<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> Participant recruitment is a difficult stage of the research process, often resulting in considerable time and cost, with challenges in the diversity, quantity, and quality of participants. Existing scholarship on recruitment focuses on recruitment outcomes, specifically the development of a useful sample. This article directs attention from outcomes to processes by reconsidering this transactional, sample-building process as a relationship-building process through the lens of invitational rhetoric. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> The study analyzes the advertisements used on university study discovery sites (SDSs) to initiate participant recruitment and build sustainable relationships with the community. Universities rely on study advertisements to initiate recruitment on SDSs, which can serve as the foundation for the participant-researcher relationship. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> This case is situated in larger calls for research efficiency and the technical and professional communication discipline's call for less transactional and more personalized recruitment processes. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> After tracking and defining the rhetorical moves in study advertisements, the moves are characterized through invitational rhetoric to assess how they create conditions for value, safety, and freedom. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> This study finds that the main rhetorical moves of the advertisements are establishing credentials, introducing the offer (offering the product or service, essential detailing of the offer, indicating value of the offer), including study identifiers, and soliciting responses. The moves enacting invitational rhetoric are attentive to building reciprocity, transparency, and agency. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> To avoid transactional relationships with participants, researchers can incorporate invitational rhetoric into their recruitment materials by creating the conditions for value, safety, and freedom.

This book offers college writing instructors strategies for creating linguistically diverse classrooms. Building on theories of language that multilingualism is a student’s strength not a deficit, the book will help faculty, staff, and graduate teaching assistants design lessons, courses, professional development opportunities, and writing center programs that support multilingual students and challenge notions that success on US campuses requires strict adherence to communicating in Standard Academic English (SAE). Through a highly engaging series of studies, the authors in this collection provide evidence that their approaches strengthen their writing pedagogies and empower their students. Although this book is primarily addressed to writing instructors, it may have some utility for professional communicators in industry. The rhetorical listening framework outlined in Chapter 10 would support in-house training on communicating across differences. The editors note that their work on the collection occurred during the COVID-19 pandemic. However, another relevant context emerged that is not addressed in the book explicitly. Following now-revoked Executive Order 13950, more than half of US states have enacted or are debating laws that would restrict classroom and professional development training around issues of diversity, inclusion, and equity. These laws may affect state-funded universities in ways that limit educators’ ability to enact the pedagogies described in this collection.