Loyola University Maryland

Center for the Humanities

Professor Patricia L. Bizzell named Writing Department's 2015-2016 Cardin Chair

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Patricia BizzellA widely published scholar, Professor Bizzell grounds her work in rhetoric and composition. She is especially interested in 19th-century women's rhetoric and the link between religion and rhetoric. After teaching English at Sogang University in South Korea in 2011, she developed a scholarly interest in translingual pedagogies in rhetoric and in global English as a phenomenon. She has been recognized for outstanding work in scholarship, teaching and service, earned awards such as the Sara Feinberg Prize, Outstanding Female Graduate, Hebrew College; Exemplar Award, Conference on College Composition and Communication; and the Outstanding Book Award, National Council of Teachers of English.

In addition to her scholarship, Professor Bizzell has directed several programs at Holy Cross, including the Writer's Workshop, Writing-across-the-Curriculum, and the College Honors. She also chaired the English Department's Speaker of the Faculty.

Professor Bizzell earned a Ph.D. in English from Rutgers University as well as a Master's in Judaic Studies and a Master's in Jewish Liberal Studies from Hebrew College.

The Cardin Chair and Jerome S. Cardin Lecture were established in 1984 by Jerome S. Cardin, Esq. The chair, a professorship dedicated to fostering an appreciation of the Judeo-Christian tradition across the humanities, was the first endowed chair in the humanities at Loyola College. The chair is filled bi-annually, on a rotating basis, by a department in the humanities.

Spring 2016 Cardin Chair Faculty Seminar on Language Diversity and Inclusive Pedagogy

Offered by Patricia Bizzell

To participate in this seminar go the Moodle site Faculty Seminar Spring 2016 and click on the "enroll me" button. The readings will be posted there for each session.

All sessions will meet in the Refectory & include refreshments

Chicana feminist and queer theorist Gloria Anzaldúa wrote, “If you want to really hurt me, talk badly about my language. Ethnic identity is twin skin to linguistic identity—I am my language” (Borderlands / La Frontera, 1987). At a Jesuit school committed to cura personalis, are we being inclusive if we defer commenting on a student’s ideas until we detect no traces in her academic English of another version of English, or another language altogether? How do we honor the linguistic resources our students bring to the university and still fulfill our duty to guide them toward mature academic discourse? This seminar will address these questions. The three sessions are linked, but loosely enough that anyone is welcome to attend any—or all—of them. Brief readings will be posted for consideration at each session. Join the lively, frank, interactive discussion!



Tuesday 2 February 2016, 5:00: How Important is the Teaching of Grammar?

Mistakes in academic English grammar snag the eye like cat claws in a sweater, and since they are easy to identify and quantify, professors often limit their comments on student writing to pointing out these errors. But we should consider how this approach de-prioritizes the disciplinary knowledge we are charged to convey to students, and how it discourages inquiring young minds from language minority communities.

Thursday 17 March 2016, 5:00: Can “Non-Standard” American Englishes Work in Academic Discourse?

Traditionally, academic discourse has employed a version of English designated as the Standard from its socially prestigious origins. As the academy has diversified, however, scholars have brought other versions of English, such as Black English, to their intellectual work and made unique contributions. Can or should we encourage undergraduates to experiment with their home versions of English in their academic work? The issue may relate more to control than to correctness.

Tuesday 12 April 2016, 5:00: How Should We Respond to the Diversity of American Languages?

English has become the common language of scholarly work worldwide. Yet a strict English-only policy does not serve our students well, as knowledge of more than one language is increasingly necessary to participate in the global economy, political scene, and cultural exchange. Are we being inclusive if we require flawless English from students who speak another native language? Can we project diverse languages as intellectual assets beyond the courses designed to teach them?

 Sponsored by the Writing Department  & the Center for the Humanities

     

Previous Cardin Chair Holders

  • Carole Fink, History, 1987-1988
  • Merrold Westphal, Philosophy, 1989-1990
  • Reed Way Dosenbrock, English, 1992-1993
  • Theodore Perry, Modern Languages, 1994-1995
  • Donald Lazere, Writing and Media, 1996-1997
  • Bruce Marshall, Theology, 1998-1999
  • Mark Thistlewaite and Louis Fantasia, Fine Arts, 2000-01
  • Frank Romer, Classics, 2002-2003
  • No Chair Holder, History, 2004-2005
  • Balazs Mezei, Philosophy, 2006-2007
  • Tod Linafelt, English, 2008-2009
  • Nicholas Martin, Modern Languages, 2011-2012