REGINA MARIE MILLS
, University of Texas at Austin
Assistant Instructor, Department of Rhetoric and Writing
- E-mail: email@example.com
- Office: FAC 16
- Office Hours: M 9:30-11:30 AM, Th 2-3 PM
Regina Mills is a Ph.D student in the English Department at the University of Texas at Austin. She has her Master's degree in Education from Arizona State University and her Bachelor's degree in English (with Honors) and Sociology/Anthropology with a concentration in Women's Studies from Washington and Lee University. Regina's interests in Ethnic and Third World Literature revolve around Latin@ and Central American-American writers and memoirists, US immigrant literature, Native literature, feminism, the rhetoric of revolution, imperialism, the archive, and trauma studies.
Review of Digital Archive of Guatemala’s National Police Archive (AHPN). E3W Review of Books 13. (Spring 2013).
“Feliz Navidad” Poem. The Muse. Washington and Lee University’s literary magazine. 2007.
“Américo Paredes' George Washington Gómez and the Trauma of the American Dream.” UT American Studies Graduate Conference, “Re-imagining the American Dream.” 4-5 Apr 2013.
“Latin@, Immigrant, or Guatemalan-American?: The Issue of Identity in Tobar's The Tattooed Soldier and Barrientos' Family Resemblance.” E3W 12th Sequels Symposium, “Literary Indictments: Bodies on Trial, in Prison, and Out of Bounds.” 5 Apr 2013.
“Using Feminist and Critical Pedagogies in a Title I Classroom.” Washington and Lee’s Women and Gender Studies Alumna Panel and Luncheon. Apr 2011.
“‘We have to invent ourselves’: The Feminist Consciousness of Gioconda Belli and Rosario Castellanos and the State of Latin American Feminism.” Arizona State University Graduate Conference “(En)gendering Social Inquiry: Critical Feminist Concerns.” Feb 2010. (could not attend)
Invited Reader. Original poems: “Another Waste of Paper,” “Climax,” “Feliz Navidad,” “November,” and “Ode to Chamomile Tea.” VMI Poetry Symposium. 2008.
Rhetoric 306 - Fall 2012 and Spring 2013
Course centered around the First-Year Forum (FYF) book, The Filter Bubble by Eli Pariser. Students focus on the foundational knowledge and skills needed for college writing. In addition, they are introduced to basic rhetoric terms and learn to rhetorically analyze positions within controversies surrounding the FYF book. Their final writing assigment requires them to create rhetorical appeals to persaude their audience of a specifc position in their controversy.
Rhetoric 309K: Rhetoric of Revolution - Summer 2013 (Session II), Fall 2013 and Spring 2014
self-designed course proposed to Rhetoric 309K committee and selected for 2013-14 year.
Is it revolutionary to wear a Che Guevara t-shirt or sign a petition suggesting peaceful secession from the United States of America? The word “revolution” is one with which human beings have a complex history. Whether it is the technological “revolution” of Twitter and Facebook that has changed the world profoundly or the Arab Spring which overthrew dictators and installed new governments, we live in a world that seems unsure about how and when to call something “revolutionary.” The connotations of revolution have also led to a variety of words as replacements, such as activism, protest, uprising, civil disobedience, or social movement. Our attitudes towards revolutionaries also vary widely. One might think of the Vietnam War protestors, or Occupy Wall Street, who have been portrayed both as lazy, entitled rich kids and as young citizens concerned with social justice. So, what is a revolution, how do you start one, and what is worth revolting against? In this course, students will define the term “revolution” and examine the rhetorical devices used to provoke and halt revolutions. The culminating project will be a manifesto which advocates revolution in an area the student cares about. Readings will take both an American and global perspective, ranging from the U.S. Declaration of Independence to revolutionary memoirs such as I, Rigoberta Menchú; from Elizabeth Cady Stanton to the Beatles’ “Revolution” songs.