Because source use is a key academic literacy skill tied to students’ socialization into the university, scholars have called for more research on how novice second language (L2) writers’ use of sources changes over time as they engage with disciplinary discourse. The present study, therefore, tracked the semester-long development of thirty undergraduate L2 students’ source use in a research writing seminar course. Each student wrote two research papers for the course, providing sixty papers for both quantitative and qualitative text analysis. The researcher conducted data analysis in terms of citation density, source type, citation type, and source use purpose. Findings showed that students’ engagement with scholarly articles led to formulation of new citation patterns: incorporation of research summaries and frequent use of nonintegral citations. In addition, citation density increased overall, with scholarly sources newly used in theoretical orientations to John M. Swales’s CARS model. Nonetheless, students’ papers demonstrated a lack of proficiency in the sophisticated aspects of source use. The discussion concludes with suggestions for source use instruction in line with students’ understanding of disciplinary discourse.

The integration of generative artificial intelligence (AI) into academic writing has raised questions about the syntactic complexity of AI-generated texts compared to human-authored essays. While studies have explored syntactic complexity in human writing, limited research has compared AI-generated argumentative and narrative texts, particularly in isolating cognitive overload and proficiency factors. This study addressed this gap by examining genre-specific syntactic patterns in AI-generated essays. Using the L2 Syntactic Complexity Analyzer, the study analyzed four hundred AI-generated essays (two hundred argumentative and two hundred narrative) and employed paired T-tests and Pearson correlation coefficients to identify differences and relationships among syntactic measures. Results showed that argumentative essays demonstrated higher syntactic complexity than narrative essays, especially in production unit length, coordination, and phrasal sophistication, while subordination measures remained similar. Correlation analysis revealed that argumentative essays compartmentalized ideas through coordinated and nominally complex structures, while narrative essays integrated descriptive richness through longer sentences and embedded clauses. The findings suggest that genre-specific rhetorical demands shape syntactic complexity in AI-generated writing. Implications for teaching and learning writing and future studies are discussed.

The Queer Caucus created the Gloria Anzaldúa Rhetorician Award to honor Anzaldúa’s impact on “studies of both rhetoric and queer theory” through forging “connections across difference and oppression in order to dismantle systems of privilege, whether that be heterosexism, heteronormativity, racism, sexism or ableism (as a non-exhaustive list).” However, the text of the Award, along with its impetus, belies these intentions. The Award erases Anzaldúa’s Chicanidad from her work and her person through the emphasis on culture-less sexual and gender minority experiences, the redefinition of Anzaldúa’s work as focused on generalized difference and oppression, and the omission of any substantive acknowledgment of her Chicanidad. This essay examines the erasure of Anzaldúa’s Chicanidad and the appropriation of Anzaldúa as a race-less and culture-less liberatory figure through the operation of homonormativity and whiteness. I analyze the text and impetus of the Award through an analytical framework rooted in the rhetorical concepts of Kenneth Burke and Gloria Anzaldúa’s own concerns about erasure and appropriation through homonormativity and whiteness. I argue that the meaningful change to the text and its authorship, as well as to meaningful inclusion of queers of color, is necessary for the Award to continue.

This article argues for understanding Kenneth Burke’s linguistic pedagogy as a teaching practice rooted in the appreciation of disability. It explores connections between the Cold War cultural context and the present day, describing how a nuanced approach to disability pedagogy can resist impulses toward competition and conflict in the classroom and on the world stage.

Epideictic rhetoric reifies and reshapes the shared values of a community, and in this article, I reread William E. Coles Jr.’sThe Plural Ias showing forth a classroom built upon epideictic rhetoric, his own epideictic pedagogy asking that teachers of writing engage student work not expecting to be persuaded but as observers of rhetorical display.

There has been a remarkable surge of interest in creativity in a wide variety of disciplines in recent years. Taken in aggregate, this body of work now theorizes creativity as a—foundational aspect of human cognition and intelligence. If we theorize creativity as a highly sophisticated and valuable form of cognition, it must also then be regarded as a necessary—and indispensable part of the curriculum in the writing classroom.

Individual agency is necessary for the possibility of rhetoric, and especially for deliberative rhetoric, which enables the composition of what Latour calls a good common world. Drawing on neurophenomenology, this essay defines individual agency as the process through which organisms create meanings through acting into the world and changing their structure in response to the perceived consequences of their actions. Conceiving of agency in this way enables writers to recognize their rhetorical acts, whether conscious or nonconscious, as acts that make them who they are, that affect others, and that can contribute to the common good. Responsible rhetorical agency entails being open to and responsive to the meanings of concrete others, and thus seeing persuasion as an invitation to listeners as also always agents in persuasion.

This essay examines women’s commencement addresses presented from 1910 to 1915 at Vassar College. These addresses are significant because they reveal the students’ rhetorical education and the “available means” upon which these women drew in developing a public voice. By prompting reflection and the potential for change, the commencement addresses also demonstrate the civic importance of epideictic rhetoric.

This article examines the historiographic trajectory of rhetoric and composition studies by analyzing archival research practices, using Kenneth Burke’s dramatistic pentad as our analytical tool. We rely on a Burkean framework of “scenes, acts, agents, agencies, purposes, and attitudes” to invigorate our understanding of historiographic methods and to open up new possibilities for future histories of rhetoric and composition.

This article provides an analysis of Marshall McLuhan and Quentin Fiore’s The Medium Is the Massage, a visual-verbal text that is generally acknowledged as innovative but seldom taken seriously or read carefully. The analysis draws on the visual language vocabulary developed by Scott McCloud in Understanding Comics and argues that the field of composition studies would benefit from more sustained and sophisticated readings of visual-verbal academic texts even as the field shifts from analysis to design.

This article argues that the ideas of “play” and “abduction” in Charles Peirce’s work represent an inventive theory of argument that opens up the kinds of activities that can be called “arguments” and avoids some of the struggles over imposed beliefs with which recent argument theory has grappled.

The next entry into our “Re-Visions” feature “a series that offers reconsiderations of particularly significant work in CCC” is a reappraisal of Kenneth Burke’s “Questions and Answers about the Pentad,” which originally appeared in December of 1978 (volume 29.4, 330–35).

While Richard Weaver, R. S. Crane, Richard McKeon, and Robert Streeter have been most identified with rhetoric at the University of Chicago and its institutional return in the 1950s, the archival record demonstrates that Frederick Champion Ward, dean of the undergraduate “College” from 1947 to 1954, and Henry W. Sams, director of English in the College during Ward’s tenure, created the useful tensions for these positions to emerge.

In this essay, I analyze Kenneth Burke’s Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire’s conception of praxis. I argue that Burke’s theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time “when war is always threatening.”

In this essay, I analyze Kenneth Burke's Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire's conception of praxis. I argue that Burke's theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time when war is always threatening.:'

Approved by the CCCC Executive Committee February 25, 2004 Increasingly, classes and programs in writing require that students compose digitally. Such writing occurs both in conventional “face-to-face” classrooms and in classes and programs that are delivered at a distance. The expression “composing digitally” can refer to a myriad of practices. In its simplest form, such writing can refer to a “mixed media” writing practice, the kind that occurs when students compose at a computer screen, using a word processor, so that they can submit the writing in print (Moran). Such writing may not utilize the formatting conventions such as italics and bold facing available on a word processor; alternatively, such writing often includes sophisticated formatting as well as hypertextual links.

This study of Kenneth Burke's writings traces the critic's commitment and contribution to philosophy prior to 1945. The author contends that rather than belonging to the late-modernist tradition, Burke actually starts from a position closely akin to such postmodern figures as Michel Foucault.

Susan Wells’ Sweet Reason: Rhetoric and the Discourses of Modernity is an often brilliant but at times frustrating book. It undertakes a project that has been suspended by those who want to re-validate rhetoric (and rhetoricians) within hermeneutics, especially by following the laborious normalizing work involved in Richard Rorty’s anti-foundational relocation of “truth” in the play of interpretative methods. Wells would herself suspend the competitive and entirely disciplinary contest between Aristotelian classical rhetoric (on her account, modernized by Brian Vickers and Jasper Neel, for instance) and hermeneutic rhetoricians who prefer reading the Phaedrus.

Power, Genre, and Technology Deborah H. Holdstein This Is Not an Essay Carolyn R. Miller Notes on Postmodern Double Agency and the Arts of Lurking James J. Sosnoski

This title provides an introduction to the rhetorical tradition of sophistical dialectics in antiquity.In Sophistical Rhetoric in Classical Greece, John Poulakos offers a new conceptualization of sophistry, explaining its direction and shape as well as the reasons why Plato, Isocrates, and Aristotle found it objectionable. Poulakos argues that a proper understanding of sophistical rhetoric requires a grasp of three cultural dynamics of the fifth century B.C.: the logic of circumstances, the ethic of competition, and the aesthetic of exhibition. Traced to such phenomena as everyday practices, athletic contests, and dramatic performances, these dynamics set the stage for the role of sophistical rhetoric in Hellenic culture and explain why sophistry has traditionally been understood as inconsistent, agonistic, and ostentatious.In his discussion of ancient responses to sophistical rhetoric, Poulakos observes that Plato, Isocrates, and Aristotle found sophistry morally reprehensible, politically useless, and theoretically incoherent. At the same time, they produced their own version of rhetoric that advocated ethical integrity, political unification, and theoretical coherence. Poulakos explains that these responses and alternative versions were motivated by a search for solutions to such historical problems as moral uncertainty, political instability, and social disorder. Poulakos concludes that sophistical rhetoric was as necessary in its day as its Platonic, Isocratean, and Aristotelian counterparts were in theirs.

An Unquiet Pedagogy: Transforming Practice in the English Classroom, Eleanor Kutz and Hephzibah Roskelly Social Issues in the English Classroom, C. Mark Hurlbert and Samuel Totten Empowering Education: Critical Teaching for Social Change, Ira Shor, Robert Brooke Sophistication: Rhetoric and the Rise of Self-Consciousness, Mark Backman, Timothy W. Crusius The Context of Human Discourse: A Configurational Criticism of Rhetoric, Eugene E. White, Timothy W. Crusius Sociomedia: Multimedia, Hypermedia, and the Social Construction of Knowledge, Edward Barrett, Gary Heba

On Rhetoric: A Theory of Civic Discourse, Aristotle, translated, with introduction, notes, and appendixes by George A. Kennedy Janet M. Atwill Rhetoric and Irony: Western Literacy and Western Lies, C. Jan Swearingen Beth Daniell Composition and Resistance, C. Mark Hurlbert and Michael Blitz Alice Calderonello Written Language Disorders: Theory into Practice, Ann M. Bain, Laura Lyons Bailet, and Louisa Cook Moates Patricia J. McAlexander Faking It: A Look into the Mind of a Creative Learner, Christopher M. Lee and Rosemary F. Jackson Patricia J. McAlexander Reading and Writing the Self Autobiography in Education and the Curriculum, Robert J. Graham Lynn Z. Bloom Textbooks In Focus: Advanced Writing Rethinking Writing, Peshe C. Kuriloff Evelyn Ashton-Jones About Writing: A Rhetoric for Advanced Writers, Kristin R. Woolever Evelyn Ashton-Jones Process, Form, and Substance: A Rhetoric for Advanced Writers, Richard M. Coe Evelyn Ashton-Jones Beginning Writing Groups Daniel Sheridan

(Inter)views: Cross-disciplinary Perspectives on Rhetoric and Literacy, Gary A. Olson and Irene Gale Douglas Vipond Contending with Words: Composition and Rhetoric in a Postmodern Age, Patricia Harkin and John Schilb Stephen M. North Rereading the Sophists: Classical Rhetoric Refigured, Susan C. Jarratt James D. Williams Portfolios: Process and Product, Pat Belanoff and Marcia Dickson Edward M. White Assigning, Responding, Evaluating: A Writing Teacher’s Guide, Edward M. White Karen L. Greenberg Evolving Perspectives on Computers and Composition Studies: Questionsfor the 1990s, Gail E. Hawisher and Cynthia L. Selfe Mary G. French Pain and Possibility: Writing Your Way through Personal Crisis, Gabriele Rico JoAnn Campbell

This book is a critically informed challenge to the traditional histories of rhetoric to the current emphasis on Aristotle Plato as the most significant classical voices in rhetoric. In it, Susan C. Jarratt argues that the first sophistsa diverse group of traveling intellectuals in the fifth century B.C.should be given a more prominent place in the study of rhetoric composition. Rereading the ancient sophists, she creates a new lens through which to see contemporary social issues, including the orality/literacy debate, feminist writing, deconstruction, writing pedagogy.The sophists pleasure in the play of language, their focus on historical contin-gency, the centrality of their teaching for democratic practice were sufficiently threatening to their successors Plato Aristotle that both sought to bury the sophists under philosophical theories of language. The censure of Plato Aris-totle set a pattern for historical views of the sophists for centuries. Following Hegel Nietzsche, Jarratt breaks the pattern, finding in the sophists a more progressive charter for teachers scholars of reading writing, as well as for those in the adjacent disciplines of literary criticism theory, education, speech communication, ancient history.In tracing the historical interpretations of sophistic rhetoric, Jarratt suggests that the sophists themselves provide the outlines of an alternative to history-writing as the discovery recounting of a set of stable facts. She sees sophistic use of narrative in argument as a challenge to a simple division between orality literacy, current discussions of which virtually ignore the sophists. Outlining similarities between ecriture feminine and sophistic style, Jarratt shows that contemporary feminisms have more in common with sophists than just a style; they share a rhetorical basis for deployment of theory in political action. In her final chapter, Jarratt takes issue with accounts of sophistic pedagogy focusing on technique the development of the individual. She argues that, despite its employment by powerful demagogues, sophistic pedagogy offers a resource for today s teachers interested in encouraging minority voices of resistance through language study as the practice of democracy.

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“CCCC Bibliography of Composition and Rhetoric, 1988”, Erika Lindemann and Mary Beth Harding Lynn Z. Bloom “Research in Basic Writing: A Bibliographic Sourcebook”, Michael G. Moran and Martin J. Jacobi LisaJ. McClure “The Writing Teacher as Researcher: Essays in the Theory and Practice of Class-Based Research”, Donald A. Daiker and Max Morenberg Shirley K Rose “Personality and the Teaching of Composition”, George H. Jensen and John K. DiTiberio Lynn Quitman Troyka “Farther Along: Transforming Dichotomieisn Rhetoric and Composition”, Kate Ronald and Hephzibah Roskelly Catherine E. Lamb “Writing Better Computer User Documentation: From Paper to Hypertext”, R. John Brockmann Designing and “Writing Online Documentation: Help Files to Hypertext”, William K. Horton Stephen A. Bernhardt “Modern Rhetorical Criticism”, Roderick P. Hart Timothy W. Crusius “Oral and Written Communication: Historical Approaches”, Richard Leo Enos Thomas J. Farrell The Older Sophists, Rosamond Kent Sprague Richard Leo Enos The Student’s Guide to Good Writing: Building Writing Skills for Success in College, Rick Dalton and Marianne Dalton Charles W. Bridges

A standard in its field, this new edition provides the most up-to-date current thinking on rhetoric.

Conversations on the WrittenWord: Essays on Language and Literacy, Jay L. Robinson John Schilb Expressive Discourse, Jeannette Harris Douglas Hesse The Rhetorical Tradition: Readings from Classical Times to the Present, Patricia Bizzell and Bruce Herzberg Theresa Enos Classical Rhetoric for the Modern Student, 3rd ed., Edward P. J. Corbett Cheryl Glenn Singular Texts/Plural Authors: Perspectives on Collaborative Writing, Andrea Lunsford and Lisa Ede John Trimbur Learning to Write in Our Nation’s Schools: Instruction and Achievement in 1988 at Grades 4, 8, and 12, Arthur N. Applebee et al. Paul W. Rea The Future of Doctoral Studies in English, Andrea Lunsford, Helen Moglen, and James F. Slevin Joseph J. Comprone

The first book to examine closely how the relationship of Cicero s oral and written skills bears on his legal argumentation.Enos argues that, more than any other Roman advocate, Cicero developed a literate mind which enabled him to construct arguments that were both compelling in court and popular in society. Through close examination of the audience and substance of Cicero s legal rhetoric, Enos shows that Cicero used his writing skills as an aid to composition of his oral arguments; after the trial, he again used writing to edit and re-compose texts that appear as speeches but function as literary statements directed to a public audience far removed from the courtroom.These statements are couched in a mode that would eventually become a standard of literary eloquence. Enos explores the differences between oral and literary composition to reveal relationships that bear not only on different modes of expression but also on the conceptual and cultural factors that shape meaning itself.