People
Faculty
Jason Palmeri
Title
- Assistant Professor of English
Education
- Ph.D. English (Rhetoric, Composition, and Literacy), Ohio State University, 2007
- M.A. English, Ohio State University, 2003
- B.A. Literature, New College of Florida, 1999
Teaching and Research Interests
- Composition History and Theory
- New Media Studies
- Multimodal Writing Pedagogies
- Political / Activist Rhetorics
- Creative Nonfiction and Digital Storytelling
- Professional / Technical Communication
- Documentary Film and Video
- Disability Studies
Selected Publications
- “Palin / Pathos / Peter Griffin: Political Video Remix and Composition Pedagogy.” (forthcoming in Computers and Composition). With Abby Dubisar.
- “Re-Inventing Invention: A Performance in Three Acts.” In Debra Journet, Cheryl Ball, and Ryan Trauman, Eds. The New Work of Composing. (Collection under review with Computers and Composition Digital Press). With Denise Landrum and Bre Garrett.
- “New Media, New English.” In Cheryl E. Ball and Jim Kalmbach, Eds. Reading and Writing New Media. Hampton Press. Forthcoming 2010. With Scott Lloyd DeWitt, Cormac Slevin, and Aaron McKain
- “Disability Studies, Cultural Analysis, and the Critical Practice of Technical Communication Pedagogy.” Technical Communication Quarterly. 15.1 (2006): 49-65.
- “When Discourses Collide: A Case Study of Inter-professional Collaborative Writing in a Medically–Oriented Law Firm.” Journal of Business Communication. 41.1 (2004): 37–65.
- “A Laying on of Discourses: The Rhetoric(s) of Subjectivity in Shange’s for colored girls.” Text & Presentation. 24 (2003): 115–126.
- “Transgressive Hybridity: Reflections on the Authority of the Peer Writing Tutor.” Writing Lab Newsletter, 25.1 (2000): 9–11.
Work in Progress
I am currently finishing a book manuscript entitled, “Deleted Scenes: Composition’s Multimodal Unconscious.” Challenging the persistent notion that composition has historically been focused on words alone, this book recovers the ways in which past compositionists in the 60s, 70s, and 80s studied and taught alphabetic writing as a profoundly multimodal thinking process that shares affinities with other forms of composing (visual, aural, spatial, gestural). Looking closely at the ways in which past compositionists responded to the “new media” of their day, this book demonstrates that writing teachers have a substantial history of engaging analog technologies for composing moving images and sounds—a history that predates the rise of the personal computer or the development of the graphical web. In recovering composition’s multimodal heritage, I ultimately aim to: 1) elucidate the ways in which multimodal composing can enhance the students’ invention and revision of alphabetic texts; 2) demonstrate the unique disciplinary expertise compositionists bring to multimodality; 3) offer a critical perspective about both the over-exuberance and the fear that often accompany the introduction of new technologies in our field.