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!
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- Elizeth on Bersani (2010): Is the Rectum a Grave?
- Joe Schicke on Robert Brooke on ‘underlife’
- Teaching/Learning in Progress: Thinking about the “Backchannel” – Liz Ahl on Robert Brooke on ‘underlife’
- Ariane on the idea of a writing center
- Editorial Pedagogy, pt. 1: A Professional Philosophy - Hybrid Pedagogy on Miller’s “Genre as Social Action”
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Category Archives: English 584 Rhetoric Writing and Identity (Fall 2008)
584: Weekly Position Paper #5: The Future of Typified Bodies and Identities
In Chapter 3 of The Ethics of Identity, Kwame Anthony Appiah notes that there are two interrelated questions we should ask regarding identities: “how existing identities should be treated; and what sort of identities there should be†(108). According to … Continue reading
educated souls and goth makeup in schools
I love coincidence — it’s not “mere” as we would like to think, but instead useful. Just after finishing reading Chapter 5 of Kwame Anthony Appiah’s The Ethics of Identity, in which he devotes space to “Educated Souls” — the … Continue reading
Newcomb: “Totalized Compassion” (2007) and responses
In “Totalized Compassion: The (Im)Possibilities for Acting out of Compassion in the Rhetoric of Hannah Arendt” (2007), Matthew J. Newcomb works with Hannah Arendt’s dismissal of compassion, “call[ing instead] for a more critical form of compassion” (107). He does so … Continue reading
584: Weekly Position Paper #4: Problematizing Empathy
In Where We Stand: Class Matters, bell hooks describes various times in her life when she does not want to be understood, or moments when empathy does not do enough. While not a central focus of her book, these are … Continue reading
Shepard: Teaching “The Renaissance” (1998)
Shepard discusses his experiences as a gay son of a Midwestern farmer studying and teaching Renaissance literature. He focuses on the class aspects of the literature, often choosing cultural artifacts over “art,” a distinction he admits is artificial (217). He … Continue reading