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Lauren Cagle

Ph.D., University of South Florida (2016)

M.A., University of Nevada, Las Vegas (2011)

B.A., Rhodes College (2007)

Lauren E. Cagle is an Assistant Professor of Writing, Rhetoric, and Digital Studies and Affiliate Faculty in the Environmental Studies major. She teaches courses on environmental rhetoric, technical communication, and communication in the natural and social sciences. Her research focuses on climate change communication, technical communication, disability studies, feminist theory, and ethics. She is especially interested in debates about climate change by non-technical stakeholders in the public sphere.  Cagle's work has been published in Technical Communication Quarterly, the Journal of Technical Writing and Communication, Rhetoric Review, and Computers & Composition.

Research Interests:
Environmental Rhetoric
Climate Change Communication
Disability Studies
Feminist Ethics
Technical Communication
Rhetoric of Science
science communication
Selected Publications:

Cagle, L. E. (2021). The ethics of researching unethical images: A story of studying strangershots (or a story of trying to do good research without doing bad things). Computers & Composition.

Walker, K., & Cagle, L. E. (2020). Resilience rhetorics in science, technology, and medicine. Poroi, 15(1).

Cagle, L. E., & Herndl, C. G. (2019). Shades of denialism: Discovering possibilities for a more nuanced deliberation about climate change in online discussion forums. Communication Design Quarterly, 7(1), 22-39.

Cagle, L. E. (2019). Surveilling strangers: The disciplinary biopower of digital genre assemblages. Computers & Composition, 52, 67-78.

Cagle, L. E. (2018). Climate change and the virtue of civility: Cultivating productive deliberation around public scientific controversy. Rhetoric Review, 37(4), 370-379.

Cagle, L.E. (2017). Becoming 'forces of change': Making a case for engaged rhetoric of science, technology, engineering, and medicine. POROI, 12(2).

Cagle, L. E., & Tillery, D. (2017). Tweeting the anthropocene: #400ppm as networked event. In H. Yu & K. M. Northcut (Eds.), Scientific Communication: Practices, Theories, and Pedagogies. New York, NY: Routledge.

Browning, E. R., & Cagle, L. E. (2016). Teaching a ‘Critical Accessibility Case Study’: Developing disability studies curricula for the technical communication classroom. Journal of Technical Writing and Communication.

Cagle, L. E., & Tillery, D. (2015). Climate change research across disciplines: The value and uses of multidisciplinary research reviews for technical communication. Technical Communication Quarterly, 24(2), 147–163.