Acknowledgements
We could not have created this webtext without the help and support of many. First and foremost, we thank our friends and colleagues who generously offered their narratives to us; this is for you. We're also indebted to our mentors and professors, Laura Micciche, Russel Durst, Cindy Selfe, Jory Brass, Pat Sullivan, and Thomas Rickert, for their guidance and feedback on many iterations of this project. We also extend thanks to our lively and thoughtful audience at 2011 CCCC in Atlanta. Thanks to the the curators of the DALN for all the work and care you put into archiving our stories and thousands of others. We're grateful for the considerate feedback from Kris Blair and the anonymous reviewers at C&C Online. We're so pleased to have worked with you. This project was funded in part by the Charles Phelps Taft Research Center.
We could not have created this webtext without the help and support of many. First and foremost, we thank our friends and colleagues who generously offered their narratives to us; this is for you. We're also indebted to our mentors and professors, Laura Micciche, Russel Durst, Cindy Selfe, Jory Brass, Pat Sullivan, and Thomas Rickert, for their guidance and feedback on many iterations of this project. We also extend thanks to our lively and thoughtful audience at 2011 CCCC in Atlanta. Thanks to the the curators of the DALN for all the work and care you put into archiving our stories and thousands of others. We're grateful for the considerate feedback from Kris Blair and the anonymous reviewers at C&C Online. We're so pleased to have worked with you. This project was funded in part by the Charles Phelps Taft Research Center.
About the Authors
Allison D. Carr is a doctoral student in Rhetoric & Composition at the University of Cincinnati, where she studies theories of affect, archival science, and composition pedagogy. Her dissertation, tentatively titled Toward an Epistemology of Failure develops a way of rethinking failure in the writing classroom---how it's defined and how individuals respond to it. At UC, Allison teaches in the FYC program, as well as courses in business writing and digital composing. Her work with Laura Micciche has appeared in CCC (Feb. 2011), and she has a review forthcoming in Enculturation and Harlot of the Arts. Allison tweets @hors_doeuvre, and she can be contacted via email at allison.d.carr@gmail.com.
Hannah J. Rule is a Charles Phelps Taft Dissertation Fellow and doctoral candidate in Rhetoric and Composition and at the University of Cincinnati. Hannah's dissertation research works to expand our conceptions of “the writing process” by bringing attention to the under-acknowledged physical and environmental forces that help compel acts of composing, including material objects, physical rituals, and bodily movement. In addition to teaching courses in FYC, intermediate composition, and British Romanticism, Hannah is a literacy tutor at the Langsford Learning Acceleration Center, a cognitive research-based instruction center, where she works with students of all ages on reading, spelling, and comprehension fundamentals. You can contact her at rulehj@mail.uc.edu.
Kathryn Trauth Taylor is a doctoral student in Rhetoric and Composition at Purdue University, where she studies digital and professional writing, affect theory, public rhetorics, and community engagement. Her dissertation focuses on migratory narratives and rhetorics of Urban Appalachians in Cincinnati. Her work on this topic has appeared in Enculturation, and the publication of a second chapter was accepted to the forthcoming collection, Re-Reading Appalachia: Literacies of Resistance. Katie teaches Business Writing and Introductory Composition at Purdue, and Rhetorical Grammar at Thomas More College. Contact her at taylo206@purdue.edu.