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The genre of the study-abroad blog prompts students who are studying abroad to identify with marginalized populations they encounter during the travel experience, a practice that is particularly exigent amid the increasing commercialization of the studyabroad industry. To understand the conventions and ethical implications of the genre, the author examines an advice column on blogging abroad and students' reflections on their own writing from a recent studyabroad course. The blog conventions show that students are encouraged to use the misfortune of others to affirm their own privilege, while the interviews suggest that students need more support in responding to the complex cultural conditions of study abroad. To challenge the conventions of the studyabroad blog and ultimately the ideologies that contribute to the genre, faculty members leading students abroad should undertake pedagogical practices that encourage “empathic unsettlement. Copyright © 2018 by the National Council of Teachers of English. All rights reserved.

classroom blogging can be an effective tool through which to apprentice students in appropriate disciplinary thinking and reasoning skills. Inquiry is the basis for disciplinary literacy. Effectively framed blog posts can situate learning tasks from an in

Although rhetoric and composition has long engaged with emerging digital technologies, historians in our field have not yet in large part entered these conversations. In this special issue, we present four essays by scholars building digital historiographic projects, each of which directly addresses values and concerns that lie at the heart of critical practice in rhetoric and composition: engaging underrepresented and marginalized communities; taking up critically important questions regarding historiographic investigation; and emphasizing collaboration among both scholars and stakeholder groups. Together, these essays contribute significantly to the still nascent conversation regarding how the digital intersects with the historical.

This article suggests ways digital tools and platforms can help researchers capture the local and global forces that interanimate local literacy scenes. As a concrete example, we offer Remixing Rural Texas (RRT), describing the way this digital tool works to capture a targeted literacy scene: the civil rights efforts of two African American students on a recently desegregated campus in 1967–68. RRT features an eighteen-minute documentary about these efforts, remixed almost entirely from existing archival materials, and a data-source annotation tool that connects the local literacy scene to global events. We conclude with an extended treatment of local stakeholders and the way RRT enables more sustainable, reciprocal, and participatory partnerships with the local community.

This essay questions the digital humanities’ dependence on interpretation and critique as strategies for reading and responding to texts. Instead, the essay proposes suggestion as a digital rhetorical practice, one that does not replace hermeneutics, but instead offers alternative ways to respond to texts. The essay uses the Occupy movement as an example and, in particular, focuses on the circulated image of a police officer pepper spraying protesters at one event in order to show how suggestion functions within a network of moments and associations.

The blogs of various Orthodox Jewish women show that the digital realm enables them to blend the public and the private. That is, it allows them to participate in Jewish life without breaking the laws of modesty that otherwise prevent them from such public engagement.

“Voice” is no longer a hot term in composition journals. Yet it continues to deserve scholarly attention, in part because it is still often referred to in classrooms and seems applicable to new forms of electronic communication. At the same time, we should avoid taking an either/or stand on the usefulness of “voice” as a term. This is a case where we should embrace contraries, by advocating concepts of “voice” on certain occasions and resisting the term on others.

Reviewed are Teaching Writing with Computers: An Introduction, edited by Pamela Takayoshi and Brian A. Huot, and Silicon Literacies: Communication, Innovation and Education in the Electronic Age, edited by Ilana Snyder.

hen in 1968 Ellis Page and Dieter Paulus published The Analysis of Essays by Computer, they saw a promising future for programs that could evaluate both the aesthetic traits of essays and their substantive content (191). Now, more than thirty years later, the future that Page and Paulus envisaged seems to have arrived: computer power has increased exponentially, textand content-analysis programs have become more plausible as replacements for human readers, and our administrators are now the targets of heavy marketing from companies that offer to read and evaluate student writing quickly and cheaply. E-rater, developed by Educational Testing Service (ETS), is today used as one reader for evaluating the essay portion of the Graduate Management Admissions Test-a human is still the other reader. Intellimetric, developed by Vantage Technologies, is used for evaluating writing in a range of applications, K through college. WritePlacer Plus, developed by Vantage for the College Board, is being marketed as a cheap and reliable placement instrument. The Intelligent Essay Assessor, developed by Landauer, Laham, and Foltz at the University of Colorado, is now being marketed through their company, Knowledge Analysis Technologies, to evaluate essay exams for college courses across disciplines. The firms that are marketing the machine scoring of student writing all explicitly or implicitly define the task of reading, evaluating, and responding to student writing not as a complex, demanding, and rewarding aspect of our teaching, but as a burden that should be lifted from our shoulders. The current scene in American postsecondary

Begins with a quick history of the English profession’s response to the prospect/specter of the computer as reader of student writing. Describes two programs that are now being heavily marketed and publicized nationally. Sketches out some of the implications of these programs for members of the profession of English in America.

Explores how new media technologies might converge with the leveling between “story” and “archive,” and how that convergence will shape the future of English Studies, focusing on electronic archives of literary and historical materials. Concludes that the central challenge in using new media with students, particularly hypertext pedagogies, is in finding the right synthesis of disciplinary design and disciplined design.

Describes two ways that teaching and responding to student writing are being pressured by rapidly developing technologies now being introduced into educational institutions. Discusses (1) the increasing replacement of face-to-face contact by “virtual” interaction via multimedia technology, e-mail communication systems, and the recently expanded capabilities of the World Wide Web; and (2) distance education.

Sion some three thousand feet below, watching tiny airplanes take off from the airstrip and disappear over the shimmering ridge of alps to the north. Just below us is another chalet, the home of a Swiss family. At this time of day, they gather at the large wooden table on the slate patio behind their home to have a long, meandering lunch in the French Swiss tradition. Madame is setting the table, opening a bottle of Valais wine, which grandpere ritually pours out for the family and any friends who join them. As they sit to eat, the scene becomes for me a vision of all that is most deeply social in human affairs. They could not survive without this interconnectedness, this entwining of selves, the stories passed around, problems discussed, identities shared and nourished. For weeks, away from phones, TVs, computers, and electronic mail, a dot on the rugged landscape of the southern Alps, I have a profound sense of my own familial belonging, of how the four of us are made one by this closeness of being. Just now Bernard, the little boy who lives on the switchback above, has run down with his dog Sucrette to see if the kids can play. He is here, standing before us, his face smudged with dirt, holding out a toy truck to entice the boys. For now, it is his only way to communicate with them, poised here in all his Bernard-ness, his whole being telling his story.

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Our profession's recent focus on the social construction of knowledge and the roles that discourse and community play in this construction have made some of us aware of disturbing characteristics in our classrooms. We now notice, for instance, that the traditional forums comprising these classrooms-group discussions, lectures, teacher-student conferences, written assignments-generally support a traditional hegemony in which teachers determine appropriate and inappropriate discourse. We notice, further, that this political arrangement encourages intellectual accommodation in students, discourages intellectual resistance, and hence may seriously limit students' understanding of, and effective use of, language. As a result, we have begun to recognize the need for non-traditional forums for academic exchange, forums that allow interaction patterns disruptive of a teacher-centered hegemony. These forums should encourage students to use language to resist as well as to accommodate and should enable individuals to create internally persuasive discourse as well as to adopt discourse validated by external authority. In creating such non-traditional forums to supplement the work now going on in our classrooms, we tacitly argue for the importance of discourse in learning, the importance of students talking and writing to one another as well as to the teacher as they attempt to come to terms with the theories and concepts raised in their courses. This particular kind of learning does not take place often enough within the forums characteristic of our traditional classrooms, where interaction-at least the approved kind of interaction-is all too often dyadic, emphasizing the role of the all-knowing teacher discussing a topic with quiet, attentive students who may respond to the teacher but not directly to one another. Socrates tells Phaedrus that this is the ideal learning situation: lucidity and completeness and serious importance belong only to those lessons on justice and honor and goodness

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The publication of the final volume of the OED Supplement marks the completion of a which will last longer and prove more influential than anything else published this half-century (The Times of London). It is the final piece of a great jigsaw that provides the fullest possible treatment of the English language from the middle of the twelfth century to 1980s. Within the alphabetical range of Se to Z, this volume contains all the new words that have come into use during the twentieth century and includes as well the countless new meanings that have been applied to older words. The advent of the electronic age is certainly reflected in this volume. Words SNOBOL, transputer, and wysiwyg draw attention both to the wizardry of the green screen and to the way the computer wizards themselves embrace the techniques of modern word-formation. The book abounds with new vocabulary taken from all walks of life and from many countries, and presented with the full etymological apparatus for which the OED is famous. Self-fulfilling prophecy, smokefall (from T.S. Eliot), software, Sputnik, test-tube baby, wind of change, Yerkish (the sign language of chimpanzees), yogibogeybox (from James Joyce), and Zen Buddhism--they're all here, along with more than 15,000 other words and phrases, whose meanings and historical origins will prove an endless source of delight of word lovers throughout the English-speaking world. It is estimated that new words enter the language at the rate of 400 a year; the OED and it Supplement constitute the best record available of this constantly developing organism. Altogether about 62,750 words are treated in the four volumes of the Supplement, described by Newsweek as like the work from which it depends...the present last word, the indispensable addendum to what is, in all probability, the greatest continuing work of scholarship that this century has produced. About the Author: Robert Burchfield, Chief Editor of the Oxford University Press Dictionaries Department and a Senior Research Fellow at St. Peter's College, Oxford, is also the author of The Spoken Word and The English Language. At last--the completion of one of the century's great scholarly undertakings

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