This study extends the corpus of an earlier qualitative content analysis about women and feminism and identifies the knowledge claims and themes in the 20 articles that discuss gender differences. Knowledge claims are reflected in expressions such as androgyny; natural collaborators; hierarchical, dialogic, and asymmetrical modes; web; connected knowers; different voice; ethic of care; ethic of objectivity; continuous with others; connected to the world; the cultural divide; visual metaphor; andgender-free science. Built from knowledge claims, the themes in the 20 articles include gender differences in language use, learning, and knowledge construction; gender differences in collaboration; and reviews of research about gender differences and political calls for action. Although the 20 articles provide little support for the existence of gender differences, by introducing, discussing, testing, and revising new ideas about women and feminism, they serve as an example of the process of knowledge accumulation and remodeling in technical communication.

Mikhail Bakhtin’s dialogism and his irenic view of the cultural other inform this article that builds the multiple voice of the eloquent “I” as a dialectic self-construction where codes of meaning are inscribed. The eloquent “I” cultivates a deepened self-dialogue and offers students an epistemological and rhetorical discipline, bearing witness to their imaginative, meaningful interiority and their written, public articulation of it.

This study examines how 10 kindergarten through 4thgrade teachers shared poems and stories with their students. Analysis focused on how teachers performed the texts, how children participated in reading the texts, and what kinds of discussions and curriculum activities surrounded the readings. Full text available in print issue only.

Discusses how social identity plays a significant role in defining the nature of classroom interaction. Describes how unresolved conflict emerged when the development of authentic student voice in narrative autobiography was the primary and perhaps only objective. Presents an example of the ways in which asymmetrical power relations influence how discourse works in the expressionist composition classroom.

Addresses past and current issues concerning teacher response to first-year student writing and suggests that teacher intervention should be viewed as a writing process itself. Describes the author’s own process of responding to student writing, which he hasfound to be very effective. Concludes that individual teachers must decide for themselves what ways of responding best suit their teaching styles.

This article claims that two social values in science—falsifiability of science and cooperation among scientists—determine use of passives in scientific communication. Scientists do not always develop valid theories, so scientific experiments must be amenable to being repeated and found invalid. This requires that the experiments must not be discrete events. Science is also a cooperative enterprise. As an integral part of science, scientific writing employs more passives than actives to focus on materials, methods, figures, processes, tables, concepts, etc. Use of passives to focus on the physical world helps de-emphasize discreteness of scientific experiments. Besides, it also helps remove personal qualifications of observing experimental results. Finally, it enhances cooperation among working scientists by providing a common knowledge base of scientific work—things and objects. Looked at in this way, the passive voice in scientific writing represents professional practices of science instead of personal stylistic choices of individual scientists.

This article uses Chaim Perelman's theories of argumentation to examine a recent Institute of Medicine (IOM) report, Promoting Health: Intervention Strategies from Social and Behavioral Research (2000). The IOM's text explores social and behavioral research to devise multipronged intervention strategies; it focuses on social, economic, behavioral, and political health as a means of assuring population health—and thereby expands the conventional boundaries of public health. Since Chaim Perelman's rhetoric is seldom applied in the field of health communication, employing his ideas to consider the role of style, arrangement, and argument in such a cutting-edge document can illuminate public health writing, as well as shed new light on Perelmanian rhetoric.

This article shows how user-centered design can be applied to documentation and reports the results of a two-year contextual design study. The article (1) demonstrates how contextual design can be applied to information and (2) reports some of the study's results, outlining key insights gleaned about users. The study found that users vary widely in their information needs and preferences. Users employ a variety of learning strategies in learning new software and in overcoming problems encountered within applications. Documentation can better meet variances in learning styles and user preferences when tightly integrated into applications, accessible in the user's own language. Additionally, documentation is most beneficial when several assistance options exist for users to choose among, varying according to context, task, and user need. Finally, the article discusses the constraints that affect the implementation of design ideas and explores implications for practice and additional research.

This article presents evidence that, from selected spectroscopic articles in the earliest volumes of the Physical Review to other selected spectroscopic articles from the same journal in 1980, a shift in sentence style takes place. This shift is from what M.A.K. Halliday calls the dynamic style (which reflects happenings, processes, and actions) to the synoptic style (which reflects things, structures, and categories). The article proposes that the early writers used the dynamic style primarily to set information in a distinct time and thus to avoid giving the impression that the information should be regarded as widely generalizable. It also proposes that the later writers used the synoptic style because it allowed them to represent processes as things, to delineate many fine shades of meaning, and to extend their arguments economically. The article concludes by suggesting areas of future research for students of scientific style and for composition scholars.

This article compares entrance-to-the-profession narratives of the past thirty years. Selecting major theorists and senior and junior minority scholars, the author describes their efforts to become professionals in the field. The Native American author argues for including Other voices in analyzing the history of composition studies.

Research Article| January 01 2002 Freirean Voices, Student Choices Barry Alford Barry Alford Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 115–118. https://doi.org/10.1215/15314200-2-1-115 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Barry Alford; Freirean Voices, Student Choices. Pedagogy 1 January 2002; 2 (1): 115–118. doi: https://doi.org/10.1215/15314200-2-1-115 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2002 Listening to Their Voices Ned Laff Ned Laff Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 119–134. https://doi.org/10.1215/15314200-2-1-119 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ned Laff; Listening to Their Voices. Pedagogy 1 January 2002; 2 (1): 119–134. doi: https://doi.org/10.1215/15314200-2-1-119 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Making the Most of College: Students Speak Their Minds You do not currently have access to this content.

Review Article| January 01 2002 Clear Voices and Sound Advice Carrie King Wastal Carrie King Wastal Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 130–134. https://doi.org/10.1215/15314200-2-1-130 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Carrie King Wastal; Clear Voices and Sound Advice. Pedagogy 1 January 2002; 2 (1): 130–134. doi: https://doi.org/10.1215/15314200-2-1-130 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Making the Most of College: Students Speak Their Minds You do not currently have access to this content.

Research suggests that men and women have different communicative styles that contribute to women's lack of acceptance in male-dominated fields. However, this perspective can lead to stereotypes that limit the range of interactional strategies open to individuals. This article profiles two women from student engineering teams who participated in a study on collaboration and the role of gender. The study, which used a qualitative approach to data collection and analysis, showed that men and women alike displayed both gender-linked and non-gender-linked behavior. It also showed that successful collaboration was influenced less by gender and more by such factors as a strong work ethic, team commitment, and effective leadership.

Researchers are freer now than ever before to pursue a wide variety of research questions approached from diverse theoretical perspectives through the use of many different research tools. The cost of this freedom is the necessity to outline theoretical frameworks for study and to explain how that theory informs the tools of research. The studies in this issue of RTE serve as models of the methodological clarity and rigor that are now required in scholarly research.

Abstract At Rhetoric 3.12 Aristotle describes differences between a “written”; style, which he associates with the epideictic genre, and a “debating”; style suited to deliberative and forensic oratory. This paper argues that this seemingly unproblematic distinction constitutes a crucial indicator of the orientation of Aristotle's style theory as a whole. Passages throughout Rhetoric 3.1–12 offer precepts oriented toward the medium of writing and the reading of texts‐that is, they describe a specifically “written “ style of prose. In contrast, Aristotle largely neglects the agonistic style of practical oratory, a fact that can be taken as another indication of the literary, and literate, bias pervading Aristotle's account of prose lexis. In addition to disclosing nuances in the text of Rhetoric 3, this study contributes to our understanding of the ways in which early rhetorical theory responds to and is constrained by the circumstances of written composition and oratorical performance.

In three voices - one as a scholar, one as a writer, and one as an alcoholic - Hindman considers the question: in what ways can our own personal writing illuminate the theory and practice of teaching composition? Demonstrating the process of composing the self within the professional, she responds both passionately and personally to literary criticisms about recovery discourse. Her purpose is to “make writing matter” and, in doing so, to attempt to dispel the tension between competing versions of how the self is constructed. She also considers how, in and for recovery, she learned to write, and how it has affected her professional writing. This type of writing, which she has called “embodied rhetoric,” offers lessons for composing a better life.

A researcher (Schwebke), in collaboration with her supervisor (Medway), investigated the production and reception of a corpus of documentary exchanges in which condominium owners voiced their opposition to renovations proposed by their board of directors. During the course of the research, which included textual analysis, interviews with owners and management, and readings with disinterested outside parties, the texts became radically unsettled, changing their meaning with each fresh stage of the process. The social reality that underlay and was referred to by the texts became equally indeterminate. Encounters with both texts and everyday readers were pervasively intertextualized; each new conversation was felt to be conducted in the presence of a growing collection of eavesdroppers. The two sets of outside readers—a group of “ordinary folks” and an academic—became virtual participants in the ongoing construction of meaning, with academic and everyday perspectives merging in unusual combinations. The analysis draws on Bakhtinian and poststructuralist perspectives to elucidate this experience.

Discusses how both novels share key thematic elements pertaining to the experiences of migrants from rural Appalachia to multiethnic industrial centers of the urban north. Notes that a focus on the authors' handling of material culture helps to point one with increased clarity and precision to the writerly method by which Attaway and Arnow convey particular themes effectively.

Presents a Holocaust literature class that brings new voices to the community college literature curriculum. Describes a course that involves reading five survivors' autobiographies, hearing four survivor speakers, one of whom was one of the authors, and hearing a speaker who had researched the murder and victimization of her family during the Holocaust.

Considers how Frank O'Connor's “My Oedipus Complex” provides a good introduction to the subtleties of narrative voice and control. Concludes by considering the notion of control and its relation to the narrative point of view in O'Connor's story and how it bears directly upon the value of reading literature and the reader's role.

Four case studies of proficient undergraduate writers from working-class backgrounds were conducted in the context of a course preparing sophomore and junior students to be tutors for first-year basic writers. It was found that, in contrast to much of the theorizing by and about working-class academics that emphasizes loss, a stronger theme in these students’ narratives of growing academic literacy was gaming. Students explained their experiences in ways that suggested a greater degree of agency, an awareness of themselves as writers in a contact zone, and a stance of tricking teachers on the way to producing acceptable texts. These findings suggest that writing in the contact zone of the classroom may require a double-voicedness that need not always be heard by instructors but is nevertheless important to students.

Committees within international standards organizations write standards. Prior to approval, these standards must pass through several reviews for technical accuracy and stylistic appropriateness. The style considerations are based on documents published by both the umbrella organization (International Organization for Standarization, or ISO) and the various committees and subcommittees within it. Because authors and editors who use these documents frequently do not have English as a first language, the documents must explain unambiguously just how committees should prepare their documents. This study looks at a sample of those instructional documents using Restricted and Elaborated Code and metadiscourse analysis to determine how easily users can read and understand the material. The findings suggest that the documents do not send a clear message to authors and editors and can be stylistically hard to understand. Consequently, the approved standards themselves are hard to read and interpret.

Annual reports produced today increasingly include elaborate photographs and graphics in the narrative section. Financial analysts and many scholars have judged these reports on their clarity, accuracy, and honesty. Because the narrative invites interpretations, such criteria are not sufficient, and additional standards need to be constructed. A semiological analysis of the textual and visual elements allows for the discovery of the techniques used by document designers to promote their companies’ values. Artistic images may encourage positive readings of annual reports, which, combined with similar messages in other media and repeated over time, invoke cultural myths. By definition, myths are broadly accepted commonplaces that conceal details of their subject, and communicators must expose the missing details and judge the myths within a specific context. This kind of analysis, acknowledging the constraints of the rhetorical situation of a single report, can identify effective criteria for judging the narrative's ethics.

The editors discuss the concept voice and its implied author as it is defined in both Romantic and cultural perspectives. Differences in conceptions of teaching reading follow from these two traditions. According to he Romantic tradition, the reader should have a personal response to text, free from culture or any outside influence. By the cultural perspective, readers interpret texts through frameworks that are developed through engagement in cultural practice.

Emphasis on page design, as an aid to visual accessibility, did not receive attention in modern technical writing until the 1970s. However, accounting documents and instructional texts utilized format and document design strategies as early as the twelfth century to enhance the organization of quantitative data and linear bookkeeping entries. Format in text was used to reflect the arrangement used in oral accounting practices and to produce uniform documents. Thus, format was integral to the rise of pragmatic literacy of the commercial reader. During the Renaissance, these early format strategies received impetus from Ramist method. The result was design strategies that attempted to capture the rigid principles of organization fundamental to commercial accounting. These early accounting documents also illustrate the plain style that would become the focus of the later decades of the seventeenth century. Clarity in language paralleled clarity in page design for the sole purpose of eliminating ambiguity on the page and on the sentence level. Plain style was thus nurtured by financial forces long before the advent of natural science.

The basis for effective scitech communications is formed by: focusing on the needs of the audience; structuring the substantive and language content accordingly; concentrating on accuracy, clarity and brevity; meeting logical requirements; and presenting in a communicative style and layout, including the use of visuals. In many scitech communications, the Appendix is the right place for detail not of immediate interest to most readers; this option is grossly under-utilized.

Structured abstracts contain more information, are of higher quality, and are easier to search and read than are traditional abstracts. However, there is a bewildering variety of ways in which structured abstracts can be printed and little is known about how the typography of structured abstracts can affect their clarity. The aim of this article is to delineate some of these major typographic variables and to comment on their effects upon the layouts of structured abstracts.

Ethnic and gender differences in classroom conversational styles are explored by comparing student involvement in face-to-face and computer-mediated discussions. The quantity of participation in these two environments is triangulated with student perceptions of the conversations in three undergraduate composition classrooms. White males participated more frequently than other groups in the face-to-face setting, and White women appeared to benefit more than other groups from conversations held in the computer-mediated setting. However, these gender-differentiated participation patterns did not apply to the discourse patterns of Hispanic males and females. Unlike their White female peers, the Hispanic women in this study participated frequently in the face-to-face conversations, spoke more than Hispanic males, and generally disliked the computer-mediated conversations.

Discusses how the author and a colleague made a short videotape of students talking about their writing experiences. Describes first steps, arrangements and questions, the shoot itself, and crafting the video. Discusses uses of this video, noting the impact this infusion of student voices can have in the composition classroom, influencing the way new writing students approach a writing course.

Describes how the author, in his sophomore world literature survey, uses the Homeric epics to introduce students to Valmiki’s Indian epic, the “Ramayana.” Describes how students look for likenesses between the two works, and for differences in cultural assumptions, content, and style. Notes students come to recognize and appreciate the delights of this unfamiliar work.

Considers the possibility that engaging a text need not proceed through a preexisting program and, further, that another style of engagement may indicate intriguing possibilities for resistance. Demonstrates a type of criticism called “productive reading.” Concludes that it is not sufficient to assume that reading must proceed through a primary emphasis on accuracy and representation.

Investigates cross-cultural tensions in Western writing pedagogy as reflected in Turkish teachers’ oppositional and accommodative attitudes and how those attitudes played out in classroom interactions. Discusses teachers’ perceptions concerning the effects of Western rhetorical styles on Turkish students’ thinking and identity, assumptions regarding philosophical and instructional objectives of Western approaches, and their views on what counts as good writing.

Many authorities have come to recognize the critical importance of the Greek notion of kairos (right timing and due measure) in contemporary rhetoric. But Aristotelian scholars have generally ignored or demeaned Aristotle's use of kairos in his rhetoric, often contrasting it especially to Plato's full treatment in the Phaedrus. This lack of attention has been partially due to faulty indexes or concordances, which have recently been corrected by Wartelle and programs like PERSEUS and IBICUS. Secondly, no one has hitherto attempted to go beyond the root kair- and examine the concept as expressed in other terms. This article will attempt to meet both of these concerns. It will first examine care-fully the 16 references to kairos in the Rhetoric and show that the term is an integral element in Aristotle's own act of writing, in his concept of the pathetic argument, and in his handling of maxims and integration. There are also important passages using kairos in his treatment of style, often in conjunction with his use of the notion of propriety or fitness (to prepon). Possibly the two most important indirect uses of the concept of kairos can be seen in Aristotle's definition of rhetoric and in his treatment of equity in both the Rhetoric and the Nichomachean Ethics, probably the two most important treatments of the concept in antiquity.

Examines how a number of modern innovative authors use chronological progression, causal connection, and narrative voice in their novels. Analyzes texts by Alain Robbe-Grillet and Jeanette Winterson, noting the areas of connection and disjunction between the theoretical claims and actual practice of experimental authors.

Outlines three criteria that justify using passive voice. Claims teaching sentence focus--keeping the topic of the sentence in the subject position--will accomplish the end of teaching the appropriate uses of active and passive voice.

The foundation for Rome's imperial bureaucracy was laid during the first century B.C., when functional and administrative writing played an increasingly dominant role in the Late Republic. During the First and Second Triumvirates, Roman society, once primarily oral, relied more and more on documentation to get its official business done. By the reign of Augustus, the orator had ceded power to the secretary, usually a slave trained as a scribe or librarian. This cultural and political transformation can be traced in the career of Marcus Tullius Tiro (94 B.C. to 4 A.D.), Cicero's confidant and amanuensis. A freedman credited with the invention of Latin shorthand (the notae Tironianae), Tiro transcribed and edited Cicero's speeches, composed, collected, and eventually published his voluminous correspondence, and organized and managed his archives and library. As his former master's fortune sank with the dying Republic, Tiro's began to rise. After Cicero's assassination, he became the orator's literary executor and biographer. His talents were always in demand under the new bureaucratic regime, and he prospered by producing popular grammars and secretarial manuals. He died a wealthy centenarian and a full Roman citizen.

Most discussions of qualitative research organize research methodologies according to their place in a set of research paradigms identified by epistemological and ontological commitments. Drawing on the work of Bourdieu, the authors argue for a theory of research as social practice in which researchers' purposes are determined not by philosophical paradigms but by their commitments to specific forms of social action. The authors offer a model of research practices organized according to their relationship to social power rather than abstract paradigms. From this perspective, the dilemmas presented by recent postmodern critiques of representation, the inclusion and co-optation of participants' voices, and validity become a question of ethics. The authors explore the problems of postmodern ethics and qualitative research through the work of Bauman.

Describes a modified method of reader-response used as a core activity in a literature classroom in which students write a short written response at the beginning of every class to the reading due that day. Describes the procedure, its relationship to effective writing, and its benefits, including reading more critically, writing more effectively, and enjoying books more

The issues of authentic context and authoritative ethos are explored through a study of a graduate student learning to write for mathematics within the context of an English for academic purposes (EAP) course. The student faced conflicts about audience, purpose, and content knowledge as she was required to write math texts within what she perceived was an inauthentic context, an English as a second language (ESL) course. She questioned the purpose of the writing tasks as well as why an ESL instructor was teaching her to write for math, and she addressed the conflicts by writing for the instructor's discourse community and expectations, rather than her own, to earn a grade for the course. The text the student created was thus inauthentic within her own discourse community and lacked her voice of authority. These findings question the validity of EAP courses and raise several issues, especially in terms of the transferability of skills from EAP to content courses.

This interpretive study of two fifth-grade students' intrinsic motivation for writing examines the ways in which children who self-sponsor writing express “flow” experiences associated with writing. Considering a sense of flow seems to address why some children persevere when faced with challenging tasks and why they spend so much time and effort engaged in activities they find interesting. In addition to the challenge of writing, the social context of the classroom influenced opportunities for student-controlled writing. Flow experiences described by the boys occurred when each controlled important aspects of writing, such as ownership, genre, style, and length—although the social context of the two classrooms varied widely. The boys featured in this report demonstrated that elementary students identified as avid writers can differentiate between flow experiences and nonflow experiences associated with writing, and they describe flow experiences in terms similar to those reported in studies on adolescents and adults.

Considers how allowing developmental students to incorporate some of their language and culture into their writing helps them become more proficient writers. Suggests that the best way to teach basic writers is through both process and a respect for the social discovery that ensues as one composes.

Most traditional works of rhetorical history have excluded the activities of women, but Listening to Their Voices retrieves the voices of women who contributed to the rhetorical realm. The nineteen essays in the collection extend existing definitions of rhetoric and enrich conventional knowledge of rhetorical history. In her introduction Molly Meijer Wertheimer traces the patriarchal nature of traditional rhetorical histories as well as the continuing debate about how best to write women into rhetoric's historical record. The volume's essays advance rhetorical theory by examining exceptional women rhetoricians and their unusual rhetorical practices and strategies. Covering a diverse range of rhetorical pursuits and historical eras, the selections look closely at such fascinating topics as the bold speech of ancient Egyptian women, the rhetorical genres of mother's manuals and women's commercial writings in the Middle Ages, the sexual stereotyping of prose style in rhetorical theory of the Enlightenment, and exhortations for racial uplift by nineteenth-century African American women.

Gives tribute to Bertie Carlyle Edwards Fearing (1943-1995), one of the three senior editors of “Teaching English in the Two-Year College.” Characterizes Bertie as a person with “style,” always focused on the task at hand, and recruiting staff members with Mensa-level intellects and showing them by her example how to work together harmoniously through the editing process.

Describes computer-software programs that “read” and score college-placement essays. Argues they may impress administrators, but they also (1) marginalize students by disregarding what they have to say; (2) disregard decades of research on the writing process; and (3) ignore faculty’s professional expertise. Argues assessment practices should be guided by theoretical soundness and sensitivity to issues affecting real people.

Argues that literature by Caribbean women writers of the 20th century offers two-year college students models for surmounting obstacles, resisting oppression, and holding life in fragile equilibrium. Discusses various Caribbean women authors and the influences upon them. Describes numerous ways that specific Caribbean works could be used in the two-year-college curriculum.

Describes the Writing Center at Johnson County Community College as an institution that implements democratic ideals in its staffing and teaching; and where all voices are heard, encouraged, and validated. Describes three things necessary to achieve a writing center with a democratic nature: a peer-tutor program including formal tutor training; financial support from the college; and college-wide support.

Argues that, as decision makers, students must sort out their rhetorical contexts to determine whether a sentence needs the active voice or the passive voice. Notes that one source for finding realistic sample sentences for learning about the passive voice is the daily newspaper, and offers examples from the business section, sports page, political reporting, and columns.

This article challenges the conventional approach to cross-cultural communication teaching that instructs students to adapt their communication styles to different cultures by providing them with details about the particular practices of these cultures. It argues for an approach that focuses on common principles of effective communication by pointing out some limitations of the current culture-specific approach and presenting a pilot study that indicates the commonality of communication needs. It suggests some ways to find a different approach for studying international communication and shows that some current research is, in fact, moving in that direction.