ROBERT F. PELTIER - Trinity College

ROBERT F. PELTIER

Principal Lecturer in the Allan K. Smith Center for Writing and Rhetoric Trinity College Hartford, Connecticut 06106 rpeltier@trincoll.edu

Telephone: (860) 297-5323 (office); (860) 529-3774 (home); (860) 297-5258 (Fax)

EDUCATION

M.A., English -- Trinity College, Hartford: May 1992

B.A., English, Concentration in Creative Writing; Phi Beta Kappa, Honors in English, Honors in General Scholarship--Trinity College, Hartford: May 1991

Studies in Irish Literature, Institute for British and Irish Studies, Dublin University--Trinity College, Dublin, Ireland, 1989

TEACHING EXPERIENCE

Courses taught include:

Rhetoric 101, Writing I--an introductory course in expository writing.

Rhetoric 103, Special Writing Topics: Writing Personal Experience: Diaries, Journals, Essays, and Stories We Tell Ourselves and Others--Emphasizing instruction and practice in writing, this course looks at the ways we create and understand ourselves and our condition through our personal writing.

Rhetoric 103, Special Writing Topics, Telling Stories in the Postmodern World--A writing with an emphasis on narratives that cut across cultures to see how people in different places construct their realities from their everyday lives, imagined lives and the presumed lives of others. We will write our own narratives and analyze them to see how we create our reality from the essentially chaotic matter of everyday life. Readings will include prison diaries, war journals, film and television scripts, and hypertexts.

Rhetoric 208, Argument and Research Writing--a writing workshop emphasizing the development of argumentation and research skills. Students learn how to read and evaluate logical arguments, formulate research questions, explore print and electronic resources, and frame persuasive arguments in papers of substantial length.

Rhetoric 225, Writing "Broad Street" Stories--this course combines community learning and writing as a means of discovering how we define others and ourselves through journals, diaries, essays, and stories. Students explore "Broad Street" as a social and cultural metaphor, with a wide variety of readings depicting "the other" and reflecting the voices of members of underprivileged and privileged classes throughout history.

English 391, Modern Irish Literature--a study of Irish poetry, fiction, and drama from the Renaissance forward, with an emphasis on Yeats and Joyce and including Synge, O'Casey, O'Connor, O'Brien, and Behan.

Rhetoric 302: Writing in Theory and Practice--A study of the art of discourse, with special emphasis on the dynamics of contemporary composition and argumentation. This course examines rhetorical theory

from the Classical period to the New Rhetoric, as well as provides students with frequent practice in varied techniques of composing and evaluating expository prose. A wide selection of primary readings across the curriculum will include some controversial ideas about writing from Plato's Phaedrus, the heart of Aristotle's Rhetoric, and examples of the best writing in the arts and sciences. By invitation only--for students admitted to the Writing Associates Program.

English 260, Introduction to Literary Studies--an introduction to the assumptions and methods of critical reading and to the relationship of literature to cultural and historical contexts.

FYSM: Telling Stories Amid Chaos: Narrative in Rock Music of the 1960s--During the tumultuous period we call the sixties (which actually extended--roughly--from late 1963 to early 1976) the arts of all kinds--from painting, sculpture, and architecture, to music, film, literature, and photography, underwent metamorphoses brought on by experimentation in presentation, content, viewpoint, and even in the way we approach and define "reality." In this course, we will look at one element of these arts: narrative in rock music. We'll ask such questions as: did it help to shape chaos into meaning? Or did it add to the chaos? Were the narratives epic or personal or both? Which narratives, if any, are relevant decades later? We will begin by looking at the nature of narratives, their elements, their construction, and their purposes. We will also look at the history of narrative and how it has changed--or not--over the last century or so. We will then apply what we find to the songs of Dylan, Lennon, Simon, King, Baez, Guthrie, Ochs, Mitchell, Hardin, Springsteen, and others.

IDPS ? Class Narratives: How We Talk About social Class in America--a look at social class issues from

a number of perspectives including cultural, economic, and historical. Some of the questions we ask are, how is class constructed, and by whom? Can a person move from one class to another? What do race and gender have to do with class? How is class depicted in "serious" and in popular culture? Is the class structure in America somehow different from the class structure in other countries?

First Year Seminar 205 Social Class/Social Clash: The Denial and Embrace of Classism in America-- similar to above, but with an emphasis on introducing first year traditional undergraduates to Trinity's scholarly resources.

Other:

Summer 2011--13

Taught in the Hartford Magnet Trinity College Academy program

Summer, 2002

Taught writing component of the Challenge Program at Trinity.

Summer, 2000

Taught study skills component of the Challenge Program at Trinity.

Summer 1992-95

Taught English Composition, Creative Writing, and Literature in the Upward Bound Program, preparing inner city students for college level work.

Summer 1992, 1993

Study Skills Consultant for the Summer Challenge Program at Trinity College; developed a curriculum and taught study skills to students from rural and urban areas, and from other cultures.

Fall 1991-- Spring 1992

Tutored honor students in the "Discover" program at Southington High School.

PROFESSIONAL MEMBERSHIPS National Council of Teachers of English

AWARDS

Dean Arthur H. Hughes Award for Achievement in Teaching

PUBLICATIONS

"Playing for the Last Shot" (short story) Frigate, Spring 2001

"Rushing Computer Literacy Does Nothing for Literacy," Hartford Courant, April 2, 2000

Chapter on Liam O'Flaherty, including a critical essay on his "The Wave," Stories for Students. Ed. Jerry Moore. Vol. 4. Gale Research, 1999.

Chapter on John Updike, including a critical essay on his "A&P," Stories for Students, Ed. Kathleen Wilson. Vol. 3. Gale Research, 1998.

Critical Essay on Amy Hempel's "In the Cemetery Where Al Jolson is Buried," Stories for Students. Ed. Kathleen Wilson. Vol 2. Gale Research, 1997: 124-125

Critical Essay on Katherine Mansfield's "Miss Brill," Stories for Students. Ed. Kathleen Wilson. Vol 2. Gale Research, 1997: 138-141

Critical Essay on Ray Bradbury's "There Will Come Soft Rains," Stories for Students. Ed. Kathleen Wilson. Vol. 1. Gale Research, 1997: 236-238

[With Beverly Wall] `"Going Public' with Electronic Portfolios: Audience, Community, and the Terms of Student Ownership," Computers and Composition: An International Journal for Teachers of Writing 13 (1996): 207-217

"Story for a Beer" (short story) Trincoll Journal, February 1996.

"Making M1s" (short story). The Wittenberg Review. Spring 1991

"Waiting" (short story). Outloud. Spring, 1991

Excerpts from my writing are used as examples in What If? Writing Exercises for Fiction Writers, edited by Anne Bernays and Pamela Painter (New York: HarperCollins, 1997).

PRESENTATIONS

Dramatic reading of selected chapters of my novel Gabriel's Garden. Hole-in-the-Wall Theater, New Britain, CT, March 8, 2008

Chaired a panel at the Building a Community of Readers: A Celebration of Literacy, Sponsored by ConnectiKids, the Greater Hartford Literacy Council, Aetna, and Trinity College, November, 2007

Presented a paper entitled "Wrath and Envy: The Leisure Class in My Class(room)" at the Assembly for

Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English. Denver, June 2007

Attended the University of Massachusetts conference on Active Citizenship for the 21st Century: The 2002 New England Conference of the Intercollegiate E-Democracy Project where I moderated a panel on crime and violence.

Presented a paper entitled "Whose Neighborhood Is This? Going Beyond `Privileged' and `Underprivileged' in Defining the Boundaries of Community Learning," at the University of New Hampshire's conference, Breaking the Mold: Experimenting with Nonfiction, September 2002.

Presented a paper on "Evaluating the Internet" at the Democracy in the Age of the Internet conference sponsored by Trinity College in June 2001.

"A New Participant's Perspective on the Intercollegiate Electronic Democracy Project"--a presentation at the Conference on College Composition and Communication, spring 2001

"Dancing in the Dark: How Students Reveal Social Class Across the Electronic Chasm"--a presentation at the Conference on College Composition and Communication, spring 2002

Presented findings from my research on the writing skills of students of non-traditional age, at the New England Writing Center Association Conference at Western New England College, and at the "Writing Across the Curriculum" program sponsored by Trinity College and the University of Hartford, April 1990.

Gave fiction readings at Trinity College (1988, 1991) and at the Catskill Literary Society's annual festival (1990).

Editorial Panel:

Garner, Bryan. Garner's Modern American Usage, 3rd ed. New York: Oxford UP, 2009

Peer Text Reviews:

Krieger, Barbara Jo, Paul G. Saint-amand, Warren A. Neal, and Alan L. Steinberg. Inquiry, Argument, and Change. Dubuque: Kendall/Hunt, 2009.

Kress, Anne and Suellyn Winkle. NextText: Making Connections Across and Beyond the Disciplines. New York: Bedford/St. Martin's, 2008.

Greene, Stuart and April Lidinsky. From Inquiry to Academic Writing:A Text and Reader. New York: Bedford/St. Martin's, 2008.

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download