Dr. Jeffrey Rice
Assistant Professor and Advisor
Office: Cherry Hall 16C
ENG 100 Introduction to College Writing
ENG 300 Writing in the Disciplines
ENG 306 Business Writing
ENG 307 Technical Writing
ENG 412/G Theory and Practice of Rhetoric
ENG 415 Technology and Writing
Rhetoric and Composition Studies, Professional and Technical Writing, New Media Studies, Pedagogical Theory, Writing Theory
A buckeye state native, 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 political relationships between rhetorical theory, new media technology, and writing, and appears in numerous journals and edited collections, such as Composition Forum, Business Communication Quarterly, Educational Theory and Philosophy, and Writing Posthumanism Writing. His most recent work, 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 has taught a wide range of expository, argumentative, technical/professional, and disciplinary-specific writing courses, and he regularly teaches courses in WKU’s Professional Writing major/minor. In addition to his research and teaching, he has worked as reviewer for several scholarly journals and as Case Study Developer for Technical Communication in the Twenty-First Century (Pearson/Prentice Hall, 2009). When he is not writing or teaching writing, he spends his time honing his BBQ skills, traveling, and watching college football.
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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