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CV

  1. 1. CHRISTIE L. DANIELS utepchris@gmail.com 113 Hudspeth Hall http://www.christiedaniels.com University of Texas at El Paso 915.412.5015 El Paso, TX 79968 Academic Preparation Doctor of Philosophy – Expected May 2010 English: Rhetoric and Writing Studies University of Texas at El Paso Dissertation: “Remapping Evil: Locating, Spatializing, and Depicting Morality” Committee: Dr. Carlos Salinas, Rhetoric and Writing Studies Program Dr. Beth Brunk-Chavez, Director of First Year Composition Lex Williford, Creative Writing Dissertation Abstract: “Remapping Evil: Locating, Spatializing, and Depicting Morality”expands upon critical studies of difference by exploring one particular ideological construct and how its use propagates, maintains, and exacerbates ubiquitously existent social inequalities. The concept of evil has been employed in a way that marginalizes and villainizes individuals, groups, and even entire communities. Moreover, when they are deployed in a visual medium, the ideas and concepts conveyed are often not interrogated as closely as a written work would be. As a result, the guiding question of inquiry for this project is: How have western notions of good and evil been deployed and employed as a mechanism of hegemony and marginalization? In order to answer this question, this dissertation is primarily concerned with the visual depiction of morality. That is, it seeks to examine how good and evil are depicted images and how those depictions are ideologically-based. As a starting point, I examine textual representations of evil and posit “the text” as a hegemonic and established object of study and the visual as often dismissed as non-academic, trivial, or frivolous. Consequently, I argue that images and visuals in popular culture represent an important tool for imparting ideology. This project represents a marrying of many rhetorical areas of inquiry by examining a core but accessible object of study. The perceived good/evil dichotomy is one that plays itself out in a variety of societal arenas. Particularly, graphic novels, whose adaptations form one of the more recent trends in popular film, provide fertile ground for the interrogation of societal values and mores. As such, pop culture artifacts represent an important area of study due to their ready acceptance by the public often without resistance or critical engagement. Master of Arts –December 2009 Linguistics Ohio University
  2. 2. Bachelor of Arts – June 2003 English The Ohio State University Publications “English 1311: English Expository Composition.” (with James Patrick Soares) A Guide to First-Year Composition. Eds. Beth Brunk-Chavez, Christie Lynn Daniels, Nicole Montoya, James Patrick Soares, Esther Solis Al-Tabaa, and Steve Varella. 12th ed. Kendall Hunt: Dubuque, IA, 2009. 79- 101. “Technology and UTEP.” A Guide to First-Year Composition. Eds. Beth Brunk-Chavez, Christie Lynn Daniels, Nicole Montoya, James Patrick Soares, Esther Solis Al-Tabaa, and Steve Varella. 12th ed. Kendall Hunt: Dubuque, IA, 2009. 79-101. “Constructing a New India: Nation, Myth, and Salman Rushdie's Midnight's Children. Literatura em Debate, 2.3 (2009) http://www.fw.uri.br/publicacoes/literaturaemdebate/literaturaemdebatev2n3/costructing.p df. “Technology and UTEP.” A Guide to First-Year Composition. Eds. Christie Daniels and Theresa Donovan. 11th ed. Bent Tree Press: Reno, NV, 2008. 106-114. Selected Conference Presentations “Rethinking Curriculum: Focusing on Transfer” To be presented at CCCC, Louisville, Kentucky, March 2010. “Queering Little Miss Sunshine.” National Popular Culture Association/American Culture Association Conference, New Orleans, Louisiana, April 2009. “Remapping Evil: Locating, Spatializing, and Depicting Morality.” Frontera Retórica Symposium, El Paso, Texas, March 2009. “Twittering About: The Professional and Pedagogical Implications of Social Computing and Networking in Technical Writing.” Annual Conference of the Association of Teachers of Technical Writing, San Francisco, California, March 2009. “Forgetting Nationality: Nationalism vs. Cosmopolitanism.” Federation of Rhetoric Symposium. Commerce, Texas, February 2009. “The Native American Elements of Lady in the Water” Popular Culture Association/American Culture Association National Conference, San Francisco, California, March 2008.
  3. 3. “The Native American Elements of Lady in the Water” Southwest/Texas Popular Culture Association/American Culture Association Regional Conference, Albuquerque, New Mexico, February 2008. “Engaging Students: Interactive Mini-Lessons.” Group workshop presented at 3rd Annual A Better Beginning Conference: "Supporting Novice Teachers in the 21st Century", El Paso, Texas, September 2007. “The Queer Rhetoric of Queer as Folk.” Popular Culture Association/American Culture Association National Conference, Boston, Massachusetts, April 2007. “Standing OUT: The Power of Queer Teachers to Combat Homophobia.”6th Gay Lesbian Bisexual Transgender Queer (GLBTQ) Studies Conference, Asheville, North Carolina. April 2005. “The Writing Center: Gateway to Diversity” Group workshop presented at CCCC, San Francisco, California, March 2005. Invited Presentations “Visual Rhetoric.” (with Steven Varela) Workshop presented to First Year Composition faculty, October 2009. “Connect Composition.” Workshop presented to First Year Composition faculty, September 2009. “Blackboard CE 8.” Workshop presented to First Year Composition faculty, August 2009. “English 1311.” English Department First Year Composition Fall Orientation, August 2009. “The Guide to First-Year Composition.” English Department First Year Composition Fall Orientation, August 2009. “The Guide to First-Year Composition.” English Department First Year Composition Fall Orientation, August 2008. Curriculum Design and Implementation Curriculum Design ENGL 1311P I drafted a redesign of the curriculum for English 1311 as a direct result of graduate coursework in curriculum design and then piloted that redesigned curriculum in the sections of English 1311 that I taught in the Fall 2007 semester. The redesigned course: Foregrounds the use of technology Utilizes Rhetoric and Writing Studies disciplinary knowledge as the central content of the course Exposes students to, and expects them to compose in, a variety of genres
  4. 4. ENGL 1311R As part of the English 1311 Redesign Team, I was responsible for the redesign of the English 1311 course. As part of my responsibilities, I participated in the designing of the course assignments and aligned them with the textbook adopted for the course. As a result of my own previous redesign of the course, I was able to actively contribute to the types of assignments included in the redesigned course as well as assist in defining the pacing of the course. The redesigned course: Foregrounds the use of technology. Exposes students to, and expects them to compose in, a variety of contexts. Emphasizes civic engagement and involvement. Curriculum Implementation ENGL 1311R The course: Encourages critical analysis and engagement across a variety of contexts Foregrounds the use of technology. Emphasizes student exposure to and composition in a variety of genres. Is taught in a computer classroom and is paperless course in which all assignments are submitted electronically. Duties: Utilize and test the e-book version of the newly adopted course textbook. Provide feedback to Director of First Year Composition on the progress of the redesigned course. Act as team leader reporting experiences using the text to the textbook publisher. ENGL 1312R The course: Encourages critical analysis and engagement across a variety of contexts. Foregrounds the use of technology. Emphasizes student exposure to and composition in a variety of genres. Is delivered in a hybrid format with the face to face class day taking place in a computer classroom. Standardizes grading by having teaching assistants grade course assignments instead of the classroom instructor. Duties: Design hybrid day activities to supplement in-class instruction and guide students through major course assignments Meet regularly with the English 1312 Redesign team to discuss the experience and challenges involved in teaching the piloted course. Schedule and attend technology training sessions designed to expose students to the various software programs utilized in the course. Communicate with teaching assistants as they grade student work
  5. 5. ENGL 3355P Taught a piloted version of the Workplace Writing course (English 3355) The course is linked in a learning community with Business 3304 (Global Business Environment). There is a shared assignment between the two courses. The course is taught in a computer classroom is technology-enhanced and paperless in terms of graded assignments. During the course of the pilot, I provided feedback on the progress of the course to the Rhetoric and Writing Studies professor responsible for overseeing the pilot. Teaching Experience Assistant Instructor Rhetoric and Writing Studies, Department of English University of Texas at El Paso—Fall 1996 to Present Technical Writing and Communication (ENGL 3359) Fall 2008 (two sections) Technology Enhanced Workplace Writing and Organizational Communication (ENGL 3355 and ENGL 3355P) Spring 2009 (one section of ENGL 3355P) Technology Enhanced, Computer Classroom Summer 2008 (one section of ENGL 3355) Technology Enhanced Spring 2008 (once section of ENGL 3355) Technology Enhanced Research and Critical Writing (ENGL 1312 and ENGL 1312R) Fall 2008 (one section of ENGL 1312R) Hybrid, Computer Classroom Spring 2007 (two sections ENGL 1312) Technology Enhanced, Computer Classroom Expository English Composition (ENGL 1311, ENGL 1311P, and ENGL 1311R) Fall 2009 (one section of ENGL 1311R) Technology Enhanced, Computer Classroom Fall 2007 (two sections of ENGL 1311P) Technology Enhanced, Computer Classroom Fall 2006 (one section of ENGL 1311) Academic Editing Co-Editor, A Guide to First-Year Composition. 12th ed. Kendall Hunt: Dubuque, IA, 2009. Duties: Identify portions of the Guide requiring revision Create and manage timeline for the project. Reorganize content based on curricular goals. Align content with the redesigned First Year Composition curriculum. Oversee revisions of the “English 1311,” “English 1312,” and “Research Skills, Technology, and the Library” chapters. Revise the “English 1311” chapter, with assistance, to include course assignments and coordinating activities for the redesigned course.
  6. 6. Review, edit, and proofread faculty submissions for inclusion in the Guide. Write and gather images (screenshots and photos) for the “Technology and UTEP” section of the “Research Skills, Technology, and the Library” chapter. Ensure that this edition of the Guide is useful and usable for students and instructors alike. Make formatting and design decisions. Along with the other members of the Guide Revision team, proofread the entire document before submission to the publisher. Give presentation highlighting changes in this edition of the Guide at the Fall 2009 English Department First Year Composition Orientation. Co-Editor, A Guide to First-Year Composition. 11th ed. Bent Tree Press: Reno, NV, 2008. Duties: Coordinate and compose calls for faculty contributions to the Guide. Create and manage timeline for the project. Reorganize content based on several goals. Align content with the way that the First Year Composition sequence (ENGL 1311 and ENGL 1312) is taught. Organize book topically instead of segregating content into separate halves for each course. Make the Guide easier to use and more useful for both students and instructors. Contextualize the Guide as a supplement to the in-class text and provide both students and teachers with resource to reinforce class concepts as well as address individual issues which cannot be addressed during limited class time. Review, edit, and proofread faculty submissions for inclusion in the Guide. Write and gather images (screenshots and photos) for the “Technology and UTEP” section of the “Research Skills, Technology, and the Library” chapter. Make formatting and design decisions. Along with the other members of the Guide Revision team, proofread the entire document before submission to the publisher. Give presentation highlighting changes in this edition of the Guide at the Fall 2008 English Department First Year Composition Orientation. Writing Program Administration Assistant Director of First Year Composition Duties: Oversee the implementation of the redesigned English 1311 curriculum. Answer faculty inquiries regarding course assignments, the new course textbook, and supplemental resources. Answer faculty inquiries regarding the newly adopted campus course management software, Blackboard CE 8. Give workshops/presentations related to the curriculum, technological instructional resources, and supplementary disciplinary knowledge necessary for First Year Composition faculty support.
  7. 7. Meet regularly with the Director of First Year Composition to assess the status of ongoing First Year Composition initiatives. Complete administrative tasks as assigned by the Director of First Year Composition. Academic Work Experience Writing Tutor Student Writing Center, Ohio University. Fall 2003 to Spring 2005. Graduate Assistant Department of Linguistics, Ohio University. Fall 2004 to Spring 2005. Academic Service and Involvement Conferences Session Chair. Popular Culture Association/American Culture Association national conference—April 2009 Session Chair. Southwest/Texas Popular and American Culture Association annual conference—February 2008 Campus Involvement Vice President of Marketing. Frontera Retórica (Student Chapter of Rhetoric Society of America) – 2009-2010 academic year. President. Frontera Retórica (Student Chapter of Rhetoric Society of America) – 2008-2009 academic year. Treasurer. Frontera Retórica (Student Chapter of Rhetoric Society of America) – 2007-2008 academic year. Coursework Core Coursework History of Rhetoric I (ENGL 6310)—Dr. Carol Clark History of Rhetoric II (ENGL 6311)—Dr. Beth Brunk-Chavez Composition Studies (ENGL 6319)—Dr. Helen Foster Advanced Critical Theory (ENGL 6320)—Dr. Elaine Fredericksen Topic: Critical Race Theory Rhetoric and Technology (ENGL 6321)—Dr. Carlos Salinas Professional Development Seminar (ENGL 6130)—Dr. Kate Mangelsdorf/Dr. Helen Foster
  8. 8. Concentration: Rhetorics and Literature of Race and Ethnicity Postcolonial Literature (ENGL 5304)—Dr. Maryse Jayasuriya Gendering the American Literary Landscape (ENGL 5306)—Dr. Meredith Abarca Literature & Culture: Ethnicity & Diaspora (ENGL 5322)—Dr. Maryse Jayasuriya Native American Literature (ENGL 5327)—Dr. Deane Mansfield-Kelley Enrichment Courses Multimedia and Design (ENGL 5328)—Dr. Carlos Salinas Visual Rhetoric (ENGL 5328)—Dr. Carlos Salinas Developing Curricula in RWS (ENGL 5328)—Dr. Helen Foster Foundational Courses Introduction to Rhetoric and Writing Studies (ENGL 5309)—Dr. Beth Brunk-Chavez Composition Pedagogy (ENGL 5346)—Dr. Elaine Fredericksen Community Literacy Internship (ENGL 5318)—Dr. Isabel Baca Professional Affiliations National Council of Teachers of English Conference on College Composition and Communication Rhetoric Society of America Frontera Retórica – Rhetoric Society of America Student Chapter Popular Culture Association References Dr. Carlos Salinas Dr. Beth Brunk-Chavez Assistant Professor Assistant Professor Rhetoric and Writing Studies Program Director, First-year Composition Program 118 Hudspeth Hall 220 Hudspeth Hall University of Texas at El Paso University of Texas at El Paso El Paso, TX 79968 El Paso, TX 79968 915-747-6257 915-747-5797 cdsalinas@utep.edu blbrunk@utep.edu Dr. Elaine Fredericksen Dr. Kate Mangelsdorf Associate Professor Associate Professor Rhetoric and Writing Studies Program Director, University Writing Programs 119 Hudspeth Hall Director, Rhetoric and Writing Studies Program University of Texas at El Paso 113 Hudspeth Hall El Paso, TX 79968 University of Texas at El Paso 915-747-6258 El Paso, TX 79968 efrederi@utep.edu 915-747-5543 kmangels@utep.edu

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