Our language and our writing convey how we see. They also convey how we act: in an essay, for example, we model our ability to engage complexity, see through another's eyes and balance our passions and reasons. To study--and practice--new, experimental writing in the classroom is to discover better practices of seeing and acting. Such writing makes imaginative breakthroughs in perception and action possible. As a teacher and as a scholar, I am interested in how writing can foreclose possibilities but also allow for complexity, sympathy and significant change.
Gabrielle Moyer holds a Ph.D. in Literature from Stanford University and a BA in English and Art History from Wesleyan University. Her teaching and research interests include Modernist prose, the relationship between philosophical doubts and fictional style, ethics and epistemology. A primary question driving her work is how styles of reading and writing can help us countenance uncertainty and complexity--in others, in our choices and in our judgments.
She is completing a book titled "Sustained Collision: Modernist Style As a Form of Attention" which explores the relationship between fictions and practical dilemmas. She has published several articles ("Not Just Another Complexity" Rodopi Press, 2010; "Style As Endgame" Litteratur Internationale 2010, "Taking Ourselves for Poetry: An Essay on Love and the Hermeneutics of Attention" Cambridge Scholars Publishing 2008.)
Literature, art history, philosophy and comparative literature; journal articles, dissertation and thesis chapters; writer's block, revision strategies, organization and style. Writing Specialist in Art History.
Mondays and Wednesdays 9:00am-10:00am (via Zoom) Thursdays 10:30am-11:30am (in-person)
SPECIALIZATION: Poetics of Art History; The Relation of Ethics and Aesthetics; Analytic Philosophy; Essayism