See office info on course syllabus, p. 1
hours: Tuesdays 10am-noon on Zoom and Wednesdays 2-3pm in person (note: on virtual or asynchronous class days, Wednesday office hours will be on Zoom)
About
Profile
Adelay has taught writing courses in the University of Michigan's English Department Writing Program since 2017, when she began her doctoral studies in the Joint PhD Program in English and Education. In spring of 2022, Adelay was a winner of the David and Linda Moscow Prize for Excellence in Teaching Writing. She is also a Registered Yoga Teacher (RYT-200).
Teaching Experience at U-M:
Adelay is a member of the Heterodox Academy and the Foundation for Individual Rights and Expression (FIRE). She is a former steering committee member of U-M's Language and Rhetorical Studies (LangRhet) interdisciplinary workshop. Adelay's scholarly writing is featured in Bruce and Rafoth's (2016) Tutoring Second Language Writers.
Paradigms, Research, & Praxis
The central question driving of my work is from Mary Rose O'Reilley's (1993) The Peaceable Classroom: "Is it possible to teach English so that people stop killing each other?" Since stumbling upon that question in a course taught by Claude Hurlbert (author of National Healing), I have examined English in linguistic, ideological, critical, pedagogical, and disciplinary terms alongside scholarly and embodied explorations of violence, trauma, and grief. My dissertation focused on the rhetorical meanings of emotions and how college writing students can navigate and leverage emotions to motivate learning, increase understanding, and thereby improve their writing. My hope is to illuminate how language and rhetoric enable people to co-construct meanings and enact change in the world via communication.
My embodiment-based research demonstrates how ideas, choices, judgments, etc., are affected by emotional states. Writing studies research on emotion (e.g., Micciche; Winans; Stenberg; Worsham) provide a framework to understand emotions as largely unconscious yet leading modes of persuasion. Emotions like fear, frustration, contempt, and disgust literally and rhetorically flood the body and inhibit healing. In a cultural moment characterized by "toxic rhetoric" (Duffy, 2019), paying close attention to our own rhetorical motives as well as intentional and unintentional effects of language can help us find paths out of social dilemmas. My research therefore involves rhetorical listening (Ratcliffe, 2005) and rhetorical empathy (Blankenship, 2020) to explore good-faith discussions about disagreements across differences.
