Medical documentation--i.e., charting--is widely known to be crucial for patient care, billing, and legal protection, but it is simultaneously largely viewed as tedious, time-consuming busywork that takes clinicians away from patients, especially in the era of electronic health records (EHRs). There has been excellent but limited research on how writing skills (and thus, explicit writing instruction) influence both the charting experience and charting outcomes (Schryer, 1993; Opel & Hart-Davidson, 2019). In this project, I investigate how progress notes within EHRs could be improved if medical providers had more training in rhetoric and technical writing. Specifically, I focus on primary care, as primary-care providers have been shown to spend the most time on EHRs (Rotenstein et al, 2023). I draw upon a corpus of de-identified primary-care progress notes and the insights of primary-care providers, both sourced from clinics in rural Oregon. My major conclusions are that primary-care providers would benefit from being taught how to write with attention to audience and purpose and that rhetoricians of health and medicine have an opportunity to help improve patient charting.

Man's view is always reduced to man's mind.For this is the part of himself he values most.THE MIND.intellect and its powers.narrator above all to renew his mind and exercise power through his intellect.and feel,' his task, he believes, is to ease the passage of the story from mind to mind -What is the role of museums in sphere?Committed to the centrality of rhetoric in deliberative democracy, Alan Gross has extend museum exhibits.wartime atrocities foregrounds a notion of learning that is often tacitly articulated in the acts of remembrance.George Yudice write, "Histori contemporary moment, but in reaction to the past.[...] The past's commemoration in museum form is rendered as a strictly delimited ethical zone, a space that divides worthy and unworthy conduct."(Miller and Yudice, 2002, 14 museum sites thus raises questions concerning its moral dimension in relation to civic virtue and responsible citizenship.can museum exhibits animate discourses, make political and cultural norms visible, and problematize the ways in which we conduct our lives?"consciousness raising," to borrow Habermas's phrase, so tha will not repeat history?exhibits with a more or less explicit moral agenda, framed by a vision of social progress?museums have a critical role to play in the shaping of memory, what is the underlying critique on which this assumption 1 Toby Bennett traces the emergence of pedagogy of citizenship.See Museums as Our New Epic

The idea of genre marks large-scale repeated patterns in human symbolic production and interaction, patterns that are taken to be meaningful. Genre thus can be defined by reference to pattern, or form, and by reference to theories of meaning and interaction. This report on a discussion of scientific and technical genres at the 2012 Vicentennial meeting of the Association for the Rhetoric of Science & Technology (ARST) briefly considers the differences and difficulties with different ways of defining genres and their relevance to science and technology, explorations of the ways genres change or evolve, and pedagogical applications of genre analysis in scientific and technical discourse.

A review of work being published in our journals establishes that we most often think of ourselves as passive intellectuals, engaged in critical reflection about rhetorics of science and technology. But another persona lurks in that scholarship as well—the rhetorician as agent of change making the world a better place. This paper argues that rhetoricians of science and technology need to think harder about how we take the academic understandings developed in our primary internal discursive genre and transform them into productive engagements with external publics. Whether we encounter those publics in the classroom or in civic forums or in scientific or technical organizations, we need to be able to translate our research findings to these empowered stakeholders in ways that are meaningful and constructive. By sharing best practices for pedagogy and public engagement, rhetoricians of science and technology can improve our chances of making an impact with our research.

Contrary to critics and scholars interested in the series’ therapeutic value, Harry Potter encourages post-9/11 subjects to neither heal nor mourn. Instead of taking up the potential pain and transformation in realizing and coming to terms with the deaths of his parents, Harry’s reattachment to the institution precludes his abilities to mourn constructively and his orphanhood effectively gets effaced over the course of the series. This article suggests that the therapeutic value ascribed to Harry Potter indicates a hope that it will serve as a pedagogical device to produce loyal, patriotic citizen-subjects that will hold on to rather than mourn loss.