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Dalyn Luedtke

EDUCATION
PhD The University of Arizona Rhetoric, Composition, and the Teaching of English 2012(expected)

Dissertation: Reality TV and the Rhetoric of Play: What Happens When Old and New Media Converge Committee: Drs. Amy Kimme Hea (Chair), Theresa Enos, and Damin Baca In Reality TV and the Rhetoric of Play, I argue that reality television has successfully used an explicit rhetoric of play and new media technology to engage audiences within, across, and between programs and their digital environments. Using Survivor as a case study, I analyze the strategies that producers use to invite audiences into the program, specifically focusing on the generic characteristics that instigate play, the programs online presence, and how viewers respond by producing their own texts such as fantasy Survivor games, blogs, discussion forums, and video mash-ups. By doing so, I demonstrate how reality TV and new media technology have renegotiated the relationship among producers, audiences, and texts. Significantly, viewers become active participants with, as well as producers of, texts. Additionally, I use this research to study how play encourages self-motivated writing, community building, and the possible uses for serious play within the composition classroom. MA BA AA The University of Arizona English (Concentration in Rhetoric and Composition) California State University, San Marcos Literature and Writing (Emphasis in Writing) Palomar College Associate in Arts 2005 2002 2000

TEACHING AND RESEARCH SPECIALIZATIONS


New Media Digital Literacy Rhetorics of Popular Culture

Rhetorical Criticism Visual Rhetoric Cultural Studies

ACADEMIC EMPLOYMENT
2007-present 2005 2003-05 2003 University of Colorado, Boulder Pima Community College University of Arizona California State University, San Marcos Lecturer Adjunct Faculty Graduate Assistant Teaching Assistant

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UPPER-DIVISION COURSES (14 sections total)


Introduction to Rhetorical Criticism (four sections) Designed and implemented course for inclusion in programs class offerings. Students examine a single artifact through a variety of rhetorical lenses ranging from neo-Aristotelian to ideological criticism. Through sustained inquiry, students enhance their awareness of different rhetorical strategies and how rhetorical choices affect meaning. Portfolio-based class with heavy emphasis on revision. Writing on The New York Times (four sections) Through sustained inquiry into The New York Times, students consider the challenges and opportunities new media present to traditional journalism. The course emphasizes a rhetorical approach to analysis, criticism, and argument. Using both visual and textual rhetorical strategies, students compose editorials, photo essays, a video review, and feature article in addition to blogging regularly about current events. Also taught as a distance learning class. Television and American Culture (six sections) Students assess the material, rhetorical, and cultural impact of television on American culture. Students are required to create a variety of multimedia texts, including an episode commentary and podcast, as well as participate in the online TV community through blogs and Twitter. Final group project rhetorically analyzes a target network, to which they pitch an original TV program. Writing for Business and Society (two sections) Writing class focusing on business ethics, social entrepreneurship, and new media. Students approach document design and the use of social media, such as blogs, Twitter, and Facebook, from a rhetorical perspective. Both analysis and composition are integral to this course.

LOWER-DIVISION COURSES (19 sections total)


First-Year Writing and Rhetoric (nine sections) Rhetorically informed introduction to college writing. Using popular culture as its focus, this course covers critical analysis, argument, inquiry, and digital literacy. The course, which is taught as a workshop, also places a premium on the invention, drafting, thoughtful revision, and composing of multimodal projects. Emphasizes writing as a community-based practice. Advanced First-Year Writing and Rhetoric (one section) Intensive writing course that focuses on visual and written rhetoric through analysis of propaganda and advertising. Students are required to perform extensive research, blog regularly, and work collaboratively. Students are also responsible for presenting some of the class material and crafting exercises to engage other students with their presentations. Composition I (two sections) First-semester course in academic writing that uses popular culture artifacts to develop analytical skills. This course lays the foundation for rhetorical analysis by addressing audience and purpose in a social context. This course also focuses on

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developing reading and writing strategies, summarizing arguments, and adding variety to sentence structure and word choice. Composition II (five sections) Second-semester course in academic writing with emphases on rhetorical analysis, research, and revision. Students develop the ability to analyze the rhetorical strategies employed by authors and researchers, as well as the ability to consciously use specific strategies in their own persuasive writing. Current events, such as elections, are explored from multiple perspectives to encourage students to examine different sources and mediums for arguments. Writing Fundamentals (two sections) Focuses on sentence structure, mechanics, and usage, which includes review of sentence patterns, designing and writing effective paragraphs, and developing short essays. The final project for this class is a critique of a current documentary film. This critique acts as a short introduction to academic writing and analytical skills. Writing and Literature (one section) Introductory literature and writing course that focuses on short stories and plays. Students develop the vocabulary and skills required for literary analysis. After analyzing different types of literature, students must research a literary lens Marxism, feminism, reader-response, etcand apply it to one of the texts analyzed throughout the semester.

TUTORING
Writing Consultant, CU Boulder Writing Center (2007-09) Worked with students of all levels and abilities on writing projects ranging from first-year essay assignments, personal statements, resumes, lab reports, and graduate-level work. One-on-one tutoring occurred at every stage of the drafting process and included help with research strategies and citation management in addition to more traditional writing processes. Writing Assessment, Gorman Learning Center (2004-05) Responded to essays written by non-traditional high school students in California. Responsibilities include scoring essays according to California state standards, responding to content and grammar-related concerns in student essays, and collaborating with other Gorman employees in order to revise the essay prompts given to students. Writing Consultant, Collaborative Academic Preparation Initiative (2002-03) Collaborative project between CSU San Marcos and local high schools that aimed to reduce the need for remediation for students who would like to enter college. Responsibilities included individual tutoring, running small group workshops, collaborating with the high school teachers, and responding to student writing in an online environment. Writing Tutor, CSU San Marcos Writing Center (2002-03) One-on-one tutoring at all stages of the writing process: brainstorming, drafting, thesis crafting, revising, and editing. Special emphasis was given to helping students meet the analytical requirements of CSU San Marcos first-year writing course but also worked with other undergraduate and graduate students.

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PUBLICATIONS
The Rhetoric of Blogs: Community, Invitation, and Dialogue. Writing Spaces: Readings on Writing, Volume 4. Eds. Charles Lowe and Pavel Zemliansky. Web. (proposal submitted and under review)
Strategies for Global and Local Revision. Students Guide to First-Year Writing 27th ed. Ed. Jennifer DeWinter, Jim Bowman, and Andrea Modarres. Plymouth, MI: Hayden McNeil, 2006.

PRESENTATIONS
Simulating the Real: The Confessional as Mediated Intimacy. Conference of the Rhetoric Society of America. Minneapolis, Minnesota. May 2010. The Rhetoric of the Spectacle. American Culture Association/Popular Culture Association National Conference. San Francisco, California. March 2008. "Seeing the Spectacle in Sanjaya and Seung-Hui Cho: Dissecting Media Events in the Composition Classroom." Conference on College Communication and Composition. New Orleans, Louisiana. April 2008. The Reality of Privacy: What Reality TV Teaches Us about Surveillance as Entertainment. Conference of the Rhetoric Society of America. Seattle, Washington. May 2008. Reality TV and the Rhetoric of Adherence: What the New Rhetoric Can Tell Us about a New Genre." The Promise of Reason: The New Rhetoric After 50 Years. Eugene, Oregon. May 2008. Reality TV Made Me Do It: Examining the Real in Reality. American Culture Association/Popular Culture Association National Conference. Boston, Massachusetts. April 2007. Detained Literacy: Inmates and the GED. Conference on College Composition and Communication. Chicago, Illinois. March 2006. Interactive Impotence: The Rhetoric of Video Games? SW/Texas PCA/ACA. Albuquerque, New Mexico. February 2006. Pornography and Mainstream Media: Rhetorics of Control and Excitement in Primetime. Western States Rhetoric and Literacy Conference. San Francisco, California. October 2005.

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The Fetishization of Sex: An Examination of the Everyday Discourses of Pornography. Hawaii International Conference on Arts and Humanities. Honolulu, Hawaii. January 2004.

Invited Speaker
Using Blogs in the Classroom. CU Boulder. Invited to speak about blogging and composing multimedia texts in a faculty composition workshop. August 2010. Avoiding Plagiarism: Managing Your Source Material. CU Boulder. Invited to speak to a graduate-level interdisciplinary telecommunication for engineers class about the differences between summary, paraphrasing, and citing, as well as various research techniques. October 2007. Small Group Workshops. CU Boulder. Invited to speak to new GPTIs and lecturers about techniques, logistics, and strategies for running small group workshops in a first-year composition classroom. August 2007.

HONORS AND AWARDS


ASSETT Development Award, co-applicant with Eric Klinger (submitted and under review) $4600 grant for starting CU Boulders Digital Literacy Lab in the university writing center Pima Exchange Recipient Selected by a committee of UA and Pima Community College faculty to exchange classes with a faculty member from Pima for the semester 2011, Fall

2005, Spring

SERVICE
DEPARTMENTAL AND PROGRAMATIC SERVICE
University of Colorado Digital Composition Committee, Representative Piloting Digital Composition Support for Writing Center Establishing upper- and lower- division digital composition prize for university-wide writing contest Writing blog series for faculty on using class blogs Gave presentations on digital participatory technologies to faculty and GPTIs Faculty Advisory Committee, Lecturer representative University of Arizona Academic Program Review (APR), Graduate Representative Represented RCTE graduate students and reported results of review to the graduate union Spoke with reviewers and set up meetings with students English Graduate Union, RCTE Representative 2010-present

2007-08 2004-05

2004-05

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SVR: Spatial and Visual RhetoricsAlltel Fund for the Arts, Fundraiser and Planning Committee Students Guide Essay Contest, Judge Arizona Portfolio Project, Evaluator Collaboration with University of Arizona, Arizona State University, and Northern Arizona University . CSU San Marcos American Comparative Literature Association Conference: Crossing Over, Research Assistant

2005, Spring 2005, Spring 2004, Spring

2003, Spring

LOCAL SERVICE

Community Cycles, Volunteer Boulder, CO, Edited grants for Youth Earn-A-Bike Program Cooked and provided food for Mountain States Bikebike Pima College Adult Education, GED Tutor Pima County Jail, AZ Probationers in Recovery, Tutor/Volunteer Vista, CA,

2007-10 2005 2000-02

PROFESSIONAL AFFILIATIONS
Conference on College Composition and Communication (CCCC) National Council of Teachers of English (NCTE) Rhetoric Society of America (RSA) Popular Culture Association (PCA) Modern Language Association (MLA)

REFERENCES

Available Upon Request

Luedtke

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