I am interested in how nostalgia can work productively as a rhetorical tool; not as a way of tricking or misleading an audience, but as a way to create connections between groups, as a way to produce what Kenneth Burke calls identification. Drawing from my research in comparative rhetoric and in popular culture, I have... Continue Reading →
Here is a list of my publications and conference presentations, dating back to 2010. I provide more details about several of the projects elsewhere on the site. PUBLICATIONS Journal Articles Bosley, Lisa, Dominic Ashby, Shawne Alexander, and Matt Schumacher. “Corequisite Success: Integrating Reading, Writing, and English 101.” Journal of College Literacy and Learning (JCLL), vol.... Continue Reading →
My more recent shift towards presentations regarding Basic Writing, Developmental Education, and Co-requisite courses is a direct outgrowth of my role as Coordinator of Developmental Writing in the Department of English. My deep involvement with course design, assignment innovation, and assessment means that I am constantly engaged with ideas and information that are current topics... Continue Reading →
I used my dissertation to delve into many different aspects of Japanese rhetoric, cultural and regional identity, and comparative rhetoric as a methodology. As I completed my project I was aware the ideas engaged in each chapter would better serve as parts of stand-alone articles and presentations rather than a single book project. Parts of... Continue Reading →
In Spring 2018 my colleague Margaret Frozena and I reimagined our ENG102: Research, Rhetoric, and Writing courses to revolve around an ePortfolio, supported by a grade contract. Students composed several digital projects, including a running research bibliography, an audio essay, a curated image archive of original and Creative Commons images, and an informative webtext. We... Continue Reading →
Increasingly, New Media projects in writing courses are a way to teach critical skills and help students see themselves as producers of authentic texts, with meaningful ideas to share. However, New Media pedagogy has yet to be widely applied to Basic Writing courses—for populations that most feel they “don’t belong.” Problematically, these students often enter... Continue Reading →
Dominic J. Ashby, Ph.D. 