Select essays written for an academic audience

For a full list of publications, see my Curriculum Vitæ.

Co-authored with Kyle Winkler, this essay considers a handful of student sentences most writing teachers would mark as “awk” and asks how such sentences might be moments of pedagogical possibility. Published in Rhetoric Review.

Virginia Tufte wrote two impressive books about the sentence, one in 1971 and the other in 2006. This essay is the first piece of scholarship looking at Tufte’s work. Published in Style.

This essay presents a collection of student sentences to explore what it means to, and how a writer might, inhabit a sentence. Published in Composition Studies.

This essay offers an assignment sequence that invites teachers and students into the rhetorical possibilities of the sentence. Published in Teaching English in the Two-Year College.

Epideictic rhetoric reifies and reshapes the shared values of a community, and in this essay, I reread William E. Coles Jr.’s The Plural I as showing forth a classroom built upon epideictic rhetoric. Published in College Composition and Communication.

We often use metaphors of the body to describe what a sentence does on the page. These metaphors point to a relationship between style and delivery, one that blurs the line between each. In this essay, I work through what one of my students calls “written delivery,” this written delivery asking that we rethink how we read and write sentences. Published in Rhetoric Society Quarterly.

Teaching English in the Two-Year College regularly publishes “What Works for Me,” brief descriptions of successful classroom activities. This essay reviews the past ten years of them to consider how the ways we write the classroom affect composition as a field. Published in Teaching English in the Two-Year College.

Given societal pressure conceal disability, when Michael J. Fox addressed Congress in 1999 without having taken his own Parkinson's medication before, his display of disability was, in his own words, “startling.” This essay argues that by revealing his disability, Fox constructs a complex ethos, demanding that both audiences and rhetoricians rethink the relationship between disability and rhetorical practice.