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
- Clarence J. Karier on education as a tool of dominant culture, or, alteratively, how we use education to quell the rebelliousness within us
- Michael on versatile blogger
- Dawn on versatile blogger
- Michael on 55/153 working on my #femrhet13 presentation #gaga (at…
- Nels P. Highberg (@drnels) on 55/153 working on my #femrhet13 presentation #gaga (at…
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Category Archives: Victor Vitanza
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
Here’s my carnival contribution on John Trimbur’s article “Changing the question: Should writing be studied?” (Composition Studies 31.1, Spring 2003): The discussion so far is pretty rich (see my previous post for a list of other contributors; Ten Minutes a … Continue reading
Lisa also suggested that I read Cushman’s article “The Rhetorician as an Agent of Social Change,” which I enjoyed a lot. She advocates for crossing the ivory tower/reality divide that separates universities and their work from the real life work … Continue reading
In “‘The Wasteland Grows,’” Vitanza asks what I think are some amazing questions regarding the creation of cynicism in students when we teach cultural studies. Drawing on Sloterdijk and Zizek, he wonders whether students, after instruction in cultural studies, “‘they … Continue reading
I just read the following two articles: Langstraat, Lisa. “The Point Is There Is No Point: Miasmic Cynicism and Cultural Studies Composition.” JAC 22.2 (2002): 293-325. Crawford, Ilene. “Building a Theory of Affect in Cultural Studies Composition Pedagogy.” JAC 22.3 … Continue reading