WRIT 2-3

Douglas Moody wins Good Steward Award

Senior Lecturer Douglas Moody has been awarded the Presidents’ Good Steward Award for faculty by the Campus Compact for New Hampshire. Moody was nominated for the Good Steward Award for his service as the faculty adviser for the Nicaragua Cross-Cultural Educational Service Program (CCESP), an international service-learning program that is administered by the William Jewett Tucker Foundation.  The Good Steward Award is given to a member of the faculty, administration, or staff member who has contributed his or her professional expertise in service to the wider community and who has significantly advanced public service on their campus.

Mark Koch Wins Whiting Grant

Mark Koch, Interim Coordinator of Writing 2-3 in the Institute for Writing and Rhetoric, has been awarded a grant from the Marion and Jasper Whiting Foundation to work in London this summer on a project titled "The Rhetoric of Charity: The English Charity Sermon from 1680 to 1750." Koch will explore London libraries to discover more about the charity sermons of late 17th- and early 18th-century England.  His research shows that, while the Protestant Reformation eroded the traditional practice of almsgiving by asserting that divine grace is granted through faith alone and not through almsdeeds, there was nonetheless a need to fund institutions of poor relief and thus to formulate new rationales for charitable giving. The new incentives for charity were presented in numerous sermons beginning around the time of the Restoration. Many of these sermons argued that almsdeeds are accompanied with a sensual pleasure and articulated principles of sympathetic response.

Mark Koch on Maps & Critical Cartography

Mark Koch, Lecturer for the Institute for Writing & Rhetoric, employs a fascinating medium for reading and writing in his Writing 2 classroom: maps. Rooting his approach in the critical cartography that arose in the 1990s among scholars in geography and in the humanities, Koch takes the position that maps are never value-free images. Like all texts—they inscribe power relations. Accordingly, he not only teaches his students to read maps rhetorically, for their encoded messages, he also teaches them to think and to make discoveries by composing their own maps.