Dr. Jeffrey Rice
Assistant Professor and Advisor
Office: Cherry Hall 16C
Introduction to College Writing; Writing in the Disciplines; Business Writing; Technical Writing; Special Topics in Professional Writing; Theory and Practice of Rhetoric; Technology and Writing
Study Abroad Courses:
Kentucky Institute for International Studies (KIIS) Study Abroad Program In Greece; “The Road To Athens”: Travel Writing and the Greece Experience; Ancient Greek Rhetoric: Past and Future; Professional Writing for Transnational and Transcultural Purposes
Professional and Technical Writing, Rhetorical Theory, Digital Media Studies, Pedagogical Theory, Writing Theory
Jeffrey (J. A.) Rice earned a BA degree from The Ohio State University, an MA degree from the University of Vermont, and a PhD in Rhetoric and Composition Studies from the University of Florida (UF). Prior to coming to WKU, he was the Writing Coordinator for First-Year Writing at UF. Dr. Rice’s research focuses on the philosophic and applied relationships between rhetorical theory, digital media technology, and writing, and appears in numerous journals and edited collections, such as Composition Forum, Business Communication Quarterly, Educational Theory and Philosophy, IEEE Transactions on Professional Communication, and Writing Posthumanism, Posthuman Writing. His most recent book, Beyond Postprocess (Utah State University Press, 2011), is a co-edited collection that reevaluates what it means to write and to study writing in the digital age. Dr. Rice regularly teaches in WKU’s Professional Writing program and especially enjoys teaching expository, argumentative, technical/professional, and study abroad writing courses. In addition to his research and teaching, he has worked as Case Study Developer for Technical Communication in the Twenty-First Century (Pearson/Prentice Hall, 2009), as well as an organizational communication consultant for several businesses in the greater Nashville area.
My philosophy of teaching derives from one central theoretical premise: writing is a technology of change. While such an assertion certainly points to the rhetorical changes writing can produce in the world-at-large, it also suggests how every act of writing is both a distinct and original rhetorical moment. Given these assumptions, I believe teaching writing means mentoring students to productively engage with the inventive opportunities new writing technologies, knowledges, and problems present to the contemporary classroom. I therefore encourage students to experiment with a variety of writing opportunities and then use those experiences to develop their own rhetorical approaches to ever-changing intellectual, informational, and professional contexts. In this way, then, I consider teaching writing a philosophic endeavor, where student writers should depart from the known in an effort to write the new.
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