John Duffy is Professor of English and the Faculty Director of the Inspired Leadership Initiative at the University of Notre Dame. John has published on the ethics of writing, the 1619 Project, the rhetoric of disability, and the historical development of literacy in cross-cultural contexts. In his recent book, Provocations of Virtue: Rhetoric, Ethics, and the Teaching of Writing, he examines the ethical dimensions of teaching writing in a post-truth world. John is co-editor of three volumes: After Plato: Ethics, Rhetoric and Writing Studies; Literacy, Economy, and Power: Writing and Research Ten Years After Literacy in American Lives; and Towards a Rhetoric of Everyday Life: New Directions in Research on Writing, Text, & Discourse. His monograph, Writing from These Roots, was awarded the 2009 Outstanding Book Award by the Conference on College Composition and Communication, and his book, Provocations of Virtue, received honorable mention for the 2022 MLA Mina P. Shaughnessy Prize. He has published essays in CCC, College English, Rhetoric Review, JAC: A Journal of Rhetoric, Culture, and Politics, and elsewhere. John is a recipient of a National Endowment for the Humanities Fellowship and received the 2022 Sheedy Excellence in Teaching Award, the highest teaching honor in the College of Arts & Letters. He teaches courses in rhetoric, writing, and literature, and serves as a Faculty Fellow in the Klau Center for Civil and Human Rights and the Notre Dame Initiative on Race and Resilience.
Whitney Jordan Adams (She/her) is a rhetorician specializing in investigating and combating white supremacy. Her work analyzes the ongoing rise of white supremacy by beginning at the source. For example, she studies Alt-Right, fascist, and white nationalist texts, highlighting ways that these groups practice and produce rhetoric in insidious and irresponsible ways to attract and garner followers. She is also interested in how contested symbols like the Confederate battle flag are reproduced through different contexts and ecologies, eliciting rhetorical force in new environments. Community is also an important concept to Dr. Adams, as she looks for ways to engage her students with their surrounding environment. She is currently a Visiting Assistant Professor of English, Rhetoric, and Writing at Berry College in Mt. Berry, Georgia, USA.
Matthew Boedy is an associate professor of rhetoric and composition at the University of North Georgia in Gainesville. His first book in 2018 was on the rhetoric of evil. He has written extensively on Charlie Kirk and Turning Point USA on many platforms and for many publications. He can be found on Twitter @matthewboedy.
Bruce Bowles Jr. is an Associate Professor of English and the Director of the University Writing Center at Texas A&M University–Central Texas. His research interests focus on how we evaluate and make judgments across multiple contexts, including writing assessment, writing center administration, and political and public discourse. His work has been published in Praxis: A Writing Center Journal; Composition Studies; Journal of Response to Writing; enculturation: A Journal of Rhetoric, Writing, and Culture; WLN: A Journal of Writing Center Scholarship; and Intraspection: A Journal of Rhetoric, Culture, and Style as well as the edited collection Bad Ideas About Writing.
Daniel Cole is an Associate Professor of Writing Studies and Rhetoric at Hofstra University. His research centers on rhetorics of/in conflict in public discourse. He is also interested in writing pedagogy. His scholarship has appeared in Rhetoric Review, College Composition and Communication, and The WAC Journal, as well as public venues like Inside Higher Education and Current.
Miranda L. Egger, PhD is an Assistant Professor and Director of Composition at the University of Colorado Denver. She teaches FYC, multimedia and digital composition, logic & argumentation, and the Teaching Assistant Practicum graduate course. She’s taught for over 22 years, but only recently returned to school (after raising two sons) to finish her PhD in Rhetoric, Writing, and Discourse Studies at Old Dominion University, fulfilling her career-long goal of finding the “scholar” within the “teacher-scholar” role she’s been immersed in for years. Her professional and academic interests include: situating rhetorical reading in theories of rhetorical circulation; networked, digital technologies of communication; the role of discourse in democratic deliberation; WPA scholarship; and pedagogies of online education.
Rachel Ketai holds her PhD in Rhetoric, Composition, and the Teaching of English from the University of Arizona, where she specialized in issues of equity and access in composition theory and pedagogy, writing assessment, developmental composition, and composition course placement. She spent the first chapter of her teaching career working with community college students at El Camino College in Torrance, California and is now a lecturer in UCLA Writing Programs where she teaches entry-level writing courses. Her most recent courses focus on ethical rhetoric, toxic discourse, and twenty-first century literacies.
Sarah Lonelodge is an Assistant Professor of English at Eastern New Mexico University where she teaches graduate courses in writing studies and undergraduate courses in composition and technical writing. Sarah earned her PhD in Rhetoric and Writing Studies from Oklahoma State University in 2021. Her research is centered on the intersections of propaganda and religion and/or politics. Additionally, she researches composition and professional writing pedagogy related to activism and social justice. Her work has appeared or is forthcoming in the Journal of Multimodal Rhetorics, Programmatic Perspectives, and Dynamic Activities for First-Year Composition.
Charles McMartin is an Assistant Professor of English specializing in Composition at Utah State University—Tooele. His study of student activism in Southern Arizona can be found in Rhetoric Review and Peitho. His research on the coalitional leadership of Next-Gen faculty in rhetoric and writing studies can be found in College English. He is also the co-editor of a forthcoming collection from Utah State University Press titled Next-Gen Perspectives on Leadership: Coalitional Strategies for Getting Grounded, Expanding Networks, and Sustaining Work and Life Commitments.
Craig A. Meyer, PhD, is an Associate Professor of English and Director of the Writing Program at Jackson State University. His research focuses on rhetoric, first-year, academic and creative writing, disability studies, popular culture, and social justice. As a teacher/scholar, he focuses on how to incorporate rhetorical principles into our daily lives so we can better understand and actively respond to our world.
Sarah M. Shea has been with the University of Connecticut’s Avery Point Academic Center for a total of nine years, acting as an undergraduate tutor, assistant manager, and interim manager in turn. Since graduating from UConn and completing her graduate work at New York University, she has also taught first year writing at Three Rivers Community College and UConn’s Avery Point campus. Her research interests include tutoring pedagogy, time management, feminist theory, and popular culture. She is currently an academic advisor with UConn’s School of Engineering.
Liping Yang is a Ph.D. student in Rhetoric and Composition at Georgia State University. Liping’s research and teaching interests include digital rhetoric, technical and professional communication, Activism Rhetoric, digital writing and multimodality, Composition pedagogy, and transfer theory. Her publication includes book translation and academic journal articles. She has also presented research at conferences like CCCC, STC, SAMLA, NeMLA etc. Besides teaching and researching, Liping is also the assistant director at the First Year Writing Program and graduate assistant at Writing Across the Curriculum at GSU.
Confronting Toxic Rhetoric 