About Michael J. Faris
Assistant Professor of English with research areas in digital literacy, privacy and social media, and queering rhetorics.
This blog serves as a place to think through things, record thoughts, share interesting stuff, and hold conversations. Welcome!
Visit my electronic portfolio
- Nels on 110/365/2015 #workspace working on surveillance studies and…
- Michael on 89/365/2015 Progress on visualizing citations in LGBTQ rhetorics
- Michael on 90/365/2015 Sploosh Rhetorics: Giving One Side Hell, edited by…
- Heather on 90/365/2015 Sploosh Rhetorics: Giving One Side Hell, edited by…
- Heather on 89/365/2015 Progress on visualizing citations in LGBTQ rhetorics
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Category Archives: Blogs in Classrooms
Here’s the PowerPoint for my presentation for Writing Intensive Curriculum on Friday. I’m not sure if it makes a lot of sense without me talking and the great discussion we had on Friday, but I thought I’d go ahead and … Continue reading
I am presenting tomorrow for one of the Friday lunches for WIC. Here’s my program description: â€œAsking Students to Write Online: Negotiating the Private and Publicâ€œ Michael Faris (WIC) When we ask students to publish online, what issues of privacy … Continue reading
In “Genre as Social Action,” Carolyn R. Miller argues “that a rhetorical sound definition of genre must be centered not on the substance or the form of discourse but on the action it is used to accomplish” (151). This action … Continue reading
a continuation of my previous two posts: Friday: F.06 old + old = new: Writing Multimedia, Remixing Culture, Remixing Identity Some graduate students and an undergraduate student from Michigan State shared some really interesting ideas and experiences of their own … Continue reading
a continuation of my notes from 4C’s: Thursday: A.23 Forging a Scholarly and Professional Identity Online: Blogging as Discovery and Externalization of Self Geoffrey Middlebrook, Sandra Ross, and LauraAnne Caroll-Adler (University of Southern California, Los Angeles) all discussed their use … Continue reading