Writing Prize Winners 2017

The Institute for Writing and Rhetoric extends its congratulations to the winners of the 2017 Albert I. Dickerson 1930 Freshman Writing Prizes and the 2017 Arthur Feinstein 1955 Memorial Fund First Year Excellence in Writing Award.

Arthur Feinstein 1955 Memorial Fund First Year Excellence in Writing Award

  • Alyssa Gao, "Determining the Existence of Interdisciplinary Individuals in the Field of Environmental Studies" 

2016-17 Albert I. Dickerson Freshman Essay Prize 

Faculty: Ann Bumpus

Faculty: Colleen Lannon

RWIT Moves to its Own Space Online

Students who have come to rely on the Student Center for Research, Writing, and Information Technology (RWIT) have a surprise this fall: RWIT will now have its own website

This important student service has long had its online home within the website of the Institute for Writing and Rhetoric at Dartmouth. However, RWIT's broad menu of services, programs, and online resources have outgrown its current space on the Institute’s website.  As Institute web editor Alan Taylor explains, “RWIT is a critical student service that is poised to take on a broader mission at Dartmouth. Considering its significance to students and faculty alike, it deserves its own presence online.” 

RWIT offers a large menu of free services for undergraduate students, including individual tutoring sessions in the RWIT Center (Berry 183), in-class presentations and workshops, senior thesis tutoring, multilingual tutoring, and special events across campus. 

A New Frontier for Inoculation Theory

Along with his longtime Australian collaborators, Ben Jackson and James Dimmock, Dartmouth Speech professor Josh Compton has published a new edited volume entitled Persuasion and Communication in Sport, Exercise, and Physical Activity.

The book features essays from renowned international experts in the fields of sport and exercise psychology and communication, each of which uses powerful insights from inoculation theory and other models of persuasion to discover new ways of encouraging people to increase their levels of physical activity and improve their experiences in sports and exercise.

Recent Presentations by Institute Faculty

The Institute's Mark Koch and Megan McIntyre presented research at meetings of the Conference on College Composition and Communication this year.

Mark Koch presented at the New England CCCC, held at Boston University this past May. His presentation on map-making and multimodal composition stems from his longstanding interest in maps and critical cartography, which often find their way into his Writing 2-3 courses. His paper, "The Cartographic Argument: Writing Maps as a Multimodal Project," presented some of his experiences teaching with maps in his writing courses. Koch states that asking students to critically consider maps as rhetorical constructions helps them develop more sophisticated reading strategies and offers needful practice in "making deliberate choices while constructing meaning." Koch's presentation also emphasized that instructors of writing and their students do not need special training or expensive software to create cartographic multimodal compositions.

Dartmouth Students Compete in Historic Speech Contest

The Institute for Writing and Rhetoric is pleased to announce that the Benjamin F. Barge and Class of 1866 Prizes for Oratory speech contest was held on Thursday, May 18, 2017, at 4:30 pm in the Treasure Room (Baker Library). A reception and award presentation followed in the Ferguson Room (Baker Library Room 206).
 
Eight Dartmouth students presented original persuasive speeches to a public audience and a panel of judges. At the conclusion of the event, Titus Kabega '17 was awarded the Benjamin F. Barge Prize for Oratory, and Jonathan Lu ‘19 and Morgan Corley ‘18 each received Class of 1866 Prizes for Oratory.
 

 

Adedoyin Ogunfeyimi Joins the Faculty

Adedoyin Ogunfeyimi joined the faculty this winter for a one-year position. Ogunfeyimi earned bachelor's and master's degrees in English at the University of Lagos in Nigeria, where he focused on discourse analysis and the relationship between language and power. After completing his studies in Nigeria, Ogunfeyimi earned a doctorate in English at the University of Wisconsin at Madison where he was a Fulbright scholar and Walter J. Vollrath distinguished fellow.

Director Christiane Donahue notes that Ogunfeyimi will combine teaching as a primary responsibility with a scholarly agenda focused on research that builds knowledge about Dartmouth student learning. 

Compton wins "Top Paper" Prize

The Institute's Josh Compton has won a “Top Paper” distinction from the Communication Apprehension and Competence Division of the National Communication Association.

The paper, “Re-thinking anxiety: Using inoculation messages to reduce and reinterpret public speaking fears,” authored with Ben Jackson (University of Western Australia-Perth), Ashleigh Thornton (University of Western Australia-Perth), and James Dimmock (University of Western Australia-Perth) tested inoculation-based messages as a way to alleviate damaging public speaking anxiety of college students prior to and during an in-class presentation. Inoculation not only reduced student levels of public speaking anxiety, but also helped the students to re-frame what anxiety remained as more productive and useful for the speakers.

Faculty Research Spotlight

Professors Megan McIntyre and Nick Van Kley recently attended conferences to share their research.

The two scholars appeared together on a roundtable focused on digital research methods at the annual Computers and Writing Conference held at St. John Fischer College in Rochester, New York. The roundtable offered an examination of how research methods and ethical considerations are evolving in response to the ever-changing spaces and practices of digital media. The conversation included presentations on various forms of social media including Twitter, Facebook, and Pinterest as well as other digital artifacts such as Wikipedia articles, websites, message boards, user profiles, and various forms of metadata.

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