Andy Frazee serves as the Assistant Director of the Writing and Communication Program at Georgia Tech and teaches courses in Business Communication and English. He received his PhD in English from the University of Georgia in 2010, with concentrations in creative writing, 20th century American poetry, and 20th century British literature. Author of a book of poetry, The Body, The Rooms (Subito Press, 2011), he also writes book reviews and essays on contemporary poetry.
Amanda Golden received her Ph.D. from the University of Washington and a Post-Doctoral Fellowship in Poetics from Emory University's Fox Center for Humanistic Inquiry. This fall she is teaching an English 1101, "Apple and Microsoft: 1975 to the Present," a multimodal communication course examining such topics and themes as hardware, software, engineering, aesthetics, narrative, innovation, competition, global marketing, web presence, and the workplace. Her research interests include twentieth century poetry, transnational modernism, literary archives, and the digital humanities. She is completing the book manuscript Annotating Modernism: The Reading and Teaching Strategies of Sylvia Plath, John Berryman, and Anne Sexton and is the Book Review Editor of Woolf Studies Annual. She has published or has forthcoming essays in Plath Profiles: An Interdisciplinary Journal of Sylvia Plath Studies, The Ted Hughes Society Journal, and Contradictory Woolf: Selected Papers from the Twenty-First Annual Conference on Virginia Woolf.
BRANDY BALL BLAKE (PhD University of Georgia) is the Assistant Director of Georgia Tech’s Communication Center. Her dissertation analyzes the connections between intertextuality and representations of trauma in fantasy literature. The first-year composition textbook, Monsters, that she co-edited with L. Andrew Cooper was just published by Fountainhead Press, and both editors will be presenting the keynote address at Georgia State’s New Voices conference in Spring 2013. Her primary areas of study are Victorian literature, children’s literature, and fantasy, but she is more broadly interested in trauma theory, media theory, illustrations, and video game adaptations, among other subjects. Her current projects include an article on gendered representations of trauma in Dracula, an article examining the use of photography in Dr. Jekyll and Mr. Hyde, and a book review for South Atlantic Review. In addition to her duties in the Communication Center, she chairs Writing and Communication’s Special Events and Campus Outreach Committee and sits on the Executive Committee as well as several others. This semester, she is teaching an Honors English 1102 class focused on the theory and methods of storytelling. Key interests : Victorian and children’s literature, fantasy, visual culture, trauma, and media theories. Brittain Fellow : January 2010–present
Chris Ritter received his PhD from Washington State University in 2010, where he studied digital rhetoric, particularly in videogames. His research interests orbit around games and other digital works' potential expressive, persuasive, and educational roles in struggles for social justice. He has taught first-year composition, 20th-century American literature, multimedia authoring, technical and professional communication, and digital game studies. Currently, his courses teach students the rhetorics of technical communication and web design via service projects for local nonprofits and small businesses.
Christine Hoffmann (PhD University of Arkansas, MFA Art Institute of Chicago) studies the shifting standards for credibility and utility that develop inside post-Gutenberg and post-digital rhetorical environments. Her scholarly work has been published in College Literature, the CEA Critic, PLL, the CEA Forum and, somewhat randomly, Slayage: the Online Journal of Buffy Studies. A few short stories can be found in Make magazine, Eclectica and Loose Change. She also blogs regularly on TECHStyle, the forum for digital pedagogy and research by the Georgia Tech Brittain Fellows. Christine looks forward to connecting the teaching of multimodal composition to her research into rhetorics of struggle, cultures of collecting, and the advantages of copious expression.
received her PhD from the University of Florida. Her teaching and research interests focus on American literature, history, and culture in the twentieth century. Her current research project examines the theory and intellectual history of “critical regionalism,” which traces the development of the term from its use in feminist theory and practice from late modernism (literature, regional planning, architectural theory) to the contemporary moment (environmentalism, food security, activist movements, and political theory). Her other interests include women’s labor culture and regional modernism. She has work forthcoming in Politics and Culture and The Routledge Encyclopedia of Modernism.
Christopher Weedman is a Marion L. Brittain Postdoctoral Fellow and Assistant Director of the Communication Center. He received his Ph.D. in English at Southern Illinois University, Carbondale where his research focused on intersections between Film Studies and 20th-century British Literature and Drama. His dissertation examined the relationship between exile, collaboration, and social politics in the films of Joseph Losey and Harold Pinter. He has published articles on the films of Losey, Howard Hawks, Roman Polanski, and Jerzy Skolimowski in film journals such as "Quarterly Review of Film and Video" and "Senses of Cinema." He has taught courses in film studies, 20th-century British and American literature, and composition, including a multimodal composition course this semester on contemporary British film and literature critiquing Thatcherism and British culture of the 1980s.
Diane Jakacki received her PhD from the University of Waterloo, where she specialized in early modern printed drama, and participated in federally-funded digital humanities research projects. She has published two articles on applying social semiotic methods to early modern theatre history, an edition of Wit and Science, and co-authored an essay on developing digital image annotation tools. She is a software consultant to imageMAT and the Records of Early English Drama. At Georgia Tech she applies digital humanities methods to pedagogical solutions. Jakacki is currently developing researching the Elizabethan clown Richard Tarlton and his touring relationship with the Queen’s Men troupe.
Doris Bremm received her Ph.D. in Twentieth-Century Studies from the University of Florida. In her research, she specializes in contemporary literature, intersections between literature and the visual arts, literary theory, and film.
Iuliu Ratiu started his teaching career at Kent State University where he earned a master’s degree in English and Writing and taught writing and composition classes. While pursuing his doctorate in American Studies at SUNY Albany, Iuliu served as a mentor in the Writing Center and continued teaching a variety of lower and upper division composition, writing, and literature classes. His research agenda covers the period leading to the Civil War and allows him to engage with critical social, cultural, and political issues such as slavery and domesticity, the role of print culture in the development of the nation, and incipient manifestations of environmental awareness. This semester, Iuliu hopes to teach his students how to pack and unpack the nuts and bolts of communication by reading closely Georgia Tech’s e-book "WOVENText" and how to apply those findings to a close analysis of Colin Beavan’s family multimodal project "No Impact Man," which is, in turn, a living experiment, a blog, a book, a documentary film, and a publicity stunt.
As an undergraduate at Georgia Tech, Jason W. Ellis realized that he was better at writing about science than doing science. This led to his research focus on science fiction and the intersection of science, technology, and culture. After earning an M.A. in Science Fiction Studies at the University of Liverpool and a Ph.D. in English at Kent State University, Jason returned to Tech where he now teaches ENGL1101 with the theme, "Writing the Brain: Composition and Neuroscience." He emphasizes interdisciplinarity and collaborative projects in his classes, and his pedagogical interests include digital literacy, multimodal communication, and portfolio-focused student work. His research interests include 20th-century American literature, science fiction, the neuronovel, neuroscientific topics, the digital archive, video games, and eBooks. His current project investigates the gap between the Internet's "long memory" and digital ephemerality through William Gibson's cyberpunk fiction and experimental eBook projects in the 1990s.
While completing his Ph.D. in English at the University of Georgia, Athens, James Gregory spent three terms and a summer as a visiting student at Jesus College, Oxford, and as a graduate resident on the UGA at Oxford program. His M.A. in Medieval Studies is from the Medieval Institute at Western Michigan University, and his primary interests in that field include nationalism and national identity in high and late medieval England and Wales, Welsh hagiography, orality and translation, mysticism and affective piety, as well as general religious and manuscript studies. His wider academic and professional interests center on Technical Communication and e-Learning, and he has worked in professional broadcast radio, web design, freelance writing, and as a contract instructional designer. His publications and forthcoming work include articles on Margery Kempe and Beowulf, and he intends to develop several chapters from his dissertation on the medieval cult of St. Wenefred into a book-length study of twelfth- to fifteenth-century hagiographical traditions in England and Wales. James is currently teaching Technical Communication for LMC.
Julie Hawk received her Ph.D. from Georgia State University. Her research focuses on the intertwined roles of media, narrative, and subjectivity. Her work has appeared in The Journal of Popular Culture and Slayage: The Online Journal of Whedon Studies, and she has a forthcoming article in Critique: studies in Contemporary Fiction. She is currently working on a book project that examines the role of narrative--and narrative's mediation--in the process of subjectivization through the fiction of John Barth, Richard Powers, Don DeLillo, and David Foster Wallace as well as two televisual texts, Ronald D. Moore's Battlestar Galactica and Joss Whedon' Dollhouse. Drawing from several seemingly disparate theories, she situates her argument in the interstices of systems theory, psychoanalysis, media theory, and posthuman theory, putting forth a theoretical lens she calls posthuman narrative onto-epistemology. The study thus fits into overlapping critical conversations ranging from contemporary American fiction to critical theory.
A Brittain Fellow since 2012, Jonathan Kotchian (PhD and MA in English, University of Connecticut, BA in theater, Yale University) is revising his first book project, which shows how the figure of the superior author in early modern England co-evolved with satire. His second book project, which continues his investigation of "insider" literature accessible only to certain readers or viewers, explores the relationship between concepts of intelligence and literary taste. His interests range from Shakespeare and Milton to using theatrical training techniques in the multimodal composition classroom, where he asks his students to foreground their own motivations, self-presentations, and affective responses. Key Interests: early modern literature, authorship, satire, intelligence, theater, composition, interactive fiction games, digital humanities. He can be reached at email@example.com
Orth-Veillon is a Marion L. Brittain Postdoctoral Fellow at the Georgia Institute of Technology. She teaches courses in human rights, artistic expression, and technology. Orth-Veillon received her PhD from Emory University in Comparative Literature, where she specialized in the intersections between political resistance and literature. She also holds a Maitrise and a DEA (Dilpome des Etudes Approfondies) in French Literature from the University of Paris VII. Her research interests include the intersections of human rights, technology, and creative expression, political theory, genocide studies, 20th and 21st-century French and Francophone literature and film, fiction writing, and translation from French to English.
Leah received her Ph.D. from the University of Rochester. Her research interests include Arthurian romance and historiography, medieval and early-modern conceptions of authorship, manuscript reception, and comparative performance traditions. Her work has appeared in Arthuriana, The Once and Future Classroom, and the Camelot Project, and she has an article forthcoming in the Oxford Bibliographies Online. She is also co-editing a volume for the Middle English Texts Series. Her current book project uses the lens of genre to explore the disconnect between cultural fantasy and historical consciousness in Middle English Arthuriana. In addition to teaching classes in medieval studies, she also enjoys designing interdisciplinary courses on topics such as horror art, gender and warfare, and the politics of marriage.
earned her BA from Agnes Scott College and her PhD from the University of Georgia. She studies nineteenth-century literature with research interests in feminist criticism, new historicist criticism, and narratology. Her book manuscript, "Ambivalent States: Anglo-American Expatriates in Italy from 1848 to 1892," challenges traditional narratives about the allegiances writers felt to Italy, to those who controlled Italy, and to their estranged homelands. She argues that this revolutionary period inspired writers to represent Italy beyond an arcadian mythology and to place politics and aesthetics in intense, even unexpected, dialogue. "Ambivalent States" shows how historicized reading practices can sharpen they ways we read nineteenth-century history, historiography, and temporality and the ways we place otherwise disparate writers in renewed conversation with one another. She’s also working on a pair of essays about single moments that overwhelmed, and even overdetermined, nineteenth-century women writers’ cultural afterlives. At UGA, she taught British Literature since 1700, American Literature since 1865, and both halves of the composition sequence, and she served as a TA for Introduction to English Studies.
I’m a Marion L. Brittain Postdoctoral Fellow at Georgia Tech, teaching courses in American Literature, Composition and Rhetoric, Literary Nonfiction, and Thesis Writing. My interests are in American culture during the “long” 19th century, U.S. Empire Studies, visual culture, postcolonial studies, and digital pedagogy. Currently, I’m finishing up work on a book on the figure of the war correspondent in American culture.
Noah Mass received his Ph.D. from the University of Texas at Austin. His relocations from New York to San Francisco to Austin to Atlanta over the past several years have inspired his work on space, place, and identity in American life. He specializes in 20th and 21st century American literature, southern literature, African American literature, and ethnic and third-world studies. He is currently working on a book project in which he explores the impact of the Great Migration on southern literature. His published work has appeared in Studies in American Fiction and the edited collection Science Fiction and the Two Cultures. He currently teaches English 1101: The Rhetoric of Southern Identity, in which his students will consider the persistence and value of southern regionalism in an an era characterized by global flows of capital, people, and communication.
received her Ph.D. from the University of Minnesota, Twin Cities. Her research focuses on dictionaries of science and technology as artifacts of scientific and technical communication. In particular, she considers how they participate in knowledge making, function as products of capitalism, and develop as a genre. Her other research and teaching interests include Classical and Modern Rhetorical Theory, Stylistics, Electronic Lexicography, Scientific and Technical Communication Pedagogy, and Active Learning.
Peter Fontaine earned his Ph.D. in English, Creative Writing - Fiction from Georgia State University. He is currently teaching "Time Travel, Alternate History, and the Fiction of History" in English 1102, which is a multimodal course that looks at science fiction texts to better understand the ways in which various histories have shaped our contemporary identity and ways of thinking. He has recently published several book reviews with The Southeast Review and The Collagist, and is at work revising his book manuscript The Exchange.
Rachel Dean-Ruzicka graduated from Bowling Green State University with a degree in American Culture Studies. Her dissertation covered ideas of tolerance, cosmopolitan ethics, and young adult Holocaust literature. Her interest in digital pedagogy is closely aligned with feminist pedagogy and attempts to decentralize the classroom and create collaborative environments for students. Currently, she is working on two projects: a piece on Alison Bechdel's graphic novel Fun Home and an article covering representations of Neo-Nazis in young adult literature. Despite all the Holocaust studies, she's really quite a cheerful person.
Rebecca E. Burnett (August 2007–present; PhD Carnegie Mellon) is Director of Writing and Communication at Georgia Institute of Technology. She holds an Endowed Professorship in Georgia Tech’s School of Literature, Communication, and Culture. Her scholarly interests include collaboration, risk communication, technical communication, visual literacies, and educational innovation. For more than 20 years, she has investigated ways in which teams and groups handle various kinds of productive and unproductive conflict. Her recent work is diverse: a study comparing student writing performance in stand-alone disciplinary classes and team-taught classes, an examination of 18th and 19th-century disease maps, and a discussion of collaboration and leadership in technical communication. She is author of a widely used technical communication textbook (now in its 6th edition); author, co-author, or co-editor of seven other books; and author or co-author of a number of articles and chapters. Her interest in international communication has led to work in more than a dozen countries including Canada, Japan, Mexico, Saudi Arabia, and South Africa. She has a long history as an adviser and consultant to educational systems, businesses, industries, and government agencies and as a developer of documentation for proprietary processes in industry. As an expert witness in products liability cases, she deals with adequacy of text, visuals, and information design, particularly in instructions, manuals, and warnings.
Rebecca Weaver received her PhD from the University of Minnesota and an MFA from Hamline University. Her research focuses on the politics of literary evaluation as practiced by 20th/21st century poetry communities and networks. Her teaching specialties are American Literature 1850-present (with a focus on poetry Contemporary American Poetry and Poetics and American Poetry 1850-present), Creative Writing, and Literature for Non-majors, and is devoted to literature at the margins and to the zones of conflict wherein marginalized literatures and populations intersect with larger publics and institutions. Her composition / communication courses tend to focus on critical university studies as interpreted through the first-year experience. She is currently working on an interdisciplinary manuscript about poetry communities of the 1970s and the countercuture in the U.S., has an article under review at _The Journal of Beat Studies_, and is working on a poetry / photo project about the installation of lightrail in St. Paul, MN.
Sarah Bleakney received her PhD in English from the University of Florida. Her dissertation examined fictional portrayals of aging masculinity in conjunction with Victorian science and medical writing. In addition to a background that includes teaching composition and literature (for which she was awarded a Graduate Student Teaching Award in 2010), she has extensive experience teaching technical and business communication. She draws on her 12 years of experience in technical and professional communications, as well as an undergraduate degree in English with a Concentration in Professional Writing and Technical Communications from the University of Massachusetts at Amherst and a post-graduate certificate in Information Design from Bentley University. Her current research focuses on using technology to support student self-reflection, collaboration, and learning.
I teach courses in document design, technical, scientific, professional, and intercultural communication. I completed my PhD at New Mexico State University. My dissertation examined the multimodal composition process of three experienced teachers who spent a semester designing instructional videos to be delivered online to students. In this study, I investigated the writing decisions these teachers made as they transitioned from delivering course material in print-based format to those that are multimodal. My current research interests include new media in the workplace, intercultural document design, and rhetorical theory of contemporary communication practices.