Hello! We at TMM Studios hope you’ve been well during this break in episodes, over the holiday break, and now here at the end of many people’s semesters (shout-out to those on quarter systems). But we’re back with regular episodes for your feeds—just in time for winter break! In this episode, we’re joined by Stacy Wittstock, a sixth-year PhD candidate specializing in Writing, Rhetoric, & Composition Studies, as well as education studies, at the University of California, Davis. Stacy walks us through an article born from her dissertation project submitted to the Journal of Basic Writing, which examines a cross-institutional basic writing program that was shared between one university of California campus and a local community college. In this fascinating talk, Stacy walks us through the conditions under which the program was created and what eventually led to its demise—all while providing salient takeaways for writing studies today. You can learn more about Stacy’s research and work at www.stacywittstock.com. And please email her, too, with any ideas or questions and to follow up on her fascinating project. Also, feel free to follow her on Twitter at @curiousmagpies! If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Continued well wishes as this the fourth pandemic semester continues. Be safe.

Hello! We here at Tell Me More! studios are excited to present the first two-interviewee episode since our inception—the first of many, we hope! In anticipation of the SIGDOC 2021 Conference (which is thematized around Advocacy, Accountability, and Coalitions Across Contexts), we're joined by two presenters who talk about the article they are presenting at the conference, which was also accepted into the proceedings. Read on for more! Cohortians Morgan Banville and Jason Sugg, third-year PhD students in the Rhetoric, Writing, and Professional Communication program at East Carolina University, give us a rundown of their article on the salient issue of data surveillance. Using survey data collected from college instructors across the United States, Morgan and Jason talk to us about their analysis—driven by Foucault's Panopticon—regarding the relationship between college instructors and students. They review the normalization of educational technologies that support surveillance (or dataveillance), which work to enhance institutional disciplinary power and student/instructor regulation. If your jam is technical communication, then you'll love this episode as Morgan and Jason talk about how the field can move to counter and to resist rather than compound dominant modes of dataveillance. Be sure to check their presentation out, which is part of "Session G: Emerging Advocacy Practices." You can learn more about Morgan's work and her goings-on at her Twitter, @banville_morgan. Feel free to follow Jason on his Twitter as well, @JLSugg, though he notes that he's not nearly active on the site as Morgan. If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Be safe; be well. Relevant Link: Morgan C. Banville. 2020. Resisting Surveillance: Responding to Wearable Device Privacy Policies. In Proceedings of the 38th ACM International Conference on Design of Communication (SIGDOC '20). Association for Computing Machinery, New York, NY, USA, Article 29, 1–8. DOI: https://doi.org/10.1145/3380851.3416764

Welcome to a new episode of Tell Me More!—now with a fresh coat of paint! We can't wait for you to take a listen to this next series of episodes after reaching our tenth episode. To kick off our refresh, Ashely Beardsley, a fourth-year PhD candidate in Rhetoric and Writing Studies at the University of Oklahoma in the Department of English, stops by for a chat about her research. Specifically, Ashley gives us an overview of her dissertation, through which she argues that food is an understudied form of constitutive rhetoric. Using feminist rhetorical criticism and a bit of media studies, she analyzes how women use Instagram, food radio shows, and community cookbooks to form identity and memory. Ashley is also on the academic job market, so if you listen to this episode and know of a position that is perfect, send it her way! You can learn more about Ashely’s research and academic service at her website. Feel free to email her, too, with any ideas or questions, and follow her on Twitter at @AM_Beardsley. If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Continued well wishes as this the fourth pandemic semester continues. Be safe.

Welcome back to this our tenth episode! We're happy that you've been around for the ride! In this episode, Mitch Carr, a second-year MA student in the Department of Writing, Rhetoric, and American Cultures at Michigan State University stops by to chat about a project he is involved with centered on creativity, expression, and healing amid the COVID-19 Pandemic. Mitch talks to us specifically about "Creativity in the Time of COVID-19: Art as a Tool for Combatting Inequity and Injustice," which is a Mellon-funded project that inquires as to how everyday people are using creativity to cope with the pandemic. This is a great conversation, and if you'd like to take the survey and submit your wonderful work, head on over to this link! You can reach out to Mitch on Instagram and Twitter, and you can learn more about the project and the Digital Humanities & Literary Cognition Lab at MSU at this link. Mitch is also on the job market, so if you know of any professional writing jobs within his wheelhouse, please reach out to him! If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Continued well wishes as this the fourth pandemic semester continues. Be safe. 

Just in time for a Labor Day weekend, we're back in your feeds with another episode! This time, Eliza Gellis, a fourth-year PhD Candidate in rhetoric and composition at Purdue University stops by to chat about her dissertation project bridging rhetorical studies with Jewish studies through a focus on the rhetoric of the Tanakh (or the Hebrew Bible). Specifically, she examines encounters with the Divine as a framework for understanding Otherness and the rhetorical encounter using a transdisciplinary methodology. Eliza, who was a third-year doctoral candidate at the time or recording, chats about the project, but also the broader implications of her work regarding historiography, comparative rhetoric, classical and/or ancient rhetoric, and bringing rhetorical studies into conversation with Jewish studies. For those of you who find yourselves wondering about what the past reveals about today—and vice versa—or how to use our training in classical rhetoric to envision new avenues for work, this is the episode for you! You can reach out to Eliza on Twitter (via DM) at @ElizaGellis or via email at [email protected]. Read more about her work and projects at her website, available at this link. If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Well wishes and safety to you all as we make our way through the fall semester. References to Things Mentioned in this Episode: Enos, Richard Lee. Greek Rhetoric Before Aristotle, Revised and Expanded Edition. Parlor Press, 2012. Geiger, Joseph. “Notes on the Second Sophistic in Palestine.” Illinois Classical Studies, vol. 19, 1994, pp. 221–230. Katz, Steven B. “The epistemology of the Kabbalah: Toward a Jewish Philosophy of Rhetoric.” Rhetoric Society Quarterly, vol. 25, no. 1-4, 1995, pp. 107-122. ---. “The Kabbalah as a Theory of Rhetoric: Another Suppressed Epistemology.” Rhetoric, Cultural Studies, and Literacy, edited by John Frederick Reynolds,  Lawrence Erlbaum Associates, 1995. Magonet, Jonathan. A Rabbi Reads the Bible, 2nd ed. SCM Press, 2004. Loewen, James. Lies Across America. New Press, 1999. Porter, James I. The Sublime in Antiquity. Cambridge U Press, 2016. Rickert, Thomas. “Parmenides: Philosopher, Rhetorician, Skywalker.” Logos Without Rhetoric: The Arts of Language Before Plato, edited by Robin Reames, University of South Carolina Press, 2017. Versnel, H.S. “The Poetics of the Magical Charm: An Essay in the Power of Words.” Magic and Ritual in the Ancient World, edited by Paul Mirecki, Brill, 2015. Walker, Jeffrey. Rhetoric and Poetics in Antiquity. Oxford U Press, 2000.

You've found yet another episode of Tell Me More!, a podcast for amplifying the work of graduate students. Congrats! This time around, Dr. Elena Costello Tzintún, a recent graduate of the Department of Spanish and Portuguese at the Ohio State University (this episode was recorded while she was a PhD candidate at OSU). Dr. Costello Tzintún is an applied linguist with a focus on race, equity, and inclusion who examines the role of interpreters in healthcare settings to improve accessibility in such spaces along the lines of culture, discourse, and practices of health. In this episode, Dr. Costello Tzintún chats to us about a program for marginalized students to access university while also giving them a profession in health care while still in high school, which is work that came out of her dissertation research. Specifically, Dr. Costello Tzintún argues that, when you take marginalized students gifts and present them as unique skills, they can then access dual enrollment programs, receive college credit, and learn to navigate academia. She also chats about several other programs and groups she has been a part of, all of which advance an assets-based framework for multilingual people. Be sure to check out Scholars of Color in Language Studies (SCLS) on Twitter, and join their Facebook group (especially if you are a BIPOC scholar doing work at the intersection of language). If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Be well and safe as we enter into the Fall 2021 semester. We here at TMM are rooting for every academic right now. Links to things discussed in this episode: Scholars of Color in Language Studies (SCLS) Interpreters for the Medical Profession through Advanced Curriculum and Teaching (IMPACT) Dreamer’s Interpretation: Facebook and Website Looking like a Language, Sounding like a Race: Raciolinguistic Ideologies and the Learning of Latinidad, by Jonathan Rosa Sites of Translation: What Multilinguals Can Teach Us about Digital Writing and Rhetoric, by Laura Gonzales

Hey there! Welcome back to Tell Me More!, a podcast for amplifying the work of graduate students. In this episode, we're visited by Millie Hizer, who is starting her fourth year in the MA/PhD Program in the Department of English at Indiana University Bloomington this semester; her work focuses on disability studies, classical rhetoric, and writing pedagogy. Millie chats with us about a project she is developing that examines the rhetorical complexities of disclosure and nondisclosure via the affordances of Metis, or adaptive rhetorical cunning (a la Dolmage). Millie also talks about a course she is developing that has been approved for Spring 2022 on disability, visibility, and popular culture, and she reviews what a teaching philosophy can look like when it centralizes empathy and uptakes the affordances of disability theory as rhetorical practice. Millie has presented her work at the Society for Disability Studies conference at CCCC, and keep an eye out for her in the future! Just a minor note, this was recorded near the time of the general rollout of the COVID-19 vaccine rollout to the medical providers and essential staff before expanding to the general public. Also, just a note about pronunciation. As we go through graduate education and learn more, we realize that some words and phrases we say are actually different than their so-called proper pronunciations. So that's why you might hear Metis pronounced differently. Finally, Millie will be going through her comps this fall, so be sure to wish her good luck at her Twitter, @millieh27 or at her email, [email protected]. You can also find out more about her at her Academia.edu profile. If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Be safe. Links to things discussed in this episode: Margaret Price: “Everyday Survival and Collective Action: What We Can Learn from Disabled Faculty about Access and Care.” (Presentation for the MSU Writing Center’s Accessibility Speaker Series) Alice Wong, Disability Visibility: First-Person Stories from the Twenty-First Century Lisa Blankenship’s Changing the Subject: A Theory of Rhetorical Empathy Eric Leake’s, “Writing Pedagogies of Empathy: As Rhetoric and Disposition" Rosemarie Garland-Thomson’s “Becoming Disabled” Beth Haller’s Representing Disability in an Ableist World: Essays on Mass Media Lisa Eagen’s “I’m Not a Person with a Disability. I’m an Disabled Person”

Thanks for tuning into another episode of Tell Me More!, a podcast for amplifying the work of graduate students. This time, we're visited by Khadeidra Billingsley, a third-year PhD student in the Department of English at The University of Alabama focusing on Composition, Rhetoric, and English Studies. Khadeidra talks to us about her dissertation project, which seeks to amplify the professional expertise and knowledge of high school English teachers who are oftentimes blamed for the inadequate writing skills of college-bound student writers. Khadeidra also talks a bit about the historical context behind her project, the impetus for K-16 collaborations, and setting up a long-term research agenda. Also, before Khadeidra recorded this episode, she had recently won the NCTE Early Career Educator of Color Leadership Award for 2020! You can congratulate her and follow her over at her Twitter at @MsK_at_UA. If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Until next time! Links to things discussed in this episode: Mellon Mays Undergraduate Fellowship (MMUF) Program The National Writing Project

Welcome to Tell Me More!, a podcast for amplifying the work of graduate students. In this episode, Tyler Gillespie, a second-year PhD student in the Writing, Rhetoric, & Technical Communication program at the University of Memphis, stops by for a chat! Tyler gives us an overview of his chapter in the upcoming Routledge Handbook of Queer Rhetoric (edited by Jonathan Alexander and Jacqueline Rhodes) on rhetorical practices in Florida’s LGBTQ community. Specifically, he talks about the self-published Womyn’s Words, which ran from 1983 to 2011 and is known as “Florida’s Oldest Gay Publication.” Tyler’s chapter focuses on the publication’s text creation, collaborative production, and circulation as means of place-based, community formation. He also chats about the ethics of storytelling and research. If you’d like to talk more with Tyler, you can email him at [email protected], and you can learn more about his award-winning journalism at his website: www.tylergillespie.com. If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Until next time! Links to things discussed in this episode: "Womyn's Words" Collection of Pat Ditto: A Collection Guide Women In The Arts Festival Lesbian Connection Malea Powell et al. (2012). 2012 CCCC Chair's Address: Stories Take Place: A Performance in One Act. College Composition and Communication, 64(2), 383-406.

Welcome back to Tell Me More!, a podcast for amplifying the work of graduate students. In this episode, we hear from Aunrika Tucker-Shabazz, a fourth-year PhD candidate at University of Michigan Ann Arbor in the Department of Sociology focusing on gender, sexuality and family. Aunrika gives us an overview of her formative work on sex that happens at home as opposed to sexual harassment that happens on campus or the street or the workplace, as well as the academic silence over such sexual violence despite its appearance in popular, whitestream media such as Good Will Hunting and Game of Thrones. As such, please be aware this episode comes with a content warning regarding sexual abuse. If you'd like to learn more about Aunrika and her work, Google her! And you can reach out to her at [email protected]. If you'd like to learn more about the show, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. See you next time! Links to things discussed in this episode: Aunrika Tucker-Shabazz, "Fighting the Hidden Fees: Unraveling Disciplinary Disparities in Public School Punishment of Young Black Girls." [TedTalk-style presentation] "Rackham holds TED-talk style event in honor of MLK" [News coverage of Aunrika Tucker-Shabazz's talk]  Monique Morris: Why Are Black Girls More Likely To Be Punished In School? “’Game of Thrones' And Daenerys' White Savior Complex” by Alysia Stevenson