The Rhetoric of Public Memory This course focuses on public memory and the various statues, memorials, sites, and spaces that construct public memory in contemporary U.S. society. In this course, we will study local Middlebury and Vermont public memories, Civil War and Confederate memories, and spaces of contention and controversy, while visiting nearby memorials and museums. Students in this class will compose analyses on these public memories and create arguments on the viability of memories in different shapes and forms. Overall, students will leave this class with a stronger understanding of not only public memory rhetoric but the various components that keep these memories alive.

Writing and Power Power: who has it, who doesn’t, and what does it have to do with your writing? This course both instructs students in how to access power in academic contexts and to critique power structures. We’ll learn how power connects to literacy, and how it's shaped through rhetorical contexts. Students will explore their own power as writers and thinkers while engaging in meaningful personal, reflective and argumentative writing. The professor will work with each student extensively on their writing process and development, and we'll create a writing community. This course bears elective credit but does not fulfill the college writing requirement.

Documentary Rhetorics In this course students will explore the rhetorical performances of documentary film—in terms of production, ethics, and editing—and how documentaries are used for different means: investigation, activism, and even propaganda. After watching contemporary documentaries and reading reviews, interviews, analyses, and theories of filmmaking, students will analyze specific films (with cultural rhetorics and social consciousness lenses), conduct and transcribe interviews, and write a code of ethics for documentary filmmakers. The final project has students either produce or storyboard their own short documentaries.

Trickery, Bodies, and Resistance: The Tradition(s) of Rhetoric How do female-identifying subjects position themselves (and their bodies) rhetorically in a male-dominated society? How do Black and Latinx rhetorical traditions of call-and-response and code-switching connect with and resist classical traditions of oration and stylistics? In this course we will study the tradition(s) of rhetoric by moving from the trickery of sophists to budding works in feminist rhetorics and cultural rhetorics. Students in this class will learn to synthesize the various traditions of rhetoric in historical and contemporary terms and to critically understand cultural customs that exist outside the white, heteronormative Greco-Roman tradition.

Trickery, Bodies, and Resistance: The Tradition(s) of Rhetoric How do female identifying subjects position themselves (and their bodies) rhetorically in a male-dominated society? How do Black and Latinx rhetorical traditions of call-and-response and code-switching connect with and resist classical traditions of oration and stylistics? In this course we will study the tradition(s) of rhetoric by moving from the trickery of sophists to budding works in feminist rhetorics and cultural rhetorics. Students in this class will learn to synthesize the various traditions of rhetoric in historical and contemporary terms and to critically understand cultural customs that exist outside the white, heteronormative Greco-Roman tradition.

Documentaries & Social Justice In this course, students will explore how contemporary documentaries perform social justice via different rhetorical filmmaking styles—including direct cinema, verité, and investigations—and specific social justice tactics—including explicit and implicit calls for change, social pressure, and activism. After watching documentaries and reading reviews, interviews, and theories of filmmaking, students will write various analyses and codes of ethics for documentary films. The final project has students either produce or storyboard their own short social justice-oriented films.

Race, Rhetoric, and Protest In this course we will study the theoretical and rhetorical underpinnings of racial protest in America. We will begin by studying movements from the 1950s and 1960s, moving from bus boycotts to Black Power protests, and will build to analyzing recent protests in Ferguson, Dallas, and New York. Readings will include texts from Charles E. Morris III, Aja Martinez, Shon Meckfessel, Gwendolyn Pough, and various articles and op-eds. Students will write analyses of historical and contemporary protest, op-eds about the local culture, and syntheses on the course readings. 3 hrs. Lect

James Sanchez

Reviews and ratings for James Sanchez at Middlebury College.James Sanchez teaches Rhetoric of Public Memory, Writing and Power, Documentary Rhetorics and more.  Explore top rated instructors and find the best for you.Is James Sanchez good ? Find out on MiddCourses.

Overall very interesting course, prof is really knowledgeable and cool guy.   As this is a CW there are a lots of papers the first 4 are short and nothing crazy and there are bigger papers towards the end.  While there are a lot papers, the professor is very understanding and a fair grader apart from the papers there are readings but they aren't too long and class discussions are always enjoyable probably one of my favorite professors fr

Professor Sanchez is amazing. He is extremely accommodating towards his students. This class was also not very difficult. We only had 3 papers and a presentation with a group. The content and the readings were very interesting and you were required to participate in discussions. 

Professor Sanchez is one of the best professors at Middlebury. I say this because not only is he incredibly supportive of his students but he is extremely knowledgeable about the topics he teaches. I remember early in the semester I had told him about my fear of public speaking and he was super helpful in helping me feel comfortable in his class even though the class was mostly discussion based. His classroom expectations were very clear from the beginning of the course and his grading rubrics were straightforward. 