<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>About the case:</i></b> We suggest using Aristotle's rhetorical triangle, a tool for analyzing communication in terms of logos (logic), pathos (values), and ethos (identity), in science, technology, engineering, and mathematics (STEM) undergraduate classes. We investigate how the triangle can enhance students’ communication skills by developing awareness of pathos and ethos, and shed light on values, considerations, and professional identity at different stages of their studies. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Situating the case:</i></b> Developing communication skills among STEM students is imperative even in the age of AI-based tools. Although many books and platforms exist to help facilitate communication in general, STEM students require practical tools to foster the rhetorical skills needed for effective and persuasive communication. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methods:</i></b> The rhetorical triangle intervention was implemented in two undergraduate courses to help students develop the other necessary elements of effective communication beyond logos: i.e., pathos and ethos. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results:</i></b> Our results show that the intervention enhanced students’ ability to express shared values (pathos) with their audience and fostered the development of professional identity (ethos). Our findings also revealed notable differences in professional identity expression when comparing two different samples of future scientists and engineers in their freshmen and senior years. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> We suggest that incorporating the elements of the rhetorical triangle into STEM education can enhance students’ communication skills, particularly in expressing the value of their work and developing a strong professional identity. We recommend integrating these elements throughout various stages of the curriculum to deepen students’ understanding of effective communication and persuasion.

Technical communicators, engineers, and designers in the automotive industry, as well as researchers with expertise and interest in this book. It provides provides a framework for better understanding and explaining the ecological, economic, and political stakes invested in contemporary culture’s use and valuation of automobiles. The book constructs an ANT-inspired framework for rethinking automobility. In the manner of similar projects, such as Thinking with Bruno Latour in Rhetoric and Composition that establish ANT as a primary mode of analysis, the book achieves its purpose of recovering terms from ancient rhetoric—techne, kinesis, energeia, hyle, logistikos, metis, tyche, and kairos—for the purpose of demonstrating how they always, already accommodated analysis of human and nonhuman agents involved in activities, such as transportation use and design. For this reason, the book could serve as useful reading in courses on professional communication as it pertains to transportation or ANT, and as food for thought for automobile industry professionals.

Research problem: Content strategy, whether narrowly focused on the production of web-based materials for customers or managing the data, information, and documentation of an entire enterprise, has become the latest in a series of movements and methods that have sought to improve the integration of professional and technical communication with the marketing, training, and business processes of organizations. Research questions: How is content strategy defined and described in professional and scholarly literature? What do these definitions and descriptions suggest about the direction of the field of professional and technical communication? Literature review: The theoretical foundation of this study is Classical Rhetorical theory which, for thousands of years, has provided critical methods and vocabularies for the analysis of discourse; my purpose in using it here is to rely on a consistent lens that has served professional and technical communicators well. Classical rhetorical principles can give us useful insight into content strategy, the latest in a series of movements that have captured the attention of professional and technical communicators because they have promised to expand the scope of the work and move the work from the fringes of organizational activity to the center. Previous movements include knowledge management, single sourcing, and content management. Methodology: Because content strategy is an emerging area, I conducted an integrative literature review to characterize this emerging field. This involved a systematic search of peer-reviewed and professional literature on content strategy that met specific qualifications, reading and collecting information from each source about its answers to the research question and its authorship, and analyzing those data to find patterns in them. Results and conclusions: Because only two peer-reviewed sources existed on content strategy, the majority of the literature reviewed emerged from the trade press. I survey the definitions of content and content strategy provided by this literature, and found that almost every definition uses content as part of the definition, leading to some lack of clarity in all of those definitions. But three areas of consensus exist among the definitions: that content strategy is: (a) more inclusive of the lifecycle of content (addressing the processes of creating, revising, approving, publishing, and revising material), (b) integrated with technical and business requirements, and (c) largely focused on material used by customers and, therefore, focused on marketing and support documents. It primarily focuses on traditional genres of content and overlooks emerging genres. The literature suggests that content strategy provides a pathway to make the work of technical communicators more central to organizations. But the literature offers only broad advice for doing so, with few examples (other than some specific templates, which primarily benefit those who already have experience with content strategy). The advice primarily comes from authors working in consulting firms and, as a result, might not reflect the challenges that professional and technical communicators who work internally experience.

This tutorial on how to teach report writing is based on the premise that decision-making is a complex process that derives from both rational and quasi-rational ways of knowing the world. The author defines quasi-rational to include consideration of hunches, intuition, and tacit knowledge often embodied in stories that have meaning to the decision-maker. Thus, report writing can be approached as a systematic evaluation of options available given goals and constraints, but also as an uncovering of the narratives that decision-makers see surrounding their own lives. The tutorial explains a course curriculum structured in three sections with the following goals and strategies: (1) helping students face personal or family decisions through a traditional decision-matrix process that also incorporates elements of rhetorical stasis theory, (2) using big case studies to reveal the interplay between rational and quasi-rational thought in decision-making, and (3) finding case studies in the students' local geographic regions in order to further explore this interplay. The paper concludes with a brief assessment of how the author's students responded to such a course

This article uses Aristotle's concept of ethos, the audience's perception of a speaker's character, to analyze a set of documents relating to a nuclear waste repository at Yucca Mountain, Nevada. This analysis shows how the features of a successful persuasive ethos remain consistent through several genres, including scientific articles, reports, and press releases. Three major elements of a persuasive ethos include discussions of the practical implications of technical information, consistent efforts to make information accessible to the public, and a forthright representation of scientific uncertainties associated with complex technical information. By incorporating these elements into their texts, technical communicators can craft more persuasive documents dealing with controversial, high-stakes issues

Technical writing tries to be "objective" and "audience-oriented", but it neglects an element of persuasion known in ancient rhetoric as "ethos". This concept translates from the Greek as "character", but that English word does not convey the concept's richness; nor does the Latin "persona", a term sometimes used to describe the narrative voice in technical prose. "Ethos" is the root of "ethics", which tends to objectify values and choices, alienating them from the people making them. In this paper, I suggest that an understanding of "ethos" in all its richness can help writers of technical prose to produce work that, in relation to traditionally "objective" prose, is both more readable and more ethical.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

From the time that rhetoric first differentiated itself from philosophy there has been a widespread belief that the craft of rhetoric is, to a considerable extent, the art of deception with impunity. As early as Plato's Gorgias dialogue and as recently as a proposed rule from the Food and Drug Administration, one finds those who argue that even the skills of technical and scientific communication are, in effect, artful forms of misrepresentation. These critics indict not only those who sell and apologize-easy targets-but also those those avowed purpose is merely to make messages clearer. Can it be true that all forms of communication skill, even those that enhance clarity and precision, are merely elegant forms of lying? Does the word "rhetoric" deserve its tainted historical connotation? Or, even worse, is writing itself an inherently self-serving (i.e. misleading) way of adapting to one's environment?.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Two recent books that extend the claim that scientific inquiry is rhetorical are compared and contrasted: Science in Action: How to Follow Scientists and Engineers Through Society by Bruno Latour, Harvard University Press, Cambridge, MA, 1987, and The Rhetoric of Science by Alan G. Gross, Harvard University Press, Cambridge, MA, 1990. Latour argues the importance of social networks in science: claims become facts when numerous resources and allies are gathered to support them. Gross applies rhetoric as defined by Aristotle to scientific texts and argues that the claims of science are solely the products of persuasion.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

As the means by which written communication is conveyed, typography is in many respects analogous to classical rhetoric. The elements of persuasion, emotion and pleasure, balance, perception, dynamics, style, form, and shape are discussed as they apply to both the concept being communicated and the typographic medium.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Technical writing in English by Japanese authors is examined. It is pointed out that Japanese rhetorical structure addresses an underlying communication goal that is very different from the goal of Aristotle's persuasive discourse; Japanese technical writers also consider elements such as beauty, surprise, and easy flow as desirable measures of good writing. This fundamental difference in approaching the problem of writing often produces confusing results.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>