Sarah Singer, Ph.D.
I am an Assistant Professor at the University of Central Florida, where I teach courses in the Technical Communication program. I am also a core faculty member in the Texts and Technology Ph.D. program. My research interests lie at the intersection of medical rhetoric, feminist science studies, the health/medical humanities, and digital media.
My current project, The Empowerment Paradox: Rhetorics of Lyme Disease and the Future of Chronic Illness, examines how patients are forced to navigate the digital deluge of online health information. Using rhetorical analysis and qualitative interviews, I show how they are both forced to be empowered and harmed by their empowerment practices. This research explores how visual, textual, and multimedia discourses intersect and shape the conditions of possibility for patient empowerment efforts.
My work appears in Technical Communication Quarterly, College English, Peitho, and Journal of Medical Humanities.
- Ph.D. from The University of North Carolina at Chapel Hill
- B.A. from University of Maryland
- Technical Communication
- Rhetoric of Health and Medicine
- Health/Medical Humanities
- Disability Studies
- Feminist Theory
- Digital Health
- Singer, Sarah Ann. “Embracing Wildcard Sources: Information Literacy in the Age of Internet Health.” College English, vol. 82, no. 2, 2019, pp. 152-172.
- Singer, Sarah Ann. “Women and Their Bodies: A Feminist Rhetorical Approach to User-CenteredTechnology.” Peitho, special issue on “Rhetorical Pasts, Rhetorical Futures: Reflecting on the Legacy of Our Bodies, Ourselves and the Future of Feminist Health Literacy,” vol. 21, no. 3, 2019, pp. 655-675.
- Edwell, Jennifer, Singer, Sarah Ann, and Jordynn Jack. “Healing Arts: Rhetorical Techne as Medical (Humanities) Intervention.” Technical Communication Quarterly, special issue on “Rhetoric of Health and Medicine,” vol. 27, no. 1, 2018, pp. 50-63.
2019 | Judy Segal Top Paper Award, Rhetoric of Health and Medicine Symposium
2019 | Article of the Year Award (with Jennifer Edwell and Jordynn Jack), Association for Rhetoric, Science, Technology, and Medicine
|Course Number||Course||Title||Mode||Date and Time||Syllabus|
|10472||ENC3241H||Honors Wr for Technical Prof||Video Strmng (V1) COVD DL exmp||Tu,Th 03:00 PM - 04:15 PM||Unavailable|
This course helps prepare you, a student in a technical profession or professional field, for the types of research, writing, and information presentation that you will be doing in your career after graduation. Writing has many purposes and uses beyond just relaying information, and even in the most concrete of professions, the facts do not “speak for themselves.” Your task as a writer is to articulate, explain, and interpret the information you are dealing with. Throughout your career, you will need to understand the social context of your writing and its audiences, and you will need to master the techniques of crafting your writing to suit your purposes and the interests of your audience. In this course, we will focus on learning about the types of research, writing, and information presentation that professionals need to master. In particular, you will learn to compose the following genres: oral presentations, instructions, progress reports, usability reports, resumes, cover letters, and digital portfolios. Prerequisite(s): Grade of C (2.0) or better required in ENC 1102H or equivalent credit, and Consent of Honors.
|16902||ENC6261||Tech Writing Theory & Practice||World Wide Web (W)||Unavailable|
Tech Writing Theory & Practice
|Course Number||Course||Title||Mode||Date and Time||Syllabus|
|81556||ENC3241||Writing for Technical Prof||World Wide Web (W)||Unavailable|
This course helps prepare you, a student in a technical profession or professional field, for the types of research, writing, and information presentation that you will be doing in your career after graduation. Writing has many purposes and uses beyond just relaying information, and even in the most concrete of professions, the facts do not “speak for themselves.” Your task as a writer is to articulate, explain, and interpret the information you are dealing with. Throughout your career, you will need to understand the social context of your writing and its audiences, and you will need to master the techniques of crafting your writing to suit your purposes and the interests of your audience. In this course, we will focus on learning about the types of research, writing, and information presentation that professionals need to master. In particular, you will learn to compose the following genres: oral presentations, instructions, progress reports, usability reports, resumes, cover letters, and professional websites. PR: Grade of C (2.0) or better required in ENC 1102H or equivalent credit.
|92190||ENC4293||Doc and Project Management||Video Strmng (V1) COVD DL exmp||Tu,Th 03:00 PM - 04:15 PM||Unavailable|
This course--an advanced level core requirement for the B.A. in English (Technical Communication)--aims to simulate a professional technical communication work environment. In this course, you will work in groups to develop, research, compose, edit, and finalize chapters in a manual for graduating UCF seniors. As part of this work, you will learn how to implement effective communication strategies, write collaboratively, revise documents multiple times, and troubleshoot team problems. Additionally, you will learn how to conduct thorough research that examines both scholarly and popular resources and how to triangulate sources to provide readers with timely, high-quality information. You will have opportunities to take on leadership positions in the project (for your chapter or for the entire manual), and you will learn how to give and receive meaningful feedback to support others in leadership positions. This course is structured in a way that shifts you from the role of "undergraduate student" into the role of "entry-level technical communicator." Accordingly, you and your colleagues will be responsible for generating the content of the manual. With my guidance, you will decide which topics to cover, the order of the topics, and the depth of the coverage. Our goal is to produce a nearly-publishable, usable manual that UCF graduating seniors will want to read. To ensure that each chapter provides useful information in a rhetorically savvy way, we will examine a range of sources, conduct multiple user tests, and revise each chapter multiple times. Sometimes, someone else will offer suggestions for your sections and you will choose which suggestions to incorporate (the "feedback" method). At other times, someone else will revise your sections as they see fit and submit the work as their own (the "direct revision" method). This course aims to challenge your ideas about writing as a solitary venture (that's only for English majors) and creates opportunities for you to compose with the support of a team. PR: Grade of “C” (2.0) or better required in ENC 3241.
|92195||LIT4433||Literature of Science and Tech||Video Strmng (V1) COVD DL exmp||Tu,Th 10:30 AM - 11:45 AM||Unavailable|
This course investigates life writing about science, technology, and medicine and how this kind of personal writing transfers knowledge between experts and the public. Overall, students will consider how life writing (true writing about personal experiences) begets innovation, constructs science, and enables meaning-making in the midst of research practice. There are many ways that narrative is involved in the fields of science and technology. In this course, we will focus on memoirs, autobiographies, personal websites, blogs, and more. We will consider factors such as race, gender, ethnicity, dis/ability, and sexuality as we read about scientific researchers and the animals/people/things that they research. We will ground our analyses in studies of the social construction of scientific knowledge and the history of science and technology. Texts may include Lab Girl (Hope Jahen), Black Man in a White Coat (Damon Tweedy), The Soul of an Octopus: A Surprising Exploration into the Wonder of Consciousness (Sy Montgomery), Life in Code: A Personal History of Technology (Ellen Ullman), and/or Spineless: The Science of Jellyfish and the Art of Growing a Backbone (Juli Berwald). Assignments may include writing a science and technology literacy narrative and conducting archival and/or ethnographic research. Prerequisite(s): Grade of “C” (2.0) or better in ENC 1102 or CI.
|Course Number||Course||Title||Mode||Session||Date and Time||Syllabus|
|61773||ENC6338||The Rhetorics of Public Debate||World Wide Web (W)||C||Unavailable|
In this course, we will focus on how rhetoric shapes public debates about health, politics, and technology. After developing a foundational skillset in rhetorical analysis, we will spend the remainder of the term studying debates about vaccine refusal, health information sharing, gun control, demagoguery, and technological advancement. Core assignments will include discussion posts, brief rhetorical analyses (3-5 pages), and a final paper about a related topic that interests you. We will read a range of articles as well as the following books: Heidi Lawrence, Vaccine Rhetorics (2020), Safiya Umoja Noble, Algorithms of Oppression: How Search Engines Reinforce Racism (2018), and Patricia Roberts-Miller, Demagoguery and Democracy (2017).
Updated: Jan 7, 2020