What I’m Working On by Michelle Day

Screen Shot 2018-02-20 at 9.50.20 AMHaving finished coursework, exams, and my prospectus, I’ve entered a weird stage of the doctoral program that is both more freedom and more pressure. That is, the work feels harder, more draining, and higher stakes, but it’s also more mine, and I feel much more in control of my time. Here’s how I’ve been using that.


Like, obviously. My dissertation explores principles and practices that can help writing classrooms/instructors be more responsive to student trauma. Studies show that at least 68 percent (and that’s the most conservative measure) of students at public colleges have experienced trauma before arriving at college, and many of them will experience trauma during college. It’s a widely documented fact that trauma impacts (often, impedes) learning and classroom behaviors, as well as general ability to adjust to adulthood.

Since we’re in a unique position as writing teachers—smaller classrooms, more one-on-one and small group interactions with students, etc.—I am developing flexible strategies that college writing instructors can use to respond to the impact of trauma on their work and their students.

Celebration of Student Writing

This is my second year leading this annual event, and this year, with the help of Megen Boyett, we are working on ways to expand its reach. Students seem to enjoy this event, but express a desire to connect with more peers to share their work. So, we’ve added door prizes (including some Beats headphones), guest judges, and cool opportunities for students to make stuff, all in order to incentivize attendance and generate more excitement for the event. (Interested in participating? Email me or sign up here)

Competing in Brazilian Jiu-Jitsu

I just moved up to the second level (“blue belt”) in the sport of Brazilian Jiu-Jitsu, and I’m beginning to train more so that I can compete in some cool tournaments across the country. So far, I’ve medaled in every tournament I’ve competed in, and I am planning to compete in the World IBJJF Championship in May. I will almost certainly lose very quickly at World’s, but having grown up doing sports, it’s a blast to be competing again with teammates that I love in new areas of the country I haven’t been to before. And it’s really nice to have accomplishments outside work/school.


About two years ago, my sister started writing her own music as “Violet Moon,” and now, I get to play keyboard and sing back-up vocals for her. Over the last 8 months, we’ve recorded two songs and started playing live shows. I never thought I would ever have the courage to play and sing in front of an audience, and overcoming that fear was a personal victory for me. Now that I have more time to rehearse, I’m looking forward to playing in more shows and connecting with other musicians around town.

Michelle Day is a 3rd year doctoral student, an Assistant Director of Composition, and a graduate assistant for the Cooperative Consortium for Transdisciplinary Social Justice Research.


What I Wish I’d Known in Graduate School by Frank Kelderman

Quick question: how do you write a Ph.D. dissertation when the last thing it seems you have time for in graduate school is writing a dissertation? I’m still not sure I can answer that all the way, but I’ll share a few bits of advice that I’ve mulled over since starting my graduate program—and gratefully attribute what follows to the mentors who helped me along the way.

Learn to make the BASST (The Bold Assertive Statement by the Scholar Thinking)
Attributed to Julie Ellison

When I was in the early stages of writing my dissertation, I had to practice making bold, assertive claims that move clearly from A to B. The instructions: go home, go to the mirror, stare yourself in the eye, and articulate a series of declarative sentences—with conviction! What’s fun is that you can practice with completely nonsensical statements: “In the early Republic, the water balloon was a crucial matrix for contesting modes of finger-painting.” Or: “Whether or not she co-authored Blood Meridian, Cyndi Lauper re-centered the American novel on questions of restrictive shoe-lacing.” It can get whackier than that, but it helped me to get a sense of what an argument sounds like, at a purely syntactic and stylistic level. Also, it taught me how to keep up a confident façade at a point when I wasn’t convinced that I was even in a position to make any claim at all!

Define your archive
Attributed to Mary C. Kelley

When you’re writing your prospectus and planning a sequence of chapters, think first about how you define your archive for each of them. Whether your archive is an actual collection in a library somewhere, a set of movies, or a series of interviews, it is important to map your chapters onto what exact texts you’re going to make claims about. This will help you to plan the actual work involved in the project (simply knowing roughly how many key text you’re going to have to grapple with), and it will establish common ground between you and your advisers as you’re starting a new scholarly conversation.

The donut and the hole
Attributed to Scott Richard Lyons and Philip J. Deloria

In my first year of coursework, I would often come to class ready to talk about how great the article or monograph was that we read, only to be surprised when my classmates found all kinds of critical flaws that I had somehow missed. What was I doing wrong? I thought that book was super-smart! I soon found that our class conversations typically focused on what was “missing” in the book—what the author was not doing and what critical questions they ignored. So I got into the habit of doing the same thing: focusing my reading on the possible critiques I could make in terms of what I thought other scholars had failed to do.

Now, it’s important to build our own claims partly on what we think is a “gap” in the existing discourse and on the productive critique of other scholars. But it’s also useful to remember that behind the books and articles we read are real people with lives, histories, families, and pets of their own, whose publications sometimes represent a decade of commitment to an intellectual project. This does not mean we should hold back our criticism—indeed, to do so would be unproductive and perhaps even academically dishonest. But as we make our critiques of other scholars, we might remind ourselves that we may meet that person someday on a conference panel, at a reception, or (yes!) during a job interview. And then we’re faced with the question of whether we’d make our critiques the same way we did from behind our word processor!

Thinking about this in relation to my own dissertation, I think I simply would have learned more had I focused my reading less on what I thought other scholars didn’t do, and more on questions that would have better empowered me to think about my own project: “What is this scholar contributing? What are the stakes of their project, and how do they define the scope of it? And how do they pull this off, as a thinker and a writer?” To paraphrase David Lynch, there’s the donut and the hole. Keep your eye on the donut, not the hole.

Bottlenecks and hoops
Ok, this one’s just from me.

A PhD program has many bottleneck moments; for me, these were the second-year review, the preliminary exams, the prospectus defense, and the dissertation defense. Moments like these can feel like you’re just being asked to jump through institutional hoops, and they can cause great stress because we know we have to do well. But by the time I got to my prospectus defense, I had learned to appreciate these bottleneck moments more positively: they are also opportunities to claim a little more ownership over your own project. A chance to generate some buzz and excitement among faculty about what you’re doing. To show off a little bit! And ultimately, taking these bottleneck moments and turning them into your own performance is a useful training ground for the job market, when you’ll spend much of your daily energy preparing for exactly such performances!

Frank Kelderman is an Assistant Professor who specializes in Native American literatures, with an emphasis on nineteenth-century writing and oratory. At the University of Louisville he teaches courses in Native American, early American, and multi-ethnic American literatures.

What I’m Working On by Caitlin Ray

dairykastleThe further I get into grad school, the more I avoid reading or participating in “what I’m working on”-type blog posts, long Facebook updates, and #phdgrind-style tweets because I often feel like I am not being productive enough with my time and start to feel that imposter complex creep in. I begin to feel like I am simultaneously working on everything and nothing, and am embarrassed to admit some of the things I am “working on” because I feel they are things that should be “done” and I am constantly “behind.”


[Image description: Kristen Bell as Eleanor Shellstrop in The Good Place with the text, “That’s Bullshirt.”]

However, I want to take the time to celebrate, too, something that I often neglect. When I end the weekly Graduate Student and Faculty Writing Group, I always have us go around the room and say what we accomplished during our time in order to purposefully mark what we have done and that, no matter how small, those things matter. But, in my own practice? I am bad at doing that. So, let’s give it a shot:

The Writing Center


[Image Description: Kristen Bell as Eleanor Shellstrop again, facing away the audience on a couch, with the words “Welcome! Everything is fine” on the wall.]

Most of this past school year has been spent working as Assistant Director of Graduate Student Writing at the Writing Center, doing exams, and starting my dissertation. Working at the Writing Center has largely been a new experience for me, and I have learned that I especially love working with graduate students on dissertations, manuscripts, and grants. The Writing Center and Graduate Student Council also co-hosted a Mini-Dissertation Writing Retreat this past January where a bunch of PhD students gathered on Saturday mornings for productive writing time. I am also in the midst of planning a Health Sciences Drop-In event where a bunch of consultants will meet with people working on grants and manuscripts. I also attended a NIH Grant Writing Workshop, a great way for me to understand more deeply the grant writing process in science writing, and will hopefully connect to my scholarship in the rhetoric of health and medicine.



[Image Description: A screenshot of the “Shit Academics Say” twitter account, with the text, “To Do List: 1. Write All of the Things; 2. Denial”]

Third year is the year of exams. I finished my general exam in September, and my dissertation prospectus in January. I am also in the process of studying for my SLA, coming up in about a month. My SLA focuses on a dual reading of Shakespeare plays alongside  disability studies texts, in the hopes of finding out what a more overt focus on themes of  disability can reveal about Shakespeare’s plays. How do notions of the body, normalcy, and difference shape ways we make meaning of these well-known texts? Can it help us think of these plays in new ways?



[Image Description: Meme of a Golden Retriever in a tie, with their paws on a computer keyboard. Over the image is the text, “I have no idea what I’m doing”]

Broadly, my dissertation is about how representations of people with rare illnesses impact the lived experiences of people in those rare illness communities. I will look at popular culture representations (movies, TV, and books)  and advocacy groups that try to shape policy and how both impact a specific rare illness community—the one that I myself belong to. As I embark on my data collection, I am excited and grateful to have an academic excuse to watch TV (always!), that the Annual Myositis Patient Conference will be in Louisville this year (serendipity!) and that I will be able to go to the Rare Disease Week in Washington D.C. (?!?). As for that last one, I will be leaving for Rare Disease Week in about two weeks. For that event, I will be travelling to D.C. where I will go through training on advocacy, meet with my members of Congress and other rare disease advocates from around the country, and then attend the Rare Disease Congressional Conference Briefing and Rare Disease Day at the NIH. This will help me in gathering data on representations surrounding rare diseases and the potential consequences of such representations.

I think the most surprising thing about the dissertation thus far is that (in the early stages anyway) how quickly it moves and changes, and how I need to allow that to happen even though I’d much prefer things go to plan, thank you very much. I thought the prospectus would be defended, and it would be the general plan that I followed into my data collection. And then the defense happened and it has changed already. I am really happy with the changes, at the same time, I am nervous to reset my task a little bit to get ready for this new phase. As I move through to the next steps of #PhDlife, I will just  keep reading, keep moving forward, and try to remember to celebrate the small milestones along the way.


[Image Description: Four Golden Retrievers from the twitter account @TheGoldenRatio4, smiling up to the camera. Text is over the image stating, “You’re doing amazing sweetie”]

Other things:

Currently Listening To: Dessa’s new album Chime is coming out soon, and her latest single “5 out of 6” is constantly on loop while I’m writing.

Currently Reading: I am woefully behind on my personal reading (as I’m working on my SLA), but I am reading  the Graphic Memoir, The Infinite Wait and Other Stories by Julia Wertz.


[Image Description: From Allie Brosh’s Hyperbole and a Half series. A cartoon girl with a blond ponytail and pink dress is spreading her arms over her head, with a rainbow and smiley faces in the background. The text over the rainbow says, “Maybe everything isn’t hopeless bullshit”]

Caitlin Ray is a 3rd year PhD student, working as the Assistant Director of Graduate Student Writing at the Writing Center. Her research interests include the Rhetoric of Health and Medicine, Disability Studies, and Pedagogy/ Theatre of the Oppressed.


What I Wish I’d Known in Graduate School: Faculty Series by LuMing Mao

mao_lumingAs I reflect back on my graduate school experience, on what I wish I had known then, several things come to mind.

Doing course work and branching out: these days our graduate programs are tightly structured and normally students are expected to complete their course work in the first two years of, normally, a four-year and, occasionally, a five-year program. Students spend the first two years trying to knock off the requirements as I did then. At the same time, I wish I had talked with my mentors more about possibly taking one or two courses outside my requirements but resonating with my larger interests. I wish I had taken a course on comparative religion, for example, or on psychology across culture. The potential benefits for branching out didn’t quite dawn on me yet.

Reading for knowledge and reading for publication: I mistakenly, at least in my mind, made a distinction or binary between reading for knowledge and reading for publication as a graduate student then. While pre-professionalization starts at a much earlier point for current graduate students than for my generation, I still felt the need to publish before I went on the job market—hence my desire to carve out time to read for publication. Doing so unnecessarily handicaps the generative power reading affords, as well as diminishing the pleasure that comes from reading, too. I should have learned to let writing or publishing come to me more spontaneously.

Collaborating with peers: I wish I had spent more time working with my peers as a graduate student not only to know more about what they were doing but also to help build an intellectual community, which is so necessary for supporting each other’s work. In spite of the fact that we all are pressed for time, I wish I had formed some reading group so that I could read with my peers together regularly. Similarly, I could have teamed up with my peers for a writing group, especially at the dissertation-writing stage. While the culture in the department then was different, I wish I had taken the initiative to do something like this. There is a lot to be said and done about collaborating with others.

Conferencing: I didn’t do a lot of conferences then. There were at least two years, as I recall, when I didn’t attend any conference. I told myself I didn’t have the time for conferences, which was both true and not true. I didn’t quite realize or didn’t realize soon enough the values of going to conferences—getting your work circulated; learning what your peers are doing; networking and building relationships; and speaking to journal/press editors, among other benefits.

Preparing for the job market: Definitely do a mock interview and a mock job talk, and have your cover letter read by more than one person. While you should not try to anticipate the exact questions your future colleagues would ask of you during a Skype interview and/or campus visit, preparing for such eventualities as thoroughly as possible is something I cannot emphasize enough now.

Dr. LuMing Mao is Professor and Chair of the Department of English at Miami University of Ohio. His many publications include Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric, Comparative Rhetoric: Traversing Rhetorical Times, Place, and Spaces, and Representations: Doing Asian American Rhetoric. His honors include the Richard Ohmann Outstanding Essay Award and (twice) the Theresa J. Enos Anniversary Award.

Weekly Round-Up: February 19 – 25

View the Minutes from EGO’s most recent meeting (2/6/2018) here
Have suggestions for EGO? Submit them anonymously to our Virtual Suggestion Box.

Special Note: The Louisville Conference on Literature and Culture Since 1900 (LCLC) is taking place at UofL from Feb 22-24. Check it out!

Save the Date: Tuesday February 27th – 1-2pm Ekstrom 117A – “Creating Effective Conference Presentations” Writing Center Workshop!

Monday, February 19th
2pm – SIGS Workshop in Houchens 105 – “Writing a Literature Review” – The literature review is one of the most common genres of scholarly writing, yet one that can be frustrating if you’re not used to producing them. In this workshop we will cover purpose the literature review serves in scholarly writing, some of the important conventions of the genre, and strategies for how to approach writing the strongest literature review possible.

Tuesday, February 20th
3pm – Go Red for Women – Cultural Center Multipurpose Room – February is Heart Health Month. The UofL Women’s Center, Student Parent Association and others are partnering with the Black Student Nursing Association (BSNA) to sponsor its annual Wear Red Day. Get free blood pressure checks; blood sugar readings; love your heart buttons, informational material, heart healthy treats and sign up for a “DeStress Package” door prize.

5:30-7:30 – Graduate Student and Faculty Writing Group – University Writing Center – Our writing groups provide a regular setting in which graduate students and faculty can have a focused time and space for writing and to discuss writing issues with peers. Each meeting will begin with writing time, followed by a conversation about the progress of projects and questions and concerns that have come up about writing. Meetings will be facilitated by a member of the University Writing Center staff who will coordinate workshop time, facilitate group conversations about writing, or respond to individual questions.

Wednesday, February 21st
12-2pm – International Mother Language Day CelebrationThe University Writing Center is holding its annual celebration of United Nations International Mother Language Day on Wednesday, February 21 from 12–2 p.m. Join us for readings, presentations and conversation as we join countries worldwide in recognizing cultural and linguistic diversity and multilingualism. All students, faculty and staff are invited to share their languages and dialects! Light refreshments will be provided.

4pm to 8pm – FREE GRE Test Prep Workshop – Thinking about applying for a PhD program that requires a GRE score? Consider attending this free workshop on GRE test prep strategies. Register here – http://louisville.edu/graduate/forms/gre-test-workshop-registration

6:30pm – 8pm – Gender in the Workplace: Employment Opportunity or Obstacle? – Chao Auditorium (Ekstrom) – Join the Malcolm X Debate program and FYI for their Book-in-Common debate revolving around issues on gender employment in America. Website.

Thursday, February 22nd
12-1:30pm – Budget Survey Open University Forum – Floyd Theatre in SAC

5:30pm-8:30pm – Human Trafficking Awareness Conference – Miller Information Technology Center’s Bigelow HallRSVP to reserve a seat.

Friday, February 23rd
12:15-1:15 – EGO/LCLC Graduate Student Lunch – Shumaker 139 – This year, EGO and LCLC are pleased to host Marlene Nourbese Philip, a Trinidadian poet and writer who currently resides in Canada, at our luncheon for an open conversation about her work. She has been a powerful voice on the politics of language, race, and gender in writing. If you are interested in attending the lunch, please add your name to the Google doc linked below by Monday, February 19th by 5pm so we can order lunch for everyone.https://docs.google.com/document/d/1y1jxzw_vp5ZWZ8AEMW1YotQ9Etn3sj-RJXKd5x1oC1U/edit?usp=sharing

2pm – Slow Down at the Speed – Health Promotion – Join Health Promotion in the lobby of the Speed Art Museum to spend an extended length of time with one work of art while listening to a guided mindful prompt that will encourage you to go deeper into the work of art. Feb. 23 or Feb.28 at 2 PM. Bring earbuds. Website.

Check out the Writing Center Events Calendar for upcoming writing events.
Check out the PLAN Workshop series through the School of Interdisciplinary and Graduate Studies for professional development workshop opportunities.
Check out the UofL Events Calendar for upcoming events in the UofL community.


Postdoctoral Fellowship Application from the Scholars Strategic Network – young scholars who wish to engage in research and public scholarship to improve policy.  http://www.scholarsstrategynetwork.org/page/scholars-strategy-network-2018-2020-postdoctoral-fellowship

The School of Interdisciplinary and Graduate Studies (SIGS) is pleased to request nominations for faculty awards (Outstanding Mentor of a Doctoral Student, Outstanding Mentor of a Master’s Student, Provost’s Award for an Exemplary Director of Graduate Studies) to be presented at the May commencement. Winners will be presented with a plaque and honorarium at the Doctoral Hooding and Graduation Ceremony on Friday, May 11, 2018. All nominations must be submitted by Monday, March 5, 2018, through the online nomination form: https://louisville.edu/graduate/forms/faculty-mentor-awards



Meeting Minutes: 2/6/2018

-The group planned upcoming spring meeting days/times
-Advertising the next graduate student/faculty session on sustainability, inclusivity, and equitability
-(Co)Presidents in training expressed interest for 2018-2019 EGO Presidency
-Discussed spring book sale and charity ideas
-Follow up on Citation Management and Conference Genre Workshops, as well as Pedagogy Series
-Discussed funding graduate student lunch at LCLC
-Discussed funding end-of-year celebration/graduation sendoff
-Discussed funding MA/PhD Travel Awards
-Mother Language Day in the Writing Center
-Spring Blog series update/recruiting efforts

Weekly Round-Up: February 12 – 18

View the Minutes from EGO’s most recent meeting (1/23/2018) here! **Minutes for 2/6/2018 meeting coming soon.

Have suggestions for EGO? Submit them anonymously to our Virtual Suggestion Box.

Check out this week’s blog post co-authored by first-year MAs and Miracle Monocle editors, Brent & Nicole: What We’re Working On by Brent Coughenour and Nicole Dugan!


  • Submit to the EGO Blog! Writing for the blog is a great way to share your unique experience as part of the UofL English department with peers and prospective students. For more information, view the sign-up sheet.
  • The applications for the 2018 SGA General Election are open! Students interested in running for office can find the application here. Applications will close at 5:00 p.m. on Monday, February 19.
  • Reminder: As a result of the last Faculty/Graduate Student Forum, a newly designated Graduate Student Longue Space is now available in HUM333 for graduate students looking for a place to hang out or study. Feel free to use it as you wish!


  • Creating Effective Conference Presentations: Tuesday, February 27 at 1:00 – 2:00 p.m. – Writing Center Director Dr. Bronwyn Williams will host a workshop addressing the process of creating effective conference presentations. We will talk about preparing for your presentation through strategies for analyzing your audience, organizing your material, and incorporating technology effectively. We will also discuss advice about the presentation itself, including how to lower feelings of stress and anxiety. View the flyer for more information.
  • Mother Language Day in the Writing Center: Wednesday, February 21 at 12:00 – 3:00 p.m.


Monday, February 12
Senate Democratic Leader Chuck Schumer to Speak at UofL
, 9:00 a.m., Miller Information Technology Center (MITC), Bigelow Hall (2315 S. First Street Walk, Louisville KY 40208)

  • U.S. Senate Democratic Leader Chuck Schumer will visit the University of Louisville Feb. 12 to take part in the McConnell Center Distinguished Speaker Series. Schumer, D-N.Y., will follow up his speech at the free, public event by taking questions from the audience. U.S. Senate Majority Leader Mitch McConnell, R-Ky., will introduce him. For more information, visit the event page.

Tuesday, February 13
Everyday Technical Writing for Hesitant Writers
, 8:30 a.m. – 4:30 p.m., Shelby Campus (9001 Shelbyville Road)

  • What we say in writing has a long-term impact on our employees, our customers and our careers. However, we rarely put much thought or planning into these sometimes-daily tasks. We often see writing as a gift rather than the skill it truly is – a skill that can be developed and improved with just a few easy tools, templates and tips. After this seminar, participants will never look at a simple email or quarterly report the same again. For more information, go to the event page.

PLAN Workshop: Technology for Effective Teaching, 2:00 – 4:00 p.m., Ekstrom Library, Room 104

  • Are you a graduate teaching assistant wanting to learn more ways to use technology effectively in your classes? Are there goals and outcomes you have set for your students that you think certain technologies could help students reach?  The “Technology for Effective Teaching” workshop is designed to help GTAs learn about, choose, and integrate classroom technologies that will help them teach more effectively. This workshop will provide GTAs with an understanding of how using various technological platforms can enhance students’ knowledge of research skills, group collaboration, and in-class discussion, in addition to offering resources that are helpful for teachers in responding to student work. The presenters will demonstrate, through hands-on activities, how to integrate a range of technologies in order to enhance the goals and process of teaching. Please follow this link and fill out a brief registration form. You are also welcome to join our Facebook group. For more information, go to the event page.

Faculty & Graduate Student Writing Group, 5:30 – 7:30 p.m., Ekstrom Library, University Writing Center

  • The University Writing Center organizes and facilitates writing groups for faculty and graduate students at UofL. The goal is to provide support, community, accountability, and feedback for graduate students working on research writing. Students can work on any project during the writing groups – seminar papers, journal articles, grant proposals, conference presentations, job letters, etc. Students from all disciplines and programs are welcome at the writing groups. If you are interested in participating, please follow this link and fill out a brief registration form. You are also welcome to join our Facebook group. For more information, go to the event page.

Wednesday, January 31
LGBTQ Writing Group
, 6:00 – 7:30 p.m., Ekstrom Library, University Writing Center

  • Are you a creative writer who identifies as LGBTQ or as an ally? Are you interested in practicing your writing in a safe, supportive space and getting feedback from fellow writers? This group is open to all student writers working in any genre (nonfiction, fiction, poetry, blended-genre, etc.). It is a great space to get started on some creative writing, work on an existing writing project, and ask for constructive and nonjudgmental feedback from other LGBTQ and allied writers. For more information, go to the event page.

Thursday, February 15
African American Read-In
, 11:00 a.m. – 1:00 p.m., Ekstrom Library, East Lobby: Learning Commons

  • The University Libraries and the English Department celebrate Black History Month with the annual African American Read-In. Faculty, staff, students, and community members read aloud works of their favorite African American authors, with free book giveaways. To schedule time to read, please contact Joan D’Antoni. For more information, go to the event page.

Teaching with an Assignment Sequence Workshop with Dr. Bruce Horner, 3:00 p.m., Bingham 106

  • This is a great workshop for graduate students who will be teaching next year or anyone else interested in learning more about pedagogy. “I use examples from my own and others’ teaching to illustrate principles and strategies for integrating sequences of writing and reading assignments into coursework so that students learn to use their writing to revise their reading and thinking about subject matter in substantive ways” – Dr. Bruce Horner.

PLAN Workshop: Building your Teaching Portfolio for the Job Market, 2:00 – 4:00p.m., Houchens Building 105

  • How do you gather, organize, and share information about your teaching for the job market, particularly when you may not have much experience? Where do you capture your reflections about what teaching strategies and assignments work–and which ones don’t–so that you can chart a course of improvement as a teacher? In this interactive session, we will consider the benefits of starting and maintaining a teaching portfolio, consider some different types of portfolios, and identify the items that should be included. Please register for this event here. You are also welcome to join our Facebook group. For more information, go to the event page.

Friday, February 16
PLAN Workshop: What Do You Mean You’d Like Me to Present My Research?
, 1:00 – 3:00 p.m., Houchens Building 105

  • This workshop will prepare students to effectively present their research at an academic conference or other public forum.  While students are often expected to present research at academic conferences, this workshop also will prepare students for a successful thesis or dissertation defense.  Students will learn practical strategies for dealing with stage fright as well as the best strategies for communicating information during an oral presentation.   Finally, we will briefly discuss the differences between an oral presentation and a poster presentation. Students will learn practical strategies for creating and presenting scientific posters and also how to handle the author session for discussing their poster during an academic conference. Please register for this event here. You are also welcome to join our Facebook group. For more information, go to the event page.

Graduate-Faculty Forum: Sustainability, Equity & Inclusivity, 2:00 p.m., Ekstrom Library 117A

  • The next in a series of ongoing discussions between English department faculty and graduate students regarding sustainability, equity, an inclusivity. All are welcome! Here is a link to the minutes from the last meeting.

Group Fitness Classes – Free at SRC – Classes include Yoga, Zumba, Cycling, Quick-Fit, HipHop Cardio and Step. Complete schedule online.

Check out the Writing Center Events Calendar for upcoming writing events.

Check out the PLAN Workshop series through the School of Interdisciplinary and Graduate Studies for professional development workshop opportunities.

Check out the UofL Events Calendar for upcoming events in the UofL community.


Miracle Monocle Award for Ambitious Student Writing

  • Miracle Monocle is on the hunt for one amazing student writer to win our inaugural Award for Ambitious Student Writing. Entry to the competition is 100% free and the prize, which includes $200 and publication in our 10th issue, is 100% awesome. Any currently enrolled graduate or undergraduate writer is eligible to submit here. For more information, visit the website and follow the Facebook

Post-Doctoral Fellowship Opportunity with the Scholars Strategic Network (SSN)

  • This opportunity is specifically aimed at young scholars who wish to engage in research and public scholarship to improve policy. For more information, visit the website.

Culbertson Post-Doctoral Teaching Fellow Opportunity with the Dept. of English at Indiana University, Bloomington

  • Review of applications will begin 2/23. Position is for 2 years starting in 2018/2019. Two courses per semester, salary of $55,000 plus benefits. Additional research supplement. Candidates must hold a PhD by July 1. We especially welcome experience and expertise in the teaching of professional writing, digital rhetoric, multilingual writing, and/or cultural rhetorics. The Fellow will participate in a lively community of rhetoric scholars that includes specialists in communication as well as specialists in writing. Applicants should apply online (preferred) and include a cover letter, CV, graduate transcript (upload the transcript under “Other”), and three letters of reference. Queries can be sent via email to Professor John Schilb.


Regularly updated CFP calendar with topics including rhetoric, composition, technology, and technical writing.