In spring 2007, I began working with a fellow graduate student in Purdue’s Rhet/Comp program on a community engagement project that would become the basis for both our dissertations. Allen and I agreed to work together because of our mutual interests in community engagement and public rhetorics, as well as our complementary interests in professional writing and usability (what we would call “his things”), and writing program administration and adult basic education (“my things”).

A few years ago I served as a graduate assistant in an experimental course for freshmen at Old Dominion University (ODU) in Norfolk, Virginia. New Portals to Appreciating our Global Environment (NewPAGE) united faculty and graduate students across disciplines to tackle instruction on pressing global issues such as climate change, health, sustainable development, and environmental resources. The issues were timely: Hurricane Katrina struck in the first few months of the course, and the content, including a five-hour community service component, had potential to spark social and civic responsibility among the 1800 students enrolled. There was just one problem: students hated it.

The goals of community-centered courses in universities are often in tension with ensuring that a community acquires tools and knowledge useful to its own development and preservation. In Community Cultural Development, an undergraduate seminar taught at Tulane University, the attempt was made to harmonize these goals through creating profiles of elders and tradition bearers of the Treme Community in New Orleans. Included are responses of students to the class and their work in the community, along with examples of the community profiles they created. This work is framed by an overview of the course and its project that places it in the context of emerging tensions in Treme and the civic engagement movement in higher education.

As I am a New Orleans native and doctoral candidate in the field of rhetoric and composition, Hurricane Katrina has forever impacted both my personal and academic lives. Relying upon the work of Sandra Gilbert and other trauma theorists, this essay presents a microcosm of my dissertation. It offers examples from New Orleans bloggers who chronicle their post-Katrina rebuilding efforts, and analyzes how writing in generative, on line spaces calls worldwide attention to a city still suffering. It also reflects upon my attempts to make Hurricane Katrina a teachable moment, and discusses the lessons I have learned when students react without empathy to assigned readings.

In this article, an English education professor, a university writing center administrator, and a recent graduate of an undergraduate English education program discuss the role peer tutoring might play in enhancing the education of preservice teachers of writing. The authors argue that by providing additional, authentic field experiences which reflect constructivist, student-centered philosophies often adhered to in English education programs, university peer tutoring can provide undergraduate students with authentic experience in learning collaboratively, developing rapport with students, and conducting student-centered, one-to-one writing conferences.

In this issue, you will have the opportunity to read an unusual piece in our Reviews section.Written by the University of Illinois Urbana-Champaign Pedagogy Collective, it is a coauthored, multivoiced text that rehearses descriptions of a set of key terms taken from the authors' reading of professional writings on teaching. 1The collective was formed during a required course for graduate students seeking to teach a literature course in the English department.As they describe it, "The major goal for this course was to introduce students to the critical debates in literature pedagogy."As such, students were asked to synthesize their learning through writing a critical book review and a teaching philosophy with an annotated bibliography.Using excerpts from the students' teaching philosophies, the review essay in this issue was organized to expose and elaborate those "critical debates in literature pedagogy."Reading this essay from the UIUC Pedagogy Collective reminds us of how difficult it is to construct a philosophy of teaching.While on the job market, most of us have to write something like a teaching philosophy or create an introduction to a teaching portfolio.At the very least, we are asked in interviews such questions as, "Explain your approach to teaching the introductory survey."How do we construct such overarching philosophy statements without sounding naive, overly idealistic, or abstract?If we embrace an antifoundationalist pedagogical stance (and even if we don't), how do we employ the stance we take?When we turn to theorists (say, to Paolo Freire or Gerald Graff, two whom the collective mentions), do we really believe (that is, enact) the principles they espouse?

This collaboratively written essay offers an account of a group of graduate students preparing to teach a literature course at the University of Illinois Urbana-Champaign. The students, guided by their professor, Dale Bauer, immerse themselves in current debates about teaching by reading Patrick Allitt's I'm the Teacher, You're the Student, Shari Stenberg's Professing and Pedagogy, Paul Kameen's Writing/Teaching, Gerald Graff's Clueless in Academe, and one textbook, Mariolina Salvatori and Pat Donahue's The Elements (and Pleasures) of Difficulty. The essay references a range of additional writing on the college and university classroom—including works by bell hooks, Ira Shor, Jane Tompkins, and Elaine Showalter. The essay includes excerpts from teaching statements the students composed as they worked through the current debates in literature pedagogy.

Who doesn't love a good story?A tale of triumph or woe, of frustration or longawaited success.Such classic narratives are familiar to us all, and versions of them occur in the writing center with relative frequency.These stories we tell -whether of current successes or challenges, passed from veteran tutors to newbies, from directors to faculty and back again -teach us about our work, helping us to reflect on it and improve it.These stories are filled with compelling characters and recurring plots: the frustrated first-year student; the instructor's cryptic comments; the first scientific paper written for a major professor; the challenging task of figuring out the genre of the dissertation.These stock scenarios are familiar to us because they have all taken place in the relatively patterned institutions that host our writing centers, and these persistent patterns represent a script of sorts, one we can easily follow, whether we're the actors themselves or the audience listening to someone else's writing center stories.Patterns, of course, do get disrupted.In many ways, writing centers are in the business of disrupting patterns, working with writers to develop new approaches to writing tasks and changed relationships to their academic work.Those of us who work in writing centers must also be prepared to have our patterns disrupted, to hear how writers are really engaging with their texts: the English Language Learner who is not asking for proofreading assistance but who instead wants to know whether the evidence she presents in her argument is convincing; the chemistry student who comes in with a laboratory report, a genre often associated with arcane language and fill-in-the-blank templates, and turns the conversation quickly to her excitement over the research she is doing and the ways she might convey the essence of that research to a general reader; the returning student enrolled in an

Many engineering undergraduates receive their first and perhaps most intensive exposure to engineering communication through writing lab reports in lab courses taught by graduate teaching assistants (TAs). Most of the TAs' teaching of writing happens through their comments on students' lab reports. Technical writing faculty need to be aware of TAs' response practices so they can build on or counteract that instruction as needed. This study examines the response practices of two TAs and the ways the practices shifted after the TAs began using a grading rubric. The analysis reveals distinct patterns in focus and mode, some reflecting best practices and some not. It also indicates encouraging changes after the TAs started using the grading rubric. The TAs' marginalia became more content focused and specific and, perhaps most important, less authoritative and more likely to reflect a coaching mode. The article concludes with implications for technical writing courses.

How should we teach international business communication? What role can multiculturalism play in the business communication classroom? Can we identify a set of business communication requirements that are valid across different cultures? This article enters this discussion by presenting a small empirical study of the business communication needs expressed by postgraduate students in a North Cyprus university and comparing it to similar studies conducted in the United States and Singapore. The findings reveal some interesting correspondences between the needs expressed by students in these different countries. In addition, the multicultural environment of the North Cyprus university studied suggests that multicultural interaction increases students' sensitivity to the need for a nonethnocentric approach to international communication. The findings also indicate that respondents in multicultural settings may be more inclined to engage in groupthink because of their heightened awareness of cultural differences and their wish to avoid conflict.

Reviews Heinrich E Plett, Rhetoric uud Renaissance Culture. Berlin, New York: Walter de Gruyter, 2004. 581pp. scholars. Most of us excel in one or two areas, but he has contributed valuable work in four different fields: historical and theoretical studies of came to general attention with a substantial monograph (based on his 1969 Bonn doctoral dissertation), Rhctorik dcr Affekte. Enylische Vkirkuuysdsthetik im of the importance given to moving the feelings in English Renaissance rhetoric, an understudied topic at that time, remains worth reading and might have become trulv influential had it appeared in English. Professor Plett had already published a student text, Einfidiruug iu die rhetorische Fextanalyse (Hamburg, 1971), which moved from rhetorical criticism into general linguistics, a mo\ e which he consolidated in Textwissenschaft und Textanalyse. Senuotik, Empiustik, Rhctorik (Heidelberg, 1975), subsequently translated into Rumanian (1983). Plett's latest work on rhetorical theory is Systematische Rhctorik: Konzcpt uud Analysen (Munich, 2000), which attempts a svstematization of rhetorical figures using modern linguistic terminology. In 1977 Plett produced the first of several volumes collecting essays bv himself and other scholars, Rhctorik. Kritischc Positional zum Stand dcr Forschuny (Munich). In consecutive vears he published complementary vol­ umes deriv ing from conferences held at the Zentrum fiir Rhetorik- und Renaissance-Studien that he had founded at the University of Essen, each containing 18 essavs in German, French, and English: Renaissance-Rhetorik. Renaissance Rhetoric (Berlin, New York, 1993; see my review in Renais­ sance Quarterly, 49 [1996]: 438-40), and Renaissance-Poetik. Renaissance poetics (Berlin, 1994). Another conference he organized produced a volume called Die Aktualitdt der Rhetorik (Munich, 1996). Having been so active in providing a forum for other scholars' work, it was only fitting that his colleagues re­ paid his good deeds with one of the best Rhetoric Festschriften of recent years, Rhetorica Movet: studies in historical and modern rhetoric in honor ofEieinrich F Plett, ed. P. L. Oesterreicher and T. O. Sloane (Leiden, 1999). Heinrich Plett's work has always been marked by a wide reading and the diligent use of primary and secondary sources, an important compoRhetorica , Vol. XXV, issue 4, pp. 435-448, ISSN 0734-8584, electronic ISSN 15338541 . G2007 by The international Society for the History of Rhetoric. All rights re­ served. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions website, at http://www.ucpressjournals.com/reprintlnfo.asp. DOI: 10.1525/RH.2007.25.4.435. 436 RHETORICA nent of scholarship which resulted in his producing a wide-ranging primary and secondary bibliography, Englische Rhetorik und Poetik 1479-1660. Eine systematische Bibliographie (Opladen, 1985; see my review, Wolfenbütteler Renais­ sance Mitteilungen, 13 [1989]: 75-80). A decade later Plett issued a corrected and enlarged edition, English Renaissance Rhetoric and Poetics. A Systematic Bibliography of Primary and Secondary Sources (Leiden, 1995; see my review, International Journal of the Classical Tradition, 5 [1998]: 260-65). Professor Plett describes the volume under review, Rhetoric and Renais­ sance Culture, as "the result of more than thirty years' work on Renaissance rhetoric" (p. vii). It is systematically organized (the chapters are labelled "AF "), beginning with an overview of the "Scope and Genres of Renaissance Rhetoric" (pp. 11-84). Then comes the longest chapter, “Poetica Rhetorica. Rhetorical Poetics in the Renaissance" (pp. 85-294), divided into the five stages of composition (inventio, dispositio, elocutio, memoria, actio). The survey widens to take in rhetoric's relationship with the visual arts and with music, in a chapter awkwardly titled "Intermedial Rhetoric" (pp. 295-412). Chap­ ter D, “Poeta Orator: Shakespeare as Orator Poet" (pp. 413-498) consists of five parts, four of which the author has translated from essays published in German between 1981 and 1995. Chapter E, "Iconography of Rhetoric and Eloquence" (pp. 499-552), is profusely illustrated (the volume as a whole con­ tains 94 plates), and is followed by two detailed indices, of names and sub­ jects. The volume is handsomely designed and printed, with a commendably high degree of accuracy. Although the over-all structure is clear, there is an unfortunate degree of overlapping between sections, and the same quotations reappear several times over, often with the...

This qualitative investigation explores the perceptions of four women compositionists regarding mothers, teaching, and scholarship in the field of composition. I examine narrative case studies about four women who have PhDs in composition from the same doctoral program.

Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.

In a profound sense, the teaching of business and technical communication (BTC) is always already the teaching of writing in the disciplines (WID). Yet the WID dimension of BTC is often hard to see. The question this article addresses is, How might the North American tradition of BTC communication courses be more consciously—and effectively—articulated with the disciplines? The article reviews some of the research literature concerning the value of articulating BTC with WID in undergraduate education and program descriptions of such efforts to examine what BTC has done, is doing, and might do in the future to strengthen WID in BTC.

As a contribution to the discussion of Rhetorical Pathways between English and Communication Studies, I argue that rhetoric education for civic engagement can be furthered best by providing more undergraduate curriculum in rhetorical performance and analysis. I use the word “paideweyan” to invoke both the classical tradition of rhetorical instruction for civic praxis and John Dewey's argument for critical and poetic public engagement. In addition to forming interdisciplinary coalitions, rhetoricians should continue to develop courses, majors, and departments in rhetorical studies. To support the argument I provide curricular data from 257 English and Communication departments (or their equivalents) in four-year institutions.

Based on feedback from graduate students, from science and engineering faculty who teach graduate students, and from surveys about the skills graduate students need, the authors have designed and taught a graduate-level course in academic publishing. This article describes the need for the course and the theory behind its design, outlines the course content, and presents assessment data from the first three course iterations. The findings indicate that this course has increased students' awareness of the role of rhetorical and discourse knowledge as well as their level of confidence in their ability to write and publish professional work. Further, findings from interviews with faculty advisors yield insight into the benefits of the course for students, advisors, disciplinary programs, and cross-curricular initiatives

Graduate students often feel anxious about whether their writing is as it should be—and if not, why not? (How should it be? And how can they tell, other than by pleasing or displeasing their supervisors?) At the same time, some wish to be more creative, but not to risk the success of their academic “audition.” This article discusses a WAC-like seminar that, drawing on genre studies, helps to mediate these concerns for graduate students in an Australian university. They are introduced to genre analysis and encouraged to find patterns of structure, style, or strategy in theses in their area. At the same time, they look at examples that suggest a range of possibilities for creativity. The seminar demonstrates how the “interpersonal” work of a thesis can be achieved both by adhering to convention and by diverging from it.

Many graduate creative writing programs depend on “star” faculty who have been hired more because of their professional reputation as writers than because of their commitment to teaching. As a result, such programs often fail to provide reflection on teaching that would truly serve their students. One step toward alleviating this problem is to offer undergraduate courses that enable creative writing graduate students to team-teach with regular faculty.

The authors call for tying service learning to feminist agendas. In particular, they emphasize civic activism involving true collaboration with communities. They report on a graduate seminar at their own university that worked toward this goal by having students self-reflectively participate in local organizations.

During the last decade we have been working, together with colleagues interested in this endeavor, on an extension of the ''standard'' pragmadialectical theory of argumentation developed by van Eemeren and Grootendorst by integrating insights from classical and modern rhetoric.This integration of rhetorical insight in a dialectical theoretical framework was motivated by our wish to improve the quality of a pragma-dialectical analysis and evaluation of argumentative discourse.The integration was brought about with the help of the introduction of the notion of ''strategic maneuvering,'' which designates the balancing act of reconciling the simultaneous pursuit of dialectical and rhetorical objectives that arguers have to perform in the conduct of argumentative discourse.Even if they are in the first place out to fulfill their dialectical obligations in the explicit or implicit exchange, they may still be expected to be aiming at realizing the rhetorical aspirations that go with entering an argument; and if they are in the first place led by their rhetorical aspirations, they still cannot ignore the dialectical obligations that they have to meet when entering an argument.These considerations concerning the ''double'' concern that arguers may be assumed to have are at the heart of our efforts to develop an extended pragma-dialectical theory.They are also the starting point for this special issue of the journal Argumentation in which authors from various theoretical backgrounds -which may be quite different from our pragma-dialectical position -offer, from their specific vantage points, their ''Perspectives on Strategic Maneuvering.''The Netherlands Organisation for Scientific Research, NWO, granted us a substantial subsidy to further develop our ideas concerning strategic maneuvering in argumentative discourse, in particular by examining the strategic function of maneuvering that consists in pointing out an inconsistency in the other partyÕs position and formulating the soundness conditions applying to that way of maneuvering (research program no. 360-80-030).Apart from involving four excellent PhD students and a post-doctoral researcher in the project, this subsidy allowed us also, just as we intended, to organize a series of small-scale and clearly focused conferences dedicated to specific aspects of strategic maneuvering.At these conferences scholars of argumentation interested in any of these specific aspects could discuss their views with other interested parties and contribute in this way to the progress of our project, not in the last place by criticizing some of our points of departure and offering constructive alternatives.The first

Reviews Jurgen Frohlich: Bernhnrd Hirsclwelders Briefrhetorik (Cgm 3607). Untersuchung und Edition. Deutsche Literatur von den Anfangen bis 1700: 42 (Bern u. a.: Peter Lang, 2003). Als "Bernhard Hirschvelders Briefrhetorik" bezeichnet Jurgen Frohlich in seiner Essener Dissertation eine Sammlung von Texten aus dem Bereich der mittelalterlichen Brieflehre (Ars dictandi / Ars dictaminis) in der Handschrift Cgm 3607 der Bayerischen Staatsbibliothek in München. Im einzelnen handelt es sich um eine deutschsprachige Ars dictandi mit dem lateinischen Titel Modus epistolandl (foil. lr-31v), nachgetragene Musterbriefe und -urkunden (foil. 32r-34v), eine deutsche Synonyma-Sammlung (foil. 35r54v ) sowie eine Sammlung von teilweise sehr umfangreichen Briefformeln (foil. 55r-68v). Der in der zweiten Halfte des 15. Jahrhunderts in Straubing, Nordlingen und Niirnberg als deutscher Schulmeister und Schreiber nachweisbare Bernhard Hirschvelder nennt sich in einer Vorrede auf fol. 36r als Urheber des folgenden Traktats (gemeint ist offenbar die SynonymaSammlung ): Obwohl nur ein schlecfit ainfeltiger lay habe er sich vorgenommen , einen prauchlidien und vasst nutzlich kleinen tractatzu componieren ("einen brauchbaren und sehr nutzlichen Traktat zusammenzustellen"). Dais Bernhard Hirschvelder der Autor auch der anderen Texte der Handschrift oder zumindest ihr Schreiber war, laBt sich nicht mit Sicherheit sagen; ob bei den sehr konventionalisierten und in engen Traditionslinien stehenden Texten iiberhaupt von Autorschaft im engeren Sinn die Rede sein kann und mufi, ist ohnehin fraglich. Jurgen Frohlich jedenfalls suggeriert mit seinem Buchtitel die Urheberschaft Hirschvelders, ohne dafiir eine Begriindung liefern zu konnen, die fiber die bisherige Forschungslage hinausgeht. Nicht sehr gliicklich gewahlt ist die Bezeichnung "Bnefrhetorik" im Titel der Arbeit. Zwar werden Brieflehren (Artes dictandi) im Mittelalter als "Rhetoriken " bezeichnet, aber das Spezifische der mittelalterlichen Ars dictaminis wird man weder verstehen, wenn man von der auf die mundliche Rede ausgerichteten antiken Rhetorik her denkt (deren Begriffe und Kategorien die Ars dictaminis freilich adaptierend ubernimmt), noch wenn man einen weiten , modernen Rhetorikbegriff zugrunde legt, der "Rhetorisches" medienunabhangig in jeder auf Wirkung ausgerichteten sprachlichen AuBerung erkennt; auch eine literarische Rhetorik ist nicht gemeint. Insofern sich die Rhetorica, Vol. XXIV, Issue 3, pp. 325-333, ISSN 0734-8584, electronic ISSN 15338541 . ©2006 by The International Society for the History of Rhetoric. All rights re­ served. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions website, at www.ucpress.edu/journals/rights.htm. 326 RHETORICA mittelalterliche Ars dictaminis mit dem Brief - vor allem mit dem offiziellen Brief als Instrument von Herrschaft und Verwaltung sowie dem Geschaftsbrief - befafit, reflektiert sie Bedingungen, Moglichkeiten und Erfordernisse schriftgebundener Kommunikation an einem Gegenstand, bei dem die Funktion von Schrift als Substitut mundlicher Rede noch mit einiger Deutlichkeit erkennbar ist. Damit versteht sich die Ars dictandi mindestens auch als Lehre von der Ubertragung mundlicher in schriftliche Kommunikation (und unterscheidet sich insofern durch den Aspekt des Medienwechsels grundsatzlich von der antiken Rhetorik, was Frohlich in dem entsprechenden Kapitel allerdings nicht ausreichend reflektiert, S. 23-28). Solche Ubertragungen waren in der von Mundlichkeit gepragten mittelalterlichen Welt brisant und erforderten deshalb verlaBliche Regeln. Nicht umsonst nehmen in mittelalterlichen Artes dictandi Begrufiungsformeln (snlutationes) breiten Raum ein: Es handelt sich dabei um die Versprachlichung \ron Ritualen, in denen ublicherweise soziale Hierarchien verdeutlicht und stabilisiert werden (Kniefall, Verbeugung, Reihenfolge der BegruBung u. a.). In deutschsprachigen Ar­ tes dictandi, die ab dem 15. Jahrhundert aufkommen und denen der Modus epistolandi im Cgm 3607 zuzurechnen ist, nehmen Fragen der sprachlichen und kommunikativen Umsetzung \'on sozialen Hierarchieverhaltnissen den bei weitem breitesten Raum ein. Frohlichs Buch bietet neben einigen einleitenden Kapiteln (S. 15-88) einen weitgehend seitengetreuen Abdruck der 68 Blatter umfassenden Handschrift (S. 97-223) sowie einen Stellenkommentar ("Anmerkungen zum Editionsteil ", S. 227-258), dessen Erklarungsdichte und -tiefe fur den Benutzer jedoch nur schwer nachzuvollziehen sind. Nirgends wird gesagt, was der Leser in diesem Anmerkungsteil erwarten darf und was Frcihlich systema­ tised dokumentieren will. Tatsachlich steht bier in hunter Mischung zusammen , was iiblicherweise auf einen Lesartenapparat, eine editionsgeschichtliche Forschungsdok ' .........................................erten Kommentar verteilt sem soille. Aber in alien drei Bereichen bleiben die Anmerkungen vóllig unzureichend: So werden etwa Personen- oder Geschlechternamen ge- ^ legenthch erlàutert (z. B. S. 231, Anm. 66), in den meisten Fallen aber bleiben sie unkommentiert. Nicht nur fur Datierungsfragen ist es aber unabdingbar, daBjede erwàhnte Person historisch identifiziert und entsprechend...

This essay analyzes curricula and textbooks currently used in graduate programs in rhetoric and composition. Drawing on data from a web-based survey of 592 faculty in rhetoric and composition, we raise two main questions: How adequately are graduate students being prepared for their future professional lives, and should professionalization be a primary goal in graduate education?

This position statement was inspired by the “Position Statement on Graduate Students in Writing Center Administration” (endorsed by the International Writing Center Association on November 17, 2001). A purpose of the document, to borrow language from the graduate student position statement, is to “[suggest] an ideal set of conditions,” and it is written with the “intention of improving working conditions” within the two-year college writing center. Ultimately, though, its main purpose is to help community college writing centers establish a collective argument in defense of what we do.

Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC programs hope to achieve. Moreover, the label of "resistance" is often used without further examination of the underlying causes. Based on research and experience as doctoral Writing Fellows in the Borough of Manhattan Community College WAC Program, we argue that so-called resistances are often justified concerns in regard to implementing WAC under given institutional, disciplinary, departmental, and personal constraints. We also suggest that if we listen and respond to these concerns, they become means to facilitate faculty engagement with WAC. By working through their concerns and adapting WAC to their context, faculty can take ownership of WAC and further develop the practice. Thus, what at first appears to be an impediment to deep-rooted pedagogical change ”resistance” can be used to encourage faculty to make WAC their own.

The study examines the development of the registers of academic writing by African American college-level students through style and grammar: indirection inherent in the oral culture of the African American community and the paratactic functions of because. Discourse analysis of 74 samples of academic writing by 20 African American undergraduate students and of 61 samples by a control group showed that first, only African American subjects used indirection; second, paratactic functions of because were significantly more prevalent among African American students than in the control group; and third, among African American students, those from low-income families showed statistically significant higher frequencies of the use of both indirection and paratactic because. A relationship of hierarchy in the uses of indirection and paratactic because was also evident in the data.

Abstract This article explores archival information about the University of Michigan's Progressive Era graduate programs as they pertained to the female graduate students in rhetoric. The article explores the reasons why women went to the University of Michigan to study rhetoric, the influences on the program, how the women got there, and how the program influenced their later teaching. Finally, the article notes that the University of Michigan's graduate program in rhetoric merits more exploration.

This essay examines the current state of rhetoric of health and medicine as a subfield strongly dependent on interdisciplinary contributions. While some of the field's research comes from scholars trained in rhetorical history and theory, much of it consists of "rhetorical" commentary by nonrhetoricians in disciplines such as anthropology, sociology, psychology, philosophy, history, and cultural criticism. The author examines questions of the relation of rhetorical research to discourse research in other fields, and considers what might count, especially in graduate student training, as rhetorical study of health and medicine.

Xiaoye You is a Ph.D. student in the English as a Second Language (ESL) programat Purdue University. He isinterested in comparative rhetoric and issues of Englishwriting instruction in international contexts. Currently he is working on his dissertation, exploring the intersections of Anglo-American and Chinese rhetorical traditions in the historical evolution of English writing instruction in Chinese colleges.

As virtual teams constitute an important and pervasive organizational structure, research with the aim of improving the effectiveness of these teams is vital. Although critical topics such as conflict, coordination and trust are being addressed, research on creativity in virtual teams has been quite limited. Given that creative solutions to complex problems create and sustain a firm's competitive advantage, an investigation of creativity in virtual teams is warranted. The goal of the current study is to explore the influences on creativity in asynchronous virtual teams. Predicated upon grounded theory, this exploration is accomplished through an in-depth qualitative analysis of the team communication transcripts of ten virtual teams. Teams were composed of graduate students who interacted solely via an asynchronous, computer conferencing system to develop the high-level requirements and design for a new innovative product. Significant inhibitors to the creative performance of virtual teams included dominance, domain knowledge, downward norm setting, lack of shared understanding, time pressure, and technical difficulties. Significant enhancers to creativity included stimulating colleagues, the existence of a variety of social influences, a collaborative team climate, and both the surfacing and reduction of equivocality.

In this world , there are two times. There is mechanical time and there is body time. The first is as rigid and metallic as a massive pendulum of iron that swings back and forth, back and forth. The second squirms and wriggles like a bluefish in a bay. The first is unyielding , predetermined. The second makes up its mind as it goes along. -Einstein's Dreams, Alan Lightman Every now and then in our writing center staff meetings, I pile crayons, magic mark ers, colored pencils and a stack of white paper in the middle of the table. For the first fifteen minutes, the graduate student tutors draw pictures. There is no prompt beyon "draw a picture of a conference you're left thinking about from this week." Sometime the drawing time is silent. I watch the geographers and economists and women s studies scholars bite at their lips and furrow their brows as they work in an unfamiliar perhaps -forgotten medium.

Editors’ Note: This photo essay, created by an undergraduate student at Howard University enrolled in a service learning class taught by Arvilla Payne-Johnson, preserves and documents the graffiti at the now closed Washington D.C. area Lorton Prison. The essay highlights a genre of hidden literacies claimed by inmates even in spaces of vast power differentials and exaggerated social control. We suggest that readers inspired by this project to pursue similar work also consult Jeff Ferrell’s Crimes of Style: Urban Graffiti and the Politics of Criminality (NY: Garland, 1993), Ralph Cintron’s Angels’ Town : Chero Ways, Gang Life, and the Rhetorics of Everyday, and Pete Vandenberg et al.’s “Confronting Clashing Discourses: Writing the Space between Classroom and Community” in Reflections 2.2 (Spring 2002): 19-39.

Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today. Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instructiona field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other disposable teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience. Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.

Over the past thirty years, has flowered as a discipline in the academy. Doctoral programs in abound, and its position in the pantheon of academic fields seems assured. There is plenty of work in composition. But what is the nature of that work now, and what should it be? James Slevin asks such probing, primary questions in Introducing English, an overdue assessment of the state of by one of its most respected practitioners. Too often, Slevin claims, representations of take the form of promoting the field and its specialists, rather than explaining the fundamental work of and its important consequences. In thirteen thematically and methodologically linked essays, Slevin argues toward a view of the discipline as a set of activities, not as an enclosed field of knowledge. Such a view broadens the meaning of the work of to include teaching and learning, a two-way process, creating alliances across conventional educational boundaries, even beyond educational institutions. Slevin traces how emerged for him not as a vehicle for improving student writing, but rather as a way of working collaboratively with students to interpret educational practices and work for educational reform. He demonstrates the kind of classroom practice - in reading accounts of the Anglicization of Pocahontas - that reveals the social and cultural consequences of language and language education. For good or ill, writes Slevin, composition has always been at the center of the reproduction of social inequality, or of the resistance to that process. He asks those in the discipline to consider such history in the reading and writing they ask students to do and the reasons they give for asking them to do it. A much-anthologized essay by E. B. White from The New Yorker is the site for an examination of genre as social institution, introducing the ways in which the discourses of the academy can be understood as both obstacle and opportunity. Ultimately, Introducing English is concerned with the importance of writing and the teaching of writing to the core values of higher education. Composition is always a metonym for something else Slevin concludes. Usually, it has figured the impossibility of the student body - their lacks that require supplement, their ill-health that requires remedy. Introducing English introduces a new figure - a two-way process of inquiry - that better serves the intellectual culture of the university. Chapters on writing across the curriculum, university management, and faculty assessment (the tenure system) put this new model to practical, innovative use. Introducing English will be necessary reading for all those who work with composition, as well as those engaged in learning theory, critical theory, and education reform.

This article presents the history, purposes, outcomes, and significance of the CCCC Outstanding Dissertation Award in Technical Communication during its first five years. It analyzes the topical areas and research methods of the 34 dissertations nominated for the award from 1999 to 2003, as well as the evaluations of the judges. Methods of the nominated dissertations are interpretive (41%) and empirical (59%), but many dissertations combine methods. In the empirical category, qualitative methods (17) outnumber quantitative methods (3). The most frequent topical areas are workplace practice (8), rhetoric of the disciplines (7), and information design (6). Topics that are not widely investigated include issues of race and class and international communication.

While we have different methods of teaching, WAC teachers, writing tutors and teachers of EAP share a common goal: to help students learn how to write effectively across the curriculum. To do this, students have to be able to situate each assignment within the larger context of questions and discussions in their course, in order to understand the role of that assignment in inducting them into the discipline. This article demonstrates the importance, students, of discerning this academic purpose, and suggests some ways in which students can be helped to develop routines of interrogating their essay questions to discover the purpose behind the question. It concludes by describ- ing ways of mainstreaming this teaching in collaboration with discipline professors across the curriculum. Working with undergraduate students in an Australian arts faculty, every day I grapple with the problem of purpose in students' writing the disciplines: a problem shared, in universities around the world, by WAC teachers, writing tutors (like myself), and teachers of English Academic Purposes (EAP) who aim to prepare non-English-speak- ing-background students for the demands …(of) subject-matter class- rooms in English-medium universities (Stoller 209). The nature of our concerns varies, depending upon our role in the students' writing

The project Andrea Greenbaum attempts in EmancipatoryMovements in Composition is both worthwhile and ambitious. The project is worthwhile because introducing newcomers, particularly graduate students, to the multiple disciplines that have been incorporated into critical pedagogy in the last decade can be daunting, and there is certainly room in the field for text that names and organizes them. The project is ambitious because it attempts to do this in mere one hundred pages, with additional pages devoted to an appended syllabus, notes, and citations. Greenbaum opens her book with personal narrative of the Passover story, drawing from it the lesson that human beings need to experience oppression-even if it is relived only mythically-in order to understand our social responsibility to counter and resist those forces that seek to dominate, repress, and disempower individuals (xi), setting the polemical tone she maintains through the rest of the work. She organizes the book around what she identifies as four key approaches to critical pedagogy for the writing classroom: neosophistic rhetoric, cultural studies, feminist studies, and postcolonial studies, examining each for what they offer writing teachers seeking to enact critical pedagogy in their classrooms. Her first two chapters offer brief historical development of sophistic and cultural studies approaches. Greenbaum begins with the reclamation of sophistic rhetoric, drawing particularly on Susan Jarratt, Thomas Kent, John Poulakos, Sharon Crowley, and handful of others. She proposes that this neosophistic contributes to rhetoric of possibility by drawing attention to the indeterminacy of language, an empowering shift from logos privileged in Western philosophy to mythos that invites disruptive stoof the frontier is reconstrued as collabo ative zone of cultur l and linguistic contact, a historical moment of meeting, clashing, and cooperating ulticultura encounters (66).

Research Article| October 01 2003 Graduate Education As Education: The Pedagogical Arts of Institutional Critique Virginia Crisco; Virginia Crisco Search for other works by this author on: This Site Google Chris W. Gallagher; Chris W. Gallagher Search for other works by this author on: This Site Google Deborah Minter; Deborah Minter Search for other works by this author on: This Site Google Katie Hupp Stahlnecker; Katie Hupp Stahlnecker Search for other works by this author on: This Site Google John Talbird John Talbird Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 359–376. https://doi.org/10.1215/15314200-3-3-359 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 Virginia Crisco, Chris W. Gallagher, Deborah Minter, Katie Hupp Stahlnecker, John Talbird; Graduate Education As Education: The Pedagogical Arts of Institutional Critique. Pedagogy 1 October 2003; 3 (3): 359–376. doi: https://doi.org/10.1215/15314200-3-3-359 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Students in business communication classes are expected to write various types of documents. Research has illustrated that undergraduate student writing skills have not improved even though most states have begun writing proficiency tests at the elementary, middle, and high school levels. By the time students enroll in college, students are expected to be proficient writers. In some cases, this is true. In far too many cases, students continue to need writing development. In business communication classes, these weaknesses cannot be ignored. This article's purpose is to give guidance to instructors to motivate their students to produce better written products. The difficulty is how to do this most effectively. The authors present some ideas on how to improve student writing through some creative teaching and evaluation strategies.

Abstract Sound doctoral pedagogy, in addition to other forms of professionalization in PhD work, is essential in nurturing future generations of scholars in composition and rhetoric. Using the comprehensive exam as a focal point, this article identifies absences and contradictions in the field's approach to evaluating the competency of doctoral students.

It is commonly accepted that writing instruction should meet the specific needs of writers and that students in scientific and technical fields benefit more by learning to write to match the requirements of their specific fields. A variety of models for writing classes have been proposed to meet these needs, from genre-based approaches to courses targeting specific disciplines to general courses serving a heterogeneous group of students from many disciplines. Although persuasive arguments can be made for discipline-specific writing courses, many writing courses for nonnative writers at U.S. universities operate with two key constraints. First, monetary and curricular limitations mean that students from a variety of disciplines are placed in the same course. Second, these courses are staffed by instructors who, while well-prepared in addressing language needs of nonnative writers, may know very little about the content and conventions of engineering and science. This paper discusses a writing course which works within these constraints and has been developed for graduate students who are early in their program of study. In the course, groups of students carry out an original research project as a vehicle to learn professional writing conventions common to research papers in a variety of scientific and engineering fields. In addition, students analyze written conventions in published articles within their fields to raise awareness of how general conventions are worked out in their individual disciplines. General principles for the course are discussed, and samples of successful research topics are provided.

310 RHETORICA especially troubling for colonial discourse analysis, which is given a cursory treatment in Chapter Four but could have been developed in more depth and usefully applied in all of the examples. The last point draws attention to the fact that Schuetz does not develop an overarching thesis for her study in her brief introduction, and offers no separate conclusion. It is thus never clear what might hold these eleven very different chapters together beyond their interest as examples of governmentIndian relations or as examples of the diversity of rhetorical theories. The individual chapters consist mainly of summaries of the relevant history for the particular case study; surprisingly, there is little actual analysis. The conclusions to the individual chapters will likely seem obvious both to scholars actively engaged in American Indian studies and to American Indian peoples who live in the aftermath and ongoing legacies of these histories. The explanatory, theoretical, and activist potential of rhetorical analysis for these cases is left largely untapped. Chadwick Allen Ohio State University Jeffrey M. Suderman, Orthodoxy and Enlightenment: George Campbell in the Eighteenth Century. Montreal and Kingston: McGill-Queen's University Press, 2001. 293 pages. Readers of Rhetorica are not the audience Jeffrey Suderman targeted in writing Orthodoxy and Enlightenment: George Campbell in the Eighteenth Century. Suderman writes that he was motivated to undertake this study to correct the imbalance of Campbell's modern reputation—as the author of the Philosophy of Rhetoric—and his contemporary reputation, which rested more on his Dissertation on Miracles and on his translation of the Gospels. Furthermore, Suderman claims that historians of the Enlightenment have devoted too much attention to atypical figures, especially skeptics such as Hume, Voltaire, and Gibbon, to the neglect of representative figures, such as Campbell. As a result, today Campbell is known "only to a few specialists" in rhetoric who read the Philosophy ofRhetoric "without a broader appreciation of his life and thought" (4-5). In contrast, Suderman would reconstruct the George Campbell that eighteenth-century audiences knew, and ... find what was representative in his thought" (6). To me, Suderman's seems a wrong-headed approach to Campbell, whose work (except for the Philosophy of Rhetoric) is as unremarkable as it is representative, but his perverse accounting of Campbell's achievement does not much compromise the usefulness of a book that is a model of a scholarship. Suderman divides his book into three parts: a biographical section (968 ); a section on the "Enlightened Campbell," which examines the origins of Campbell's thought in eighteenth century empiricism (69-178); and a section Reviews 311 on the "Religious Campbell," which examines Campbell as a biblical scholar and Christian polemicist. In appendices, Suderman lists all of Campbell's extant letters, each identified by library and manuscript number, and the manuscripts Suderman used in his study, some of which were not previously identified. Future Campbell scholars owe him thanks. The picture of Campbell that emerges from Suderman's biographical chapters is not substantially different from what we could piece together from Lloyd Bitzer's Introduction to his edition of the Philosophy of Rhetoric and from Lewis Ulman's work on the Aberdeen Philosophical Society. But Suderman adds more details to make this the most complete and reliable biography we have. Section II groups together the Philosophy of Rhetoric, the Dissertation on Miracles, and the Lectures on Ecclesiastical History as constituting Campbell's program to establish Christianity on rational grounds. Suderman therefore reads the Philosophy of Rhetoric in order to derive Campbell's philosophy of mind, concluding that Campbell's faculty of psychology and his discussion of evidence support the conclusion that belief in God and Christian morality can be rationally justified on empirical grounds. Scholars of rhetoric will find of particular interest Suderman's analysis of memory and his stress on the importance of the argument from design as the guarantor of the reliability of our reasoned conclusions. In Section III, "Revealed Knowledge: the Religious Campbell," Sud­ erman attempts to delineate Campbell's theology, discusses Campbell's en­ gagement with his Roman Catholic, Episcopalian, and Dissenting critics, and examines his translation of the Gospels. Suderman identifies Campbell's the­ ology as "mitigated" Calvinism (205). My conclusion...

This article makes an argument that audiotaped response to student writing is particularly useful in teaching two-year-campus students. The argument is grounded in a historical overview of response literature in TETYC, student surveys, and a case study of one undergraduate student.

Although sometimes considered to be only marginally related to the key academic goals of establishing claims and reputations, acknowledgements are commonplace in scholarly communication and virtually obligatory in dissertation writing. The significance of this disregarded “Cinderella” genre lies partly in the opportunities it offers students to present a social and scholarly self disentangled from academic discourse conventions and personally thank those who have shaped the accompanying text. Beyond the role it plays in academic gift giving and self-presentation, however, the textualization of gratitude reveals social and cultural characteristics, an intimation of disciplinary specialization within a broad generic structure. This analysis of the acknowledgements accompanying 240 Ph.D. and M.A. dissertations written by nonnative speakers of English suggests that personal gratitude is mediated by disciplinary preferences and strategic career choices, reflecting one way in which postgraduate writing represents a situated activity.

Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.