Skip to main content

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.

Log In
Sign Up

Log In
Sign Up
more

Thomas M Geary

University of Maryland, English, Alumnus

Tidewater Community College, Humanities, Faculty Member

Followers

338

Following

61

Mentions

Public Views

PhD in Rhetoric and Composition from the University of Maryland. Professor of English at Tidewater Community College. Editor of Inquiry < http://commons.vccs.edu/inquiry >
Address: Virginia Beach, Virginia, United States

less

Related Authors

University of Central Florida

Arizona State University

Amy Reed-Sandoval

University of Nevada, Las Vegas

Harford Community College

Global Journal of Foreign Language Teaching

Free University of Bozen-Bolzano

Jörg Matthias Determann

Virginia Commonwealth University

IDEAS International Journal of Literature Arts Science and Culture I S S N : 2 4 1 3 - 1 8 1 4 [ P R I N T ] E - I S S N : 3 0 0 5 - 3 0 3 1 [ O N L I N E ] - A Research Journal of the Institute of Advanced Studies & DELL, CU

Jahangirnagar University

Catherine Shea Sanger

Yale-NUS College

Robert Ovetz, Ph.D.

San Jose State University

InterestsView All (18)

Uploads

Papers by Thomas M Geary

What I Learned from Failing to Ungrade

Academia Letters, 2021

Compassionate Pedagogy: Cultivating Two-Year Writers through Understanding

TYCA-SE Journal, 2020

This paper focuses on the elevated need for compassion in writing instruction. There is ample res... more This paper focuses on the elevated need for compassion in writing instruction. There is ample research and a long history of writing about empathy and compassion, from Plato and Aristotle to bell hooks and Paulo Friere, and I provide a brief overview. After a review of definitions, causes, and impacts of empathy and compassion, I will discuss what others have done pedagogically. We must reshape our approaches to revisions, deadlines, absences, learning resources, and plagiarism to demonstrate authentic caring. I close with a call to assess and reflect on how we can transform current practices and guide future instructors to a pedagogy of compassion.

Electracy in Praxis: Pedagogical Relays for an Undergraduate Writing Curriculum

The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity,... more The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity, and multimodality of writing for the Internet is realized in Gregory L. Ulmer’s electracy theory. Ulmer’s open invitation to continually invent the theory has resulted in the proliferation of relays, or weak models, by electracy advocates for understanding and applying the theory. Most relays, however, remain theoretical rather than practical for the writing classroom, and electracy instruction remains rare, potentially hindering the theory’s development. In this dissertation, I address the gap in electracy praxis by adapting, developing, and remixing relays for a functional electracy curriculum with first-year writing students in the Virginia Community College System as the target audience.

I review existing electracy relays, pedagogical applications, and assessment practices – Ulmer’s and those of electracy advocates – before introducing my own relays, which take the form of modules. My proposed relay modules are designed for adaptability with the goals of introducing digital natives to the logic of new media and guiding instructors to possible implementations of electracy. Each module contains a justification, core competencies and learning outcomes, optional readings, an assignment with supplemental exercises, and assessment criteria. My Playlist, Transduction, and (Sim)ulation relays follow sound backward curricular design principles and emphasize core hallmarks of electracy as juxtaposed alongside literacy. This dissertation encourages the instruction of new media in Ulmer’s postmodern apparatus in which student invention via the articulation of fragments from various semiotic modes stems from and results in new methodologies for and understandings of digital communication.

What I Learned from Failing to Ungrade

Academia Letters, 2021

Compassionate Pedagogy: Cultivating Two-Year Writers through Understanding

TYCA-SE Journal, 2020

This paper focuses on the elevated need for compassion in writing instruction. There is ample res... more This paper focuses on the elevated need for compassion in writing instruction. There is ample research and a long history of writing about empathy and compassion, from Plato and Aristotle to bell hooks and Paulo Friere, and I provide a brief overview. After a review of definitions, causes, and impacts of empathy and compassion, I will discuss what others have done pedagogically. We must reshape our approaches to revisions, deadlines, absences, learning resources, and plagiarism to demonstrate authentic caring. I close with a call to assess and reflect on how we can transform current practices and guide future instructors to a pedagogy of compassion.

Electracy in Praxis: Pedagogical Relays for an Undergraduate Writing Curriculum

The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity,... more The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity, and multimodality of writing for the Internet is realized in Gregory L. Ulmer’s electracy theory. Ulmer’s open invitation to continually invent the theory has resulted in the proliferation of relays, or weak models, by electracy advocates for understanding and applying the theory. Most relays, however, remain theoretical rather than practical for the writing classroom, and electracy instruction remains rare, potentially hindering the theory’s development. In this dissertation, I address the gap in electracy praxis by adapting, developing, and remixing relays for a functional electracy curriculum with first-year writing students in the Virginia Community College System as the target audience.

I review existing electracy relays, pedagogical applications, and assessment practices – Ulmer’s and those of electracy advocates – before introducing my own relays, which take the form of modules. My proposed relay modules are designed for adaptability with the goals of introducing digital natives to the logic of new media and guiding instructors to possible implementations of electracy. Each module contains a justification, core competencies and learning outcomes, optional readings, an assignment with supplemental exercises, and assessment criteria. My Playlist, Transduction, and (Sim)ulation relays follow sound backward curricular design principles and emphasize core hallmarks of electracy as juxtaposed alongside literacy. This dissertation encourages the instruction of new media in Ulmer’s postmodern apparatus in which student invention via the articulation of fragments from various semiotic modes stems from and results in new methodologies for and understandings of digital communication.

Log In

or

Email

Password

Remember me on this computer

or reset password

Enter the email address you signed up with and we'll email you a reset link.

Need an account? Click here to sign up

About
Press
Papers
Topics
Academia.edu Journals
We're Hiring!
Help Center

Find new research papers in:
Physics
Chemistry
Biology
Health Sciences
Ecology
Earth Sciences
Cognitive Science
Mathematics
Computer Science

Terms
Privacy
Copyright
Academia ©2025