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.

Background: The lab report is a commonly assigned genre in engineering lab courses; however, students often have difficulties meeting the expectations of writing in engineering labs. At the same time, it is challenging for engineering faculty to instruct lab report writing because they are often under-supported in writing pedagogies and usually unfamiliar with the extent of students' prior writing knowledge. Literature review: Literature on technical communication in engineering addresses the importance of a rhetorical approach to writing instruction, as well as an emphasis on genre. Extending this literature, research into writing transfer provides valuable insight for better understanding how undergraduates negotiate the engineering lab report as a new genre within this distinct rhetorical context. Research questions: 1. How effective is a transfer-focused writing pedagogy in supporting students' understanding of the genre conventions of engineering lab reports? 2. How does the transfer-focused writing pedagogy impact students' writing quality in five categories (rhetorical knowledge, organization, evidence, critical thinking, and disciplinary conventions)? 3. What are the rhetorical features that engineering students improve or struggle with the most with lab report writing? Research methodology: Four engineering instructors and two English instructors participated in this study to design and develop the lab report writing instructional module, and implemented the module materials into their engineering lab courses. The module, consisting of lab report writing instruction and assessment resources, shares a rhetorical approach and foundational writing terms with first-year composition courses to emphasize a writing-transfer pedagogy. We collected and analyzed undergraduates' lab report samples to evaluate the impact of the module on students' writing performance. Two sets of lab reports were collected for analysis: the sample sets before (control), during the 2015-2016 academic year; and after (experimental) implementation of the module, during the 2016-2017 academic year. Results and conclusions: Data collected via pre- and post-implementation writing artifacts show that a rhetorical approach to teaching lab reports helped students better understand the expectations of the lab report as a discipline-specific genre, and it developed students' understanding of the rhetorical features of engineering writing. The pilot module positively impacted the quality of students' lab reports, a finding that suggests that using a transfer-focused writing pedagogy can successfully support the transfer and adaptation of writing knowledge into gateway or entry-level engineering laboratory courses.

Background: Professional communication instructors give profuse feedback on student writing in service or introductory courses; however, professional communication has traditionally borrowed feedback practices from first-year writing. In addition, professional communication instructors have relied on lore instead of data when giving students feedback. Literature review: Three recent studies examine the content of feedback comments given by professional communication instructors; nevertheless, these studies open questions about how professional communication instructors enact their pedagogical values when giving feedback. Research questions: 1. What do instructors value when teaching professional communication service courses? 2. What do instructors emphasize in their feedback? 3. To what extent do instructors' values align with the feedback that they give on students' writing? Research methodology: To answer these questions, this pilot study does close qualitative work to test interview questions and a coding scheme formed by inductive content analysis. I triangulated four interviews about instructors' pedagogical values with content analysis of their 599 feedback comments on students' writing. Results and discussion: The results reveal three implications: Rhetorical terminology may contradict the goals of professional communication, overly conversational or directive feedback may not give students tools to improve their writing, and borrowing pedagogical training from first-year composition may not prepare instructors to teach professional communication. Conclusion: Tensions between instructors' values and their feedback comments highlight a lack of consensus about professional communication's pedagogical values for the service course, particularly higher order values, such as audience analysis or purpose through giving feedback.

The relationship of shape and color, which are two of the parts of a composition, and their relation to the comprehension of written language are discussed. A composition is described as a gestalt that has shape and color within a geometric construct, affecting comprehension and meaning. Therefore, what is seen can be modified by changes in shape and color within a geometric construct modifying comprehension and meaning. Geometric constructs, shape concepts, and color percepts and their implementation in a composition are considered.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Much of today's CRT photocomposition is being processed through computer systems from typed OCR input or from magnetic tapes. Both approaches have some attraction for publishers who may have the capability of preparing such input within their own editorial offices, or from available computerized master files of data. Advantages of these procedures and some problems which have been encountered are discussed. The importance of personnel selection and training, attention to details of specifications, and equipment maintenance are emphasized. With careful programming, data files can frequently be converted into typesetting language, selecting and rearranging material to meet a publisher's needs.

Composition at the American Society of Civil Engineers (ASCE) has progressed in 20 years from hot type to author prepared camera-ready copy, to IBM Executive typing, to math by hanger keys, to multilevel mathematics on the cathode-ray tube (CRT). ASCE's technical journals have incorporated each of these nonfederally subsidized innovations to deliver better, faster, lower cost final products in 13 journals that include about 13 000 pages per year and indexing of 5 000 articles, papers, and discussions per year from staff-typed optical-character-recognition (OCR) material prepared by an editor, half-time, and an editorial assistants Civil Engineering magazine, the biennial membership directory, and annual committee personnel listings are also computer composed.

Expansion of typewriter composition and the shift from letter press to sheet-fed offset and web-offset printing are two major developments that are lowering costs and improving the efficiency of the overall publishing operation at the American Institute of Physics (AIP). In 1972, out of a total of 104 000 text pages published by AIP and its member societies, about 69 000 pages, or 66 percent, were typewriter composed. Typewriter composition of scientific articles was pioneered by S. A. Goudsmit, Editor-in-Chief of the American Physical Society, for Physical Review Letters. This weekly publication has been typewriter composed since 1958. Today, about 11 000 pages for Physical Review C and Physical Review D are typewriter composed at AIP's new publishing facility at Brookhaven National Laboratory. Another 8000 pages mainly for Applied Physics Letters and the Journal of Applied Physics are produced by our Publications Division Composition Section in New York City. A small fraction of the total is composed to AIP specifications by the authors themselves. Outside contractors handle the remaining typewriter composition including all of the Russian translation journals. The main justification for the switch from monotype to typewriter composition is the resulting savings of 20 to 30 percent in composition cost Depending upon the journal and the compositor used, these savings amount to as much as $10 per page. In addition, the close coupling of copy editing, composition, proofreading, and page makeup that is possible with an in-house typewriter composition operation has shortened publication time by as much as 2 weeks out of a total of 3 months. We will describe the AIP typewriter composition system from copy editing, through the composition of galleys, to page makeup and the production of final camera-ready copy for offset printing. Specially modified IBM Executive proportional-spacing electric typewriters, equipped with unique attachments, permit the use of a wide range of special characters and signs (italic, Greek, mathematical symbols, superscripts, etc.) needed to compose scientific articles.