Furthering the field’s attention to the rhetoric of archives, this article offers an extended consideration of archival description as an information infrastructure that provides powerful, although often invisible, orientations to the past. This article examines three stages of the archival process—selection, organization, and labeling—by focusing on a handful of historical objects, held in two separate collections, that depict transgressive gender presentations. Taken together, these examples demonstrate that archival description functions not only for bureaucratic and access purposes, but for epistemological ones as well.

This content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. The authors content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, the authors argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. The authors use the findings of their content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.

Integral captions and subtitles are specific forms of captions and subtitles that are designed to be essential elements of videos in coordination with sound, signs, and other modes of communication. Integral captions reflect the importance of embodied rhetorics in Deaf culture, particularly in the kinetic language of ASL and Deaf Space design practices. Designing a (Deaf) space for integral captions that embody multimodal and multilingual communication is an essential multimodal literacy practice that benefits d/Deaf and hearing composers and viewers. Five criteria that characterize integral captions provide instructors and scholars with a tool for captions and embodied rhetorics.

In the field of business and technical communication, scholars have called for research on dealing with cultural conflict for a long time. But the limited study on dealing with cultural conflicts, along with the current political context in the United States, calls for efforts to systematically address diversity issues and cultural conflict in our research and teaching practices. One obstacle to advance effective communication strategies on cultural conflict in business and technical communication is the lack of communication with other disciplines. Through an interdisciplinary perspective, the current article introduces the concept of cultural conflict, examines strategy models to address cultural conflict in different fields, and provides an example on how to identify a strategy model to resolve cultural conflict in business and technical communication practices. This article concludes by emphasizing that there is not a best model that can be applied to handle cultural conflict in all circumstances and calling for research on exploring and identifying effective strategy models to resolve cultural conflict in business and technical communication practices.

This essay expands Perelman and Olbrechts-Tyteca’s concept of argumentation by model to bring more attention to the persuasive effects of using the self as a model. To illuminate this technique, I analyze the personal narratives of popular health coaches, who are championing a holistic health movement toward what I refer to as “do-it-yourself healthcare.” This case involves arguments regarding the efficacy of methods in evidence-based medicine and “alternative” or holistic health, as popular health coaches predicate their ability to heal themselves and others on abandoning traditional medicine. In brief, the purpose of this article is twofold: first, to characterize the rhetoric of the movement toward alternative or holistic health, and, second, to extend Perelman and Olbrechts-Tyteca’s concept of argumentation by model and address the implications of this expansion.

Functional complexity is a widespread and underresearched phenomenon in Web sites. This article explores a specific case of functional complexity by analyzing the content of UNESCO World Heritage Web sites, which have to meet demands from both World Heritage and tourism perspectives. Based on a functional analysis, a content checklist was developed and used to evaluate a sample of 30 World Heritage Web sites. The results show that World Heritage Web sites generally fall short in all content categories. A cluster analysis reveals three types of World Heritage Web sites based on their emphasis on World Heritage content versus tourism content: (a) less well-developed Web sites (no emphasis), (b) Web sites of World Heritage Sites with touristic possibilities (emphasis on World Heritage), and (c) Web sites of touristic attractions with outstanding cultural or natural value (emphasis on tourism). In all, the findings show that functional complexity poses serious threats to the exhaustiveness of a Web site’s information and that evaluation approaches based on functional analysis can be useful in detecting blindspots in the content provided.

While scholars in the field of writing studies have examined scientific writing from multiple perspectives, interest in its thematic structure has been modest. Recent studies suggest that the themes in scientific writing tend to be anchored on one or a few points of departure. There has also been an attempt at quantification using the thematic-density index (TDI), although this has only been tested on abstracts. In this study, we investigated the thematic structure and TDIs of 30 research articles in biology. The results revealed a progressive thematic pattern in the introduction section, followed by an anchored development in the subsequent sections. The anchoring was realized by the pervasive use of the first-person pronoun “we.” The mean TDI was lowest in the introduction section (2.593) and highest in the results section (7.095). The results were consistent across the articles in the corpus, underscoring the uniform way in which the articles were thematically structured, and in turn suggesting a core thematic pattern for scientific research writing in general. Based on these findings, the authors suggest that future studies compare the thematic structure of the introduction section vis-à-vis the other sections, and investigate the possible factors resulting in such a structure.

In this study, I present a qualitative analysis of 11 writing portfolios drawn from a yearlong instructional program designed to apprentice students into the practices of argumentative writing typical of early-college coursework in the United States. The students’ formal and informal writings were parsed into utterances and coded along two developmental dimensions: reciprocity, or the extent to which each utterance answered to the immediate context in which it was generated; and indexicality, or the extent to which each utterance evidenced modes of reasoning that reflect the conventions of academic argumentation. My analysis found that although students’ writing evidenced a high degree of reciprocity, they frequently employed nonacademic modes of reasoning. Focusing on a subset of utterances, I show how their tacit orientations toward the concepts of fact and opinion limited the extent to which their reasoning satisfied the evidentiary expectations of formal academic discourse. This discovery suggests that students’ development as writers of academic arguments is closely linked to their formal instruction in argumentative writing as well as to their tacit understandings of concepts fundamental to argumentation. Moreover, these findings highlight important distinctions between formal and informal reasoning and how those distinctions may be implicated in both curriculum and instruction.

ABSTRACT To address challenges to the primacy of the subject in speculative realism, we put Levi R. Bryant's object-oriented ontology in conversation with Jacques Lacan's register theory. In so doing, we recuperate an autonomous materiality for itself, providing a reading of the debate between Slavoj Žižek and Ernesto Laclau over the Lacanian Real and simultaneously providing a rich map of the being of subjectivity and modes of the rhetorical. We systematize Žižek's claim that each element of the register resonates with the others to produce an ontical cartography: a map of the different intersections of the materially autonomous Real with the Symbolic and Imaginary elements of the Lacanian subject. By delimiting the characteristics of these intersections, we can better understand the different valences in which rhetoric operates without foreclosing the agency of objects and the objectivity of subjects.

ABSTRACTIn this article I propose to interpret Austin's conception of perlocution in light of Peirce's philosophy of signs, through the lens of his notions of thirdness and speculative rhetoric in particular. I suggest that the traditional notion of speech genre, examined within the context of Peirce's semiotic framework, can make sense of the regularities and predictability that are characteristic of a large part of our discursive practices. More specifically, I argue that crystallized “habits of interpretation,” correlated to purposeful speech genres instantiated in given circumstances of enunciation, could be construed as predetermining the range of future interpretive conduct. In that perspective, this process of determination could be thus conceived as relatively predictable, at least for communication situations activating well-defined speech genres. In the end, I suggest that Peirce's conception of rhetoric draws attention to the necessarily constrained interpretive habits of our discursive life, yielding an original perspective on the notion of perlocution.

This content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. Our content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, we argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. We use the findings of our content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.

“When we consider the range of transgender restroom placards, that there is no standard design evidences a kind of unstable assemblage that itself represents the social change currently underway concerning LGBTQ rights. For sure, there is still no consensus on these changes”

“Mr. Robot speaks to the increasing complex constructions of ethos in a multimodal media ecology. That there is no position of pure and absolute sincerity, that we are all imbricated in the brutalities of capitalism, is not a novel idea; however, Mr. Robot as content seeks to agitate against the very forms of power that enable it”

Graduate programs in the sciences offer minimal support for writing, yet there is an increasing need for scientists to engage with the public and policy makers. To address this need, the authors describe an innovative, cross-disciplinary, National Science Foundation (NSF)–funded training program in rhetoric and writing for science, technology, engineering, and math (STEM) graduate students and faculty at the University of Rhode Island. The program offers a theory-driven, flexible, scalable model that could be adopted in a variety of institutional contexts.

The dispute for authority between the seemingly disparate disciplinary camps of theory and practice is a longstanding and well-documented tension within the field of technical communication (Miller...

This article proposes a heuristic that teachers and students can use together to create a vocabulary for discussing the aesthetic aspects of color and typography in document design work. By using this framework, teachers and students can generate a collection of shared visual topoi or commonplaces for describing the aesthetic value of color and typography that they can then draw from to inform visual analysis and production work.

To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.

Government-published documents often fail to communicate clearly—not only with citizens but also with professional readers such as civil servants. Visual or multimodal approaches remain rare. This is a particularly unhelpful practice in regard to legal–bureaucratic instructions (e.g., contracts, rules, policies), which exist to guide compliant behavior. This study explores the development and experimental evaluation of a diagrammatic guide of terms and conditions for public procurement that is addressed to civil servants. Results show that the diagrammatic format, compared to prose, significantly enhances comprehension accuracy and answering speed and is perceived as more appealing and functional by users.

Framed around three different antenarratives about system development, this article builds on established user-centered theories to present a mixed-method approach to user experience (UX) design. By combining network theory, storytelling, and process mapping, this article provides a practical method of including users’ experiences during the predevelopment stages of building workplace-specific digital technologies. Specifically, this article argues for the collection of user-generated antenarratives as the first step in UX product development and demonstrates how to use those experience-based stories.

Coding, the analytic task of assigning codes to nonnumeric data, is foundational to writing research. A rich discussion of methodological pluralism has established the foundational importance of systematicity in the task of coding, but less attention has been paid to the equally important commitment to language complexity. Addressing the interplay among a commitment to language complexity, the selection of tools, and the construction of workflow, this article offers a framework of analytic tasks in coding. Three general purpose coding tools are explored: Excel, MAXQDA, and Dedoose. This exploration suggests that how four aspects of analysis should be supported in order to manage language complexity: code restructuring, segmentation in advance of coding, use of a full coding scheme, and retrieval of full context by code. This analysis is intended to help writing researchers choose tools and design workflow to support coding work consistent with our commitment to language in its full complexity.

This study examined adolescents’ perspectives on their multimodal composing goals and designs when creating digital projects in the context of an English Language Arts class. Sociocultural and social semiotics theoretical frameworks were integrated to understand six 12th grade students’ viewpoints when composing three multimodal products—a website, hypertext literary analysis, and podcast—in response to a well-known literary text. Data sources included screen capture and video observations, design interviews, written reflections, and multimodal products. Findings revealed how adolescents concurrently composed for multiple purposes and audiences during the literature analysis unit. In particular, students viewed projects as a platform to emotionally affect and entertain a broader audience, as well as a conduit through which they could represent themselves as composers. Emphasis was placed on creating cohesive compositions—ranging from close modal matching to building meaning at a thematic level and creating a multisensory experience indicative of the novel’s narrative world. These findings contribute a multidimensional understanding of adolescents’ various and interacting multimodal composing goals and have implications for leveraging modal affordances in the classroom.

“Hidalgo’s unique video book addresses feminist filmmaking professionals and students of rhetoric and composition as she argues that moving images made by rhetoricians are teachable, publishable, and tenure-worthy projects.”

This article reports on a multimodal podcasting unit conducted during a two-week modified summer bridge program for at-risk incoming first-year students. The examples from student work show how teaching a multimodal genre encourages writers to draw from their prior knowledge of standardized genres learned in high school to effectively transition to college composition.

Book Review| March 01 2018 The New Science of Communication: Reconsidering McLuhan’s Message for Our Modern Moment The New Science of Communication: Reconsidering McLuhan’s Message for Our Modern Moment. By Anthony M. Wachs. Pittsburgh, PA: Duquesne University Press, 2015; pp. 1–222. $25.00 Paper. Corey Anton Corey Anton Grand Valley State University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2018) 21 (1): 193–195. https://doi.org/10.14321/rhetpublaffa.21.1.0193 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Corey Anton; The New Science of Communication: Reconsidering McLuhan’s Message for Our Modern Moment. Rhetoric and Public Affairs 1 March 2018; 21 (1): 193–195. doi: https://doi.org/10.14321/rhetpublaffa.21.1.0193 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 All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2018 Michigan State University Board of Trustees2018 Article PDF first page preview Close Modal Issue Section: BOOK REVIEW You do not currently have access to this content.

Abstract On November 18, 1999, Texas A&M University (TAMU) experienced profound tragedy when the famed Aggie Bonfire collapsed, killing 12 students and injuring 27 others. This essay examines the rhetorical dynamics of the TAMU Bonfire Memorial and explores how it navigates the tension created when a constitutive symbol is implicated in a moment of tragedy. Specifically, we use this case to explore how memorials help shape perceptions of victim agency in commemorative form. As we argue, the memorial taps into resonant modes of public reasoning—including temporal metaphors, Christian theology, and campus tradition—to imply the tragic outcome of the 1999 collapse had cause beyond human or institutional control. Our analysis of the Bonfire Memorial illustrates the importance of commemorative agency and, in particular, how eliding victim agency can limit epideictic encounters that might foster a sense of present and future engagement on unreconciled issues.

AbstractIn 2010, LeBron James, “The Chosen One,” humiliated Northeast Ohio by announcing on nationwide television that he was leaving the Cavaliers to play for Miami. James announced his return to Cleveland four years later through an open letter that set off euphoria in the region. This essay offers a postsecular framework to explain: (1) how James’s messianic image established a context in which his departure, in tandem with the way he announced his decision, made James a “sinner” in the eyes of Cleveland fans, and (2) how his open letter adapted the parable of the Prodigal Son to depict him as the son of Northeast Ohio who had made mistakes, rather than sinned and, simultaneously, as the wise father who was forgiving of others. James portrayed his departure as a necessary step in gaining maturity, yet—much like the Prodigal Son—admitted to a revelation about his relationship with Northeast Ohio.

Review Article| March 01 2018 Materialism(s) in Recent Visual Rhetorical Histories: A Commentary Making Photography Matter: A Viewer’s History from the Civil War to the Great Depression. By Cara A. Finnegan. Urbana: University of Illinois Press, 2015; pp. xiii + 240. $50.00 cloth.Posters for Peace: Visual Rhetoric and Civic Action. By Thomas W. Benson. University Park: Pennsylvania State University Press, 2015; pp. viii + 214. $29.95 paper.Still Life with Rhetoric: A New Materialist Approach for Visual Rhetorics. By Laurie E. Gries. Boulder, CO: Utah State University Press, 2015; pp. xxiii +311. $27.95 paper. Eric Scott Jenkins Eric Scott Jenkins Eric Scott Jenkins is Assistant Professor of Communication at the University of Cincinnati in Ohio. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2018) 21 (1): 157–174. https://doi.org/10.14321/rhetpublaffa.21.1.0157 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Eric Scott Jenkins; Materialism(s) in Recent Visual Rhetorical Histories: A Commentary. Rhetoric and Public Affairs 1 March 2018; 21 (1): 157–174. doi: https://doi.org/10.14321/rhetpublaffa.21.1.0157 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 All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2018 Michigan State University Board of Trustees2018 Article PDF first page preview Close Modal Issue Section: REVIEW ESSAY You do not currently have access to this content.

ABSTRACTDemanding is a fundamental rhetorical strategy for marginalized groups, but recent rhetorical theories of demanding have not explained how speakers can design demands that influence addressees to accede. Although psychoanalytic and decolonial theories have identified constitutive functions, they have not explained how speakers can design demands that pressure addressees to accede, and while speech act theories have explained specific kinds of demands, they have not synthesized insights into a model of demanding generally. We draw on normative pragmatic theory to argue that speakers design demands that generate persuasive force by openly making visible their intent to influence addressees to accede and bringing to bear a reciprocal obligation for themselves and addressees to live up to the norm of “right makes might.”

ABSTRACTThe enthymeme is well known in rhetorical theory as a three-part syllogism from which one premise has been elided. The enthymeme works because the listener supplies the “missing piece,” thereby participating in the very argument by which she is persuaded. This enthymeme is widely believed to derive from Aristotle, but previous scholars have shown that the “truncated syllogism” view of the enthymeme is both un-Aristotelian and impracticable. In this article, I review problems with the syllogistic enthymeme and reasons for its improbable longevity before proposing a view of the enthymeme that derives not from the syllogism but from the legal narratives produced by early Greek orators. The enthymeme is best understood not through its deductive structure, but its emplotment. This model makes sense of Aristotle's comments without relying on a discredited syllogistic frame to explain how ancient orators argued.

Building on interest in writing’s situatedness and materiality, this article stretches conceptions of writing processes with accounts of writers’ unintentional, embodied, and emergent interactions within writing environments, as rendered through reflective multimodal methods combining talk, drawing, photographs, and video.

The marketing success of green products has spawned the phenomenon of greenwashing, but studies on the effects of greenwashing on consumers are still limited. Using a 4 × 2 randomized experimental design, this study examines such effects by determining whether consumers respond differently to greenwashing, silent brown, vocal green, and silent green organizations selling hedonic products (perfume) or utilitarian products (detergent). The results show that consumers recognized the green claims in the greenwashing condition, which led to an environmental performance impression in between green and brown organizations but also to more negative judgments about the integrity of communication. Regarding purchase interest, greenwashing organizations performed similarly as silent brown organizations, with significantly lower scores than those of vocal green and silent green organizations. No significant effects of product type and no interaction effects were found. Overall, greenwashing has only limited benefits (perceived environmental performance), poses a major threat (perceived integrity), and has no true competitive advantage (purchase interest).

This study investigates the direct and/or indirect effects of some cognitive (working memory capacity) and affective (writing anxiety and writing self-efficacy) variables on the complexity, accuracy, and fluency (CAF) of second language (L2) learners’ writings. To achieve this goal, 232 upper-intermediate English learners performed an automated version of a working memory capacity task (A-OSPAN) and a timed narrative writing task in L2. Furthermore, participants were asked to complete two self-report questionnaires. The proposed path model adequately fitted the data, and results of path analyses indicated the following: All three measures of L2 writing were directly predicted by learners’ writing self-efficacy; writing self-efficacy affected CAF indirectly through writing anxiety; the direct paths from writing anxiety to all measures of L2 writing were negatively significant; higher working memory spans directly predicted higher L2 writing scores regarding complexity and fluency, but negatively affected learners’ accuracy scores. Based on these findings, the author discusses techniques for enhancing learners’ writing self-efficacy, reducing their anxiety, and helping them make efficient use of working memory resources.

This report details the second phase of an ongoing research project investigating the visual invention and composition processes of scientific researchers. In this phase, four academic researchers completed think-aloud protocols as they composed graphics for research presentations; they also answered follow-up questions about their visual education, pedagogy, genres of practice, and interactions with publics. Results are presented first as narratives and then as topologies—visualizations of the communal beliefs, values, and norms ( topoi) that connect the individual narratives to wider community practices. Results point toward an ecological model of visual invention and composition strategies in the crafting of research graphics. They also suggest that these strategies may be underrepresented in scientists’ education. More explicit attention to them may help improve STEM visual literacy for nonexperts.

Using student poems and reflections collected over several years, the author examines the impact of a role-playing game experience on introductory creative writing students’ openness toward taking risks, revising (and improvising) playfully, and working with limitations or rules. The role-play uses Lars von Trier’s film The Five Obstructions as a model—particularly the diabolical game that unfolds between directors von Trier and Jørgen Leth—and requires students to “remake” a poem of theirs three times according to sets of rules designed specifically for them by the instructor in face-to-face meetings.

This article proposes embodied and multimodal readings of student compositions from the Carlisle Indian Industrial School as a way to illuminate processes of assimilation and resistance. Drawing on Gerald Vizenor’s concept of survivance and the ways that the field of composition has taken up Vizenor’s work, I argue that the project remains incomplete if we confine our history of cultural rhetoric to resistant, individual, alphabetically literate voices as the sites of rhetorical sovereignty and rhetorics of survivance.

Code-switching pedagogies do not consider that some features of African American Verbal Tradition (AVT) are rhetorically effective mainstream communication structures in academic writing. My research asserts that when teaching language/dialect difference in majority white school settings, contrastive analysis techniques such as these may have highly negative effects on AAL (African American Language) speakers. Thus, as an alternative to code-switching pedagogical practices, I introduce a comparative approach that may be applied across all minority language groups and that highlights African and African American contributions to standardized American written communication structures and demonstrates the value of AVT in academic settings. This comparative rhetorical approach may have a positive impact on student language attitudes toward AAL by illustrating that many academic writers from varied racial/ethnic backgrounds often use AVT in their writing for rhetorical purposes and to produce lively, image-filled, concrete, readable essays.

ABSTRACT Walter Benjamin's warning against unphilosophical “astonishment that the things we are experiencing are ‘still’ possible” has new urgency in the face of real estate developer and reality-show host Donald Trump's surprise victory in the presidential election of 2016. Philosopher, sociologist, and cultural theorist Georg Simmel's 1900 magnum opus, the Philosophy of Money, provides valuable orientation at a moment when the expectation that public discourse must be oriented by norms of truth and accuracy is under siege—not least by those who ascended to power openly denigrating the value of expertise and the specialized knowledge long regarded as essential to modern government. Trump has an instinctive grasp of Simmel's decisive insight that “money is the strongest and most immediate symbol” of the cynical truism that “the only absolute is the relativity of things.” Situating philosophy at the limits of disciplinary ways of knowing, the Philosophy of Money develops a modernist, performative strategy of thought that turns relativity into a philosophical resource. It can help us to counter the dissolution of the ideal of veracity in an era of absolutized marketing by disentangling thought from narratives of rational progress that obscure its opposite and interrogating the limitations of the professionalized ordering of knowledge practices in which expertise continues to be produced and maintained. Simmel's strategy for embracing the fragmentation, multiplicity, and uncertainty of human experience may thereby help us address the complexity and ambiguity of a historical situation growing increasingly surreal as techno-scientific progress goes hand in hand with post-truth politics.

This article describes an after-school family literacy program as a model of multiliterate collaboration under and against English Only and anti-immigrant conditions. The model reveals how state politics surrounding language, ethnicity, and citizenship may interact with the activity systems of family literacy programs to redefine what counts as sanctioned language and literacy learning within school spaces. This article details the findings of a qualitative study and includes the goals and curriculum of the program, as well as the recruiting mechanisms, participants, participant feedback, and participant experiences. Findings from the study reveal the role of parental investment in language and literacy learning, language co-construction, and honoring of all languages, cultures, and experiences. This family literacy model contributes to literacy studies by offering possibilities for future school-sponsored, multiliterate family literacy research collaborations to draw from and extend the language and literacy practices and funds of knowledge of ELL students, parents, teachers, and literacy scholars working within English Only and anti-immigrant contexts.

Multimodal composing can activate literacy practices and identities not typically privileged in verbocentric English classrooms, and students’ identities as particular kinds of learners (e.g.,“visual artist”) may propel—or limit—their engagement in classroom work, including in multimodal composing. Although researchers have studied the ways multimodal projects can evidence literacy learning and have argued that identity is negotiated, improvisational, and hybrid, they have offered few sustained analyses of the processes by which identities evolve during and across multimodal composing tasks. By examining how students position themselves and one another as particular kinds of learners over time, researchers can better understand the ways in which multimodal tasks help students explore new skills and roles or reify old ones. Drawing on an approach to discourse analysis from the linguistic anthropology of education, we trace the pathways of three 12th graders’ learner identities across two events as they worked in a group to compose visual responses to literary texts for their English class. We examine how one student’s robust identity as an artist emerged in tandem with the devaluing of other participants’ artist identities. Seven weeks later, these positionings led her to act as the painting’s primary author and other students to act in increasingly perfunctory ways. We call for teachers and researchers to consider how students’ identities—interacting with factors such as the teacher’s expectations for group work and the affordances of particular media and materials for collaboration—drive students’ participation in and ownership of multimodal compositions.

I am writing in response to the recent Forum essay “Taking the Long View on Writing Development,” authored by Bazerman, Applebee, Berninger, Brandt, Graham, Matsuda, Murphy, Rowe, and Schleppegrell (2017; and hereafter “The Long View”). I argue that “The Long View” was driven by the aim of identifying consensus rather than working through difference, that the principles represent commonplaces rather than a principled synthesis of research, that questions of epistemology and theory central to research agendas are essentially ignored, and that views of writing as semiotically exceptional and writing development as centered in school represent serious flaws in setting the agenda. The semiotic exceptionalism of “The Long View” represents a serious category mistake (Ryle, 1949). Taking “writing” as the unit of analysis occludes the diverse semiotic activity that necessarily shapes all textual artifacts and acts of inscription. Viewing writing as sharply distinct from orality risks reigniting Great Divide theories that had so many problematic effects on research, pedagogy, and people. Seeing school as the primary context for writing development ignores the rich roles of life outside school. In short, “The Long View” takes too narrow and problematic a view on issues of epistemology, theory, and literate lives to serve as the foundation for the critical research enterprise it aspires to conjure in our collective future. Instead, I suggest that research on the lifespan development of writing needs to begin with embodied, mediated, dialogic semiotic practice as its unit of analysis and to trace what people do, learn, and become across all the deeply entangled domains of their lives.

Laurie E. Gries has written an accessible, clear model of how to employ new materialist philosophy for the rhetorical analysis of what she terms “visual things.” For scholars and students who are l...