourse into courses is very important to me. During these readings I have become quite troubled that I only am so versed in rhetoric due to my AP classes in hs and no other reason until I made it back to UMSL. Meanwhile, if we introduced it as early as possible how could that change civic life in return?

Opening with the definition of Eugenics is a powerful statement. As a reader it primes you for the tone of this paper, an examination of the very structure if writing and composition.

I am immediately drawn to all of the times I have heard people talk about AAVE (African American Vernacular English) and if it is "correct" or should even be recognized. I, myself, bounce between if it is another language or a dialect. My wife says dialect - but I know even AAVE has different dialects (Creole v. Baltimore.) However, I wonder if the separating it from English (if considered own language) and not a part of the English language is furthering eugenic tendencies.

"language becomes a proxy for both race and ability" (4) wow, the lines you can connect with that

I am surprised the schools opened to 'whitify' natives have not been mentioned yet. I wonder how close our composition and rhetoric is to it today.

dialect mentioned on page 6!

"This medicalizing rhetoric frames the English language as a (white,

ailing) body endangered by raciolinguistic contagion, positioning the classroom as curative

vaccine." this is a terrifying rhetoric my lord

the comparison of inherit illness and intelligence leads to literally eliminating POC from scholarly spaces through racism and ableism in an odd mix.

"to weed out the unfit” is such a hostile environment for writers before they even enter the room

This is my first time seeing such hostile, racist, and ableist rhetoric used to "defend" literature. It seems like our media is getting closer and closer to this -sadly

This reminds me of the common myth that humanities "aren't actually useful"

my note above is probably related to the horrible compensation mentioned on363

I feel like this also relates to the idea that writing is inherently female which in turn led to the lack of value in a capitalistic work space. In the same vein how women are passed for promotions because they are seen as pregnancy possibilities rather than an employee

personalizing grammar seems like it would be very effective in the classroom. I struggle with grammar and I believe the mechanical-ness is what turned ne off of it.

I love the idea of Universities "investing" in us (367)

The idea that anyone next to you could be disabled and you would never know it is a great way to start this paper, already so eye opening! I would consider myself able-bodied but maybe not given I have arthritis and a chronic kidney disease so how odd

This reminds me of the Autism awareness group that hides the fact they are trying to 'cure' autism and not raise awareness to autism.

- As I read this paper I find myself a bit challenged and also a bit frustrated. I do not have much to comment on because this is so new to me! Enamored in the quote. 'Re-thinking composition from a disability studies perspective reminds us that we too often design writing instruction for individuals who type on a keyboard and too easily forget those who use blow tubes, that we have a habit of creating assignments for those who read text with their eyes and a related habit of forgetting those who read through their fingertips, that we too often privilege students who speak up in class and too often forget those who participate most thoughtfully via email. '(Selfe & Howes, 163, 2013)

As horrible and vulnerable as it gets, I have only seen (a version) of these tubes via Family Guy; however now I imagine all that I have missed creates a world I am ignorant to.

It makes sense the myths are controlled by the able-bodied

"We can overcome it" (166) this rhetoric is so unfamiliar to me. I really don't know how to respond to this paper.

"You know, rhet/comp has been a sorting space. It’s been a place to help students move ahead, but it’s also been a place to intentionally hold students behind. So we need disability studies and we need an understanding of how disability is used and is attributed to groups to control access to privilege" (169) I never realized how much rhetoric contributed to ableism. But now that I think of it, rhetoric must aid any ism.

As someone who struggled with mental health in my Freshman year of College I understand that first-year writing is an opening to reach out to those students facing struggles in any way. It makes those classes even more meaningful.

My job as a swim teacher is favored because it counteracts my writing labor. Mine is specifically how stagnant I am while doing hw and writing.

"If crip time were a thing, it would be like a ball of yarn. Maybe we pull a little bit off, it’s all loose, it’s not never ending necessarily, but it’s definitely not an uncooked spaghetti noodle" (171) Sounds a lot like my wife's ADHD

"n Victor Villanueva talks a lot about how we’ve denigrated pathos so much in the teaching of writing assuming that it’s wrong because it’s being used wrong."(173) I agree that pathos is losing it's value in many more spaces than rhetorical. I fear that it will continue to decline.

"Then, it has those psychological effects too, that if you don’t respond when your professor says “good morning,” it’s like, “Oh no, what’s she going to think?” These are a lot of the things that we talk about when students are writing" (173) She really sees her students and I hope I can enact these ideas in my teaching. I dont think I'll have a problem with it, but you never know.

wow what a strong passage on page 176

""

as someone with a chronically ill parent, the opening really connected with me. Thankfully I have had professors (in previous years) be very understanding because it was my father. Sadly, I did not get the same treatment when my cousin died in my freshman year (the most important from the last article) and I inherited multiple failing grades. Just because he was not immediate family I was denied the care that a grieving person would allow. One of my big concerns with work and school is how they treat grief, university and (some) teachers alike. I am not one to comment, but I wonder if grief counts as a disability. Personally I believe it should be.

I wonder how much disability surrounds me; I find it intriguing that on page 2 that Down Syndrome is mentioned because I have an aunt with Downs and my family has never seen her as disabled. In fact, our family has been ridiculed (in public) because we tease her the same way we do for all members of our family. It really enacts the former myth that (loosely) 'abled bodied people create the rhetoric about disabled people'

I find myself being a victim of the needed "diagnosis" culture

I wonder if the first year away from home is correlated to the high depression/suicidal ideation?

This paper is making me question if my rhetoric is effected by my experiences with disability.

With all of these disabilities how do teachers decide on deadlines? It makes me very sad I ever got mad at my teacher's for late grades.

disability spelling reminds me a lot of middle english spelling. I wonder if that is because the lack of structure allowed disabled people to exist without punishment.

"Decontextualized representations about overcoming can do more harm than good, both to readers who come to expect and demand overcoming and to the folks such inspirational narratives purport to help."

Overcome is such a rhetorical paradox- to defeat something is a great thing, but to lose or even just be on the same level is ok too. A little bit of toxicity around it.

I think tiktok may have replaced twitter by now. But that's technology right now

Accommodations as a way of fitting in - is soooo cute in a way

how to ensure a safe space without relying solely on diagnosis is a challenge for sure; total anon isn't possible but may be wanted.

I am on the edge with attendance policies, without them I would miss a lot more, but I wonder if my quality of work would rise or fall.

To align disability and assumed (linear) time consumption- I had a dissociative disorder for most of my childhood, if it were to ever come back I wonder how time accommodations would work or not. Maybe even heavy editing possibilities for blackouts?

"we need to prioritize accessibility in the design of classroom spaces and practices. What I want to suggest is something more radical than accommodations: version of accessibility that is rooted in students’ material experiences, that is collaborative and reflective—accessibility driven by social justice and student agency rather than accessibility driven by obligation." (5) I would recommend an entire revamp of the classroom physically.

"He presents wikis as an example of a technology that disables the linear composing process and presents a different way for students to navigate a composing environment, moving back and forth through different versions and writing with different people. Everyday technologies like speech-to-text software on smartphones and computers, text-to-speech features in Microsoft Word and Google Docs, and asynchronous communication platforms encourage and facilitate nonnormative forms of expression." (6)

The classroom that I am imagining from this paper is one that I feel like we'd only find in Harry Potter/ live transcribers, inclusive seating, multiple levels of stims, having softer rugs blankets couches etc.

"encourages students to learn and compose." (8) I really like the focus on encouraging students to create and build upon what their formers created.

Page 9 makes me wonder how phone bans will play out is DS as they become more popular.

I feel as if this class is going to challenge my thoughts on teaching and how it will look for me (in a good way)

"Disability studies shows us that all classroom choices affect and possibly exclude students." I feel that this is very timely. Teachers finding the perfect medium must be so hard. ( I say timely because I don't have the time to compare him to other officials)

What I've seeen is thst I need to be flexible (to record our bears

"learning takes time¨

¨grading contract¨He is doing well, Slow mover but is gonna make it. A little trouble getting goals together. (he wants to act silly) but he will make progress

It looks so comforting. It reminds me of my old English classroom, no LEDs, lantern, bean bags, etc. We need to make these students comfortabke enough to share.

"After all, I am a scholar of queer pedagogies, one

might even say I have expertise in non-normative thinking, in alterna-

five ways to imagine idenyity, behavior, and meaning." (63) I find that every time you think you have gone 'out of the box' so to speak- you always find another way to expand your way of thinking. When I came out as lesbian my views and feminist beliefs expanded to a larger pov on gender and how society interacts with it. The more you find out about yourself the more you find out about the world.

I always feel that If I do not speak I am afraid the teacher believes I have not done the work. However in grad school where my peers are already experienced teachers, I am more of a listener than I was in my undergrad.

I find myself struggling with silence in my job, when I need my children to communicate that they understand instructions- what they're doing next. Sometimes/most of the time I speak to the kids and they stare at me with zero hint they even heard me. While learning how to swim is often a very emotional time for children I find that silence is harder to deal with than negative emotions.

dwell and rumination are such ancient words to me. To dwell/ a dwelling or rumination a room or a rune any type of old letter or character/ performing or composing poetry/a mystery. These words have such a humanness to them.

"Or the reverse also the paradox:

discourse is empowerment, and silence is empowerment. And if there

is not a universal interpretation for what silence means, why have I

been teaching as though there is a universal interpretation that silence

is a sign of disengagement?" (70) Or as I thought- dysfunction. The teachers must think I can't understand it.

"made my difference forgivable, relatable, something the commu-

nity was willing to overlook." (70) As if it is the disabled persons fault/ and or responsibility for their disability.

While I disagree with the parallel between silence and being gay I do see a connection. Maybe being silent isn't like being gay- but deserving silence is part of being gay. I am allowed to exist in silence if I wanted, no explaining my lifestyle or even life in the bedroom (yes when you have a wife MANY people will shamelessly ask about your sex life). However I do see how her analogy works.

I find this 'too-muchness' often coincides with the empathetic approach that is typically associated with a feminine approach to any type of problem. Why put in feelings? Isn't the fact there is a problem enough?

"it is (1) processual and reiterative, (2) reflective and attentive, and (3) embodied and engaged (Diab, Ferrel, Godbee, & Simpkins, 2012). It involves centering the body to interrogate systemic power and to “move-think in ways that disrupt habitual acts and dominant narratives” (3) Thinking of ways to change the classroom everyday since I have started this class.

I always find it interesting when (insert someone) says "if you personalize it/ let it get the best of you" you're giving that problem an asymmetrical power over you. I find that it has the opposite (at least for me) I find when I personalize/sympathize/empathize I understand the others and my own feelings about the situation better. Easy, "how would I feel if this happened to me" can give you a lot of insight or "why would I react like etc."

I would say number 3 (on page 3) is a good rule for any location, text, time, paper, etc.

"t feminist interventions prioritize interconnectedness not only among course content, assignments, and assessment, but also among ways of seeing, thinking, doing, and being in the world"(4)

"Because students wrote their own learning objectives, they adopted the language of “goals” and “objectives” in ways I have not observed in other courses." (7) The swim school I work for uses a similar rhetoric- "goals and progressions"- I wonder if because our program is designed to create access to all people (except for our adaptive aquatics class which is a last resort (danger to others or instructor)) their rhetoric will already reflect that of a feminist approach. It seems as if that is true.

The "buiilding upon" technique also aligns with my job- I will not post about it because I signed a lot of papers in which I am contractually obligated to not disclose our techniques.

I believed that grad school would help me with my job but as I read this text I am finding that my job might help me become a better teacher.

"Seeking such interconnectedness is necessary for feminism to be more than white women centering whiteness" (9) I find myself lucky to have a partner of color because (compared to my peers) I find that I interact with POC much more often and I am the minority in the group. Personally I find that I have been gifted that so many people of color have been comfortable enough to allow me to enter their spaces. In accordance to Waite, I have been gifted enough to be silent and learn from my peers. In one example my wife has borrowed the Quran from her co-worker and educated me on stuff I did not know. Alike; (for the sake of example and my lack of specific situations) a built from the ground up chef introduced me how to make collard greens, (in her words) gave me the 'family recipe' which is cherished, and even feedback on future projects in hope that I don't cross any cultural boundaries in future projects. While my 'seeking' was romantic (which could be easier than platonic) I think it does serve to show seeking interconnectedness benefits you.

"Students used the language of the readings, and they made connections to their lives, later tracking microaggressions they witnessed or participated in outside of class." (10) This is where silence is important. Many people find the action of listening as obedient rather than respectful- this silence is honorable. But now I find myself sounding like the judicial system, which is also racist. But, in the courtroom silence is a signal that someone is either defending or attacking. Could this mean that the American courtroom is a fight depicted by the listeners?

enough- what does that mean? I imagine it could exist as two visuals for me. It could be a glass filled perfectly to the brim with water, you know when the edge is synonymous with the water or, a normal glass where there is room to tip the glass before you drink it. Rather than slurping it out of the vertical side that is.

its so interesting through these readings education has presumed a fluid state rather than a solid

I always thought the most beautiful thing about Toni Morrison's writing was how she wrote Black language- you could hear dialect and voices you knew (if white) were not your own. It's addictive how freeing her writing felt with her punctuation style, descriptions, dialogue etc.

"the emotional harm, internalized Anti-Black Linguistic Racism, or consequences these approaches have on Black students' sense of self and identity." I could only imagine that Black American students (that speak black language) experience some sort of cognitive dissonance when writing- if not that than an entirely more detailed form of code switching. One that involves maybe a 'translation' aspect. As we see in the dialogue in this book even when speaking about the concepts they go over in class black students still use black language (especially the list in 4) when describing what they learn. So when does the translation begin? In thoughts, writing, speaking, depending on when and where?

what is the effect of learning from people who dont resemble you have?

thankfully the policing of black fashions has been scaled back a lot but still needs work. In the show Abbott Elementary they mention that sneakers are the students favorite form of self expression due to their uniforms (khakis and polos)

the Detroiter mapping (42) is similar too the "where did you go to highschool"

"I imagined it to be someone from the suburbs" more mapping due to racism, even the city scapes reflect the years of racism, even eligibility to get into college. - all part of the racial hierarchy

is the dissonance I mentioned through "constructing images of ourselves through the lens of white supremacy" (hooks, 1992)

"Linguistic Double Consciousness" exactly what I believe I was trying to describe.

Janels story is the perfect whirlwind of racism and sexism

"thug" is interesting because of its connotations with crime - then you have "white collar" who is often perceived as white with a shorter sentence, the usual "but he has a family" plea, but probably hurt more people en masse

" I speak the hood" <3

"language as gate-keeping check on race and ethnicity, instead of capitulating to 'that's just the way things are,' " This is connecting (for me) to the first week when I mentioned punctuation and grammar elasticity. How do we break those rules to expand english for other language's accessibility. Not only for Black Language, but Arabic, east asian, etc.

I wonder if we could use language planning as an investigative theory for much more.

I honestly had never considered Swing Low Sweet Chariot as a black song as it was never mentioned when I was forced to do choir. How disappointing it is that it was washed as a vocal exercise.

"it is just as important for them to be able to pinpoint and name features of their own linguistic system" (720 - you can see the growth once this identification is cemented in Ch. 5

the phonology intrigues me the most especially in a dialectal manner

"resist" (93) at the bottom of the page is such an interesting verb to use for a tool of fighting white supremacy. If I imagine the connotation of 'resist' I think of a suffocation almost. I would also imagine resist as a key word in black rhetoric.

"was never wrong" is such a powerful statement. (94)

it is important that Janel recognized her language is needed for her life, black life, this idea can help young students create a foundation for creating an educational space safe for Black Language.

"because there's always going to be ignorant people who think you shouldn't(use Black Language)" that suffocation I mentioned (96)

Figure 5.1 is so encouraging

This conclusion is so important because this shows that the teachers (and everyone else) this conversation does change the mindset of black students

the emotions and how not being able to 'feel' properly as mentioned in this book is good BOP material for me, but I need more foundation first. Perhaps Black Language can be the first step on empathy led practices.

"I start with classroom writing assessment because assessment should be informed by where we are and what pedagogies we use to teach writing" (1)I feel like this language can always be misconstrued in political ways. I may be jumping the gun but it feels like another 'no child left behind' esque

"with an understanding that program assessment should help inform classroom writing instruction." (2) okay that is helping it not sound Buschy

"we are referring to the ways in which we are facilitating and measuring learning in our classes." (2) interesting,.. I am curious how

I'm trying to remember the revisions I was given and how it effected my writing. All of it is on punctuation and because of that I know tend to look at all of my 'professional' writing scientifically in the revision stages -often causing me to miss underdeveloped thoughts. Much like what Sommers says in 5-6

In the most honest way, I always, and still do love my comments. I mull over them far more than I realize before I read this

Seems like a practice in empathy is coming...

I personally am a fan of technology stays out of the classroom but I feel like thats a toasty subject

"Put simply, assessment creates or denies opportunity structures" (17) I knew I was write about something

"What systemic issues circulate in and through writing assessment ecologies that impact how student writing is being perceived, valued, and thus assessed?" (19) a really nice reflection question. Makes me think of ABB

Oh the horror of a paper filled with red

"What I wanted to write vs. what he wanted me to write" (2:38) a VERY powerful sentence! Stifling of a young writer's voice.

(4:05) "they can't be nice to everyone" ):

Is the fact the peers literally understand and can empathize with them. Resulting in a more productive feedback.

That damn grammar feedback my enemy >:D

I feel like when teachers pinpoint grammar (in the first round) it overwhelms the students with all of that red. And noted, no black ink!

I wonder why teachers were so much less likely to get corrections?

"we should instead be asking ourselves proactive questions whose answers may help us implement more intentional and consistent engagement with revision in our FYC classes, thereby hopefully preempting lackluster student revisions." it really is a question, who has all the answers is it both teacher, student, and scholar?

it raises the question..... how do you revise a paper about revision...

"Ultimately, she argues that “we must encourage our students to see revision as a complex, often messy process that involves engagement, listening, and even resistance” (70)." Would it help if the teacher was revising with the student? First reactions might be intimidating but opening it up to conversation could help both teacher and student.

good, meaningful revisions, help all parties!

it seems revision is open ended- I have tried what Grace has done to revise (side by side) and i feel like my brain is overdosed with letters

The way I am reading this attitude about revision sounds a lot like my job's version of "play" ( a game that is disguised as social, physical, and stroke development) we specifically use this too boost confidence even after a bad class (leaving happy makes the bad not seem so bad!) it sounds a lot like revision we are encouraging

I really like the idea of showing students that revision doesn't look one way and may not even look like anything!

"skills they can bring with them throughout their careers, regardless of their field." I feel like I am always telling people this! English helps you in all fields no matter where you end up!

it sounds so simple, but "learning from revisions" is so powerful; most attitudes about revision is "I am wrong, I am bad, I am behind" but if we frame it as a learning technique it helps so much

the "over-graded" paper is such a fantastic way to put the problem of a 'bad' revision. What it does is muddy up the teacher's time and actual message- and the students just see critiques

Oh man- I feel like I forgot everything online unless I read it over at least 3 times

I remember I had one class on what revision symbols meant- and that was in AP ENG so we could understand our revisions. I could only imagine that those symbols look like hieroglyphics and just a slasher movie happened near their paper

oh...... I have been 'done with' a paper before due to grammatical errors

I feel like conferences is part of the answer for writing. I feel like revisions should happen in person - or reader response

could assigning the students a pre-writing goal list for their paper help clarify their writing? " I want my paper to answer this question ____ , I will do it this way, using this thought" etc. I mean its just an outline in disguise lol

Writing for the teacher/grade reminds me of the anti-black linguistic racism ABB speaks about. How do non-english speakers adjust their writing so teachers are pleased? A YA novel the Poet X rings true, only through poetry I heard her voice (a carribean immigrant mother now in a private school)

Schaffer's 3 stages is usually how I revise my own papers! But that is thanks to my old teachers

I would have been ecstatic if one of my homework assignments was peer-reviewed! and I think it would encourage students to participate as well- they are not doing this for the teacher but for their fellow peer! Writer's who are empathetic to their peers cause would (hopefully) create more meaningful revisions

being able to give critiques without being incredibly harsh is for sure a social skill we all need- and I assume must be worst in person now due to screens.

I would also put (my) letter grades would be negotiable- If a student feels wronged by a grade I would allow a conference to talk about the paper. Maybe I (as a reader NOT a teacher) misunderstood their work. This begins a new thought process- do you read papers as a teacher or as a reader? Someone who does not know the student wrote this.

Powerful opening paragraph I really love the scene you set

The only reason I know a lot about North County is because my mom grew up there and some of my family still resides there. My wife and my own coworkers (who are black) and live in north county (noco) dont bother describing where they live in noco. Which speaks to the rhetoric about noco already. Growing up in the city people usually give descriptors "I live in_____, you know by the ______" and you connect through where you live, it already seems noco is othered through location. On the other hand- a few years after Ferguson happened I was nominated the Social Chair for Alpha Phi and flown to Atlanta Georgia for a conference. I sat next to (oddly enough) the Alpha Phi chapter from Canada and when I said I am from Saint Louis Missouri their faces dropped and they went "where Ferguson happened?!" and the conversation ensued about stl. Suddenly the world is talking about Ferguson and the stl citizens refuse to talk about it.

Even more interesting question- how do we teach in the shadow of (some) BLM leaders laundering donations. I think - I dont know but trying to help and not knowing where or what to donate to must be frustrating and disillusioning

It had never even entered my mind that community movements even protests are part of our oral and literature based history- but then I think of all the signs and their own rhetoric. In fact, I saw a tiny conversation on tiktok about how signs in the 80s were straight to the point and less.......kitschy. Now that I am reflecting on that I believe part of the cause is the social media performance based attitude protesting has for especially white privileged protestors. For those with privilege protesting becomes a chance to go viral- or a post to virtue signal without having to keep performing to care (for some). I featured some signs to show the difference. I cant add another picture but I will link one

https://www.theguardian.com/us-news/2020/jun/12/black-lives-matter-historic-moment-protesters-on-why-they-have-been-demonstrating (I did not read the article just the picture) There are many rhetorical failings (I believe) in their sign-

"RACISM

is the biggest

PANDEMIC" First of all, the only thing you could read from that realistically is just racism and pandemic, I personally find it a performative failing for this person because it seems they are trying to tackle two things at once (or at least mention them?) instead of simply standing up for black lives. Meanwhile the black person next to them, their sign reads-

" BLACK lives

have ALWAYS

MATTERED" I mean we can all see the clear difference here! He not only includes specifically BLM; but his bold words simultaneously give a more powerful message "BLACK ALWAYS MATTERED" not even just the lives- everything black in history, tradition, literature, fashion, anything- it has ALWAYS mattered, even when it was literally racially silenced for centuries.

"I intersperse short narratives, like the one that begins this article, of troubling local rhetorical trends observed in relation to Ferguson, specifically silence, distancing, and violence." oopsie I did that in the first paragraph

"eminist understandings of interviewing as a process of not extracting information but sharing knowledge.”" stealing this

THEY EXPECTED STUDENTS TO COME TO SCHOOL?

the paragraph after is more frustrating

"Talking about race is easy; talking about it well is hard. Teaching it seems downright impossible both inside and outside of courses focused exclusively on it…" this is where empathy based rhetoric would thrive

"While interviewing is a common qualitative research method, this assignment, on the surface, might not appear very rigorous or even academic." This is interesting because my empathy thesis was born of Mindhunter (a series) that involves finding out more about serial killers by interviewing serial killers- my teaching thesis but the subjects are different

I like the concept that exchange is rhetoric

"I view conversations and dialogue with community members, practicing rhetorical listening, as a key mode to expand public rhetoric practices and pedagogy. Conversational interviews can embody fluid, ongoing, sometimes messy exchanges, broadening definitions of public rhetoric and, in my experience, offering generative possibilities for the classroom, as well." We may have a lot of the same ideas....... (good thing)

"When you hold onto something for so long, unfortunately the only way it comes out is negative" wow what a powerful insight culturally, socially, and historically

"nor will it be a process with a distinct end, marking an important connection to public rhetoric and writing theory" I am a firm believer that no one is ever a finished version of themselves and part of that is constantly learning especially from other people

"necessary discomfort" I like that

I hang out with my wife's friends mostly and they are all mostly black and queer; Often they tease me for being the only white person in the room (I laugh of course) (and to preface I do take it as a joke) but that does align with Jame's insight on being the "only"- they poke fun in the fact theyre seeing a reversal

discomfort works for empathetic rhetoric because while it can be physical it is mainly emotional

I believe that 'same convo of ignorance' does stem from how we are taught rhetoric- how do we persuade? how do we argue? how do we defeat the opponent? While in empathetic rhetoric (what Im working on) is finding similarities first. All lives matter = my life matters too vs. Black lives matter = we know other lives matter but show us our lives matter

My approach would be what emotion is both conveying; they're both scared that the government believes their life to be expendable. How do we see both sides to see themselves in the other. However, I do see problems with asking black people to listen to white people and I would not recommend that but I'm sure they do everyday, my approach would be for white people to try and listen back not as a white person but as a person who wants to listen and understand

"not just talking to white politicians/people" she created such a beautiful image

(oops I listened to Brittany early bc it was recommended)

Ferrell's input can def be archived and used in later movements

I fear we might be working together a lot more in the future professor........ (;<

"? Yet, it is a myth that students will automatically apply— or transfer (the term most often used in educational psychology and composition studies) what they learn in their lower-level writing courses to their upper-level ones. They simply won’t." (34) I find this especially true when students are bounced around teachers (colleges and highschool) given every teacher has different styles and techniques for every class (they're only human). So to expect students to be entirely clear on what skills are required to thrive in each level is understandable!

I can literally see my swimmers not be able to transfer when they enter a new level or have a new teacher- in fact one of highest level swimmers (basically prepared for swim team) needed to be rescued by lifeguards when she jumped off the diving board because she had never encountered a 12ft depth. In fact every pool she had ever encountered she could touch in. Her change in environment caused her to literally not transfer and freeze.

I think keeping kids with the same instructor (or at least trying to) would help transfer a lot