“Visualizing Street Harassment” is a digital map project prompted by the question of how and where activists have repurposed the format and characteristics of the YouTube video “10 Hours of Walking in NYC as a Woman” to build public conversations about street harassment and to critique the public rhetoric surrounding it. The project was developed and funded through a Cultural Heritage Informatics Graduate Fellowship at Michigan State University and presented as a digital poster at the Conference on Community Writing in October 2015.

Research Article| September 01 2015 The Man for All Seasons: Bruce Gronbeck Martin J. Medhurst Martin J. Medhurst Martin J. Medhurst is Distinguished Professor of Rhetoric and Communication and Professor of Political Science at Baylor University in Waco, Texas. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (3): 547–566. https://doi.org/10.14321/rhetpublaffa.18.3.0547 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Martin J. Medhurst; The Man for All Seasons: Bruce Gronbeck. Rhetoric and Public Affairs 1 September 2015; 18 (3): 547–566. doi: https://doi.org/10.14321/rhetpublaffa.18.3.0547 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| September 01 2015 "It's always more complicated than that": Bruce Gronbeck on Visual Method Leslie A. Hahner Leslie A. Hahner Leslie A. Hahner is Assistant Professor of Communication at Baylor University in Waco, Texas. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (3): 607–618. https://doi.org/10.14321/rhetpublaffa.18.3.0607 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Leslie A. Hahner; "It's always more complicated than that": Bruce Gronbeck on Visual Method. Rhetoric and Public Affairs 1 September 2015; 18 (3): 607–618. doi: https://doi.org/10.14321/rhetpublaffa.18.3.0607 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| September 01 2015 Writing Bruce into Memory A. Susan Owen A. Susan Owen A. Susan Owen is Professor of Communication Studies at the University of Puget Sound in Tacoma, Washington. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (3): 575–586. https://doi.org/10.14321/rhetpublaffa.18.3.0575 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 A. Susan Owen; Writing Bruce into Memory. Rhetoric and Public Affairs 1 September 2015; 18 (3): 575–586. doi: https://doi.org/10.14321/rhetpublaffa.18.3.0575 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| September 01 2015 Bruce Gronbeck’s Gift: A Hermeneutics of Hospitality Celeste M. Condit Celeste M. Condit Celeste M. Condit is a Distinguished Research Professor in the Department of Communication Studies at the University of Georgia, Athens. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (3): 567–574. https://doi.org/10.14321/rhetpublaffa.18.3.0567 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Celeste M. Condit; Bruce Gronbeck’s Gift: A Hermeneutics of Hospitality. Rhetoric and Public Affairs 1 September 2015; 18 (3): 567–574. doi: https://doi.org/10.14321/rhetpublaffa.18.3.0567 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| September 01 2015 Bruce Gronbeck and the Lived Experience of Tradition John M. Sloop John M. Sloop John M. Sloop is Professor of Communication Studies at Vanderbilt University in Nashville, Tennessee. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (3): 599–606. https://doi.org/10.14321/rhetpublaffa.18.3.0599 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation John M. Sloop; Bruce Gronbeck and the Lived Experience of Tradition. Rhetoric and Public Affairs 1 September 2015; 18 (3): 599–606. doi: https://doi.org/10.14321/rhetpublaffa.18.3.0599 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

On August 27, 2015, Multimedia Editor Alexandra Hidalgo and Guest Editor Donnie Johnson Sackey discussed special issue 5.2 on race, rhetoric, and the state on Twitter. The Q&A has been curated with Storify below in hopes of continuing conversation on states’ questionable treatment of people of color until the issue’s release in late fall. See: […]

Book Review| August 01 2015 Review: Caesar's De Analogia. Edition, Translation, and Commentary, by Alessandro Garcea Alessandro Garcea, Caesar's De Analogia. Edition, Translation, and Commentary (Oxford: Oxford University Press, 2012), xiv+304 p. ISBN 9780199603978 Ermanno Malaspina Ermanno Malaspina (Société Internationale des Amis de Cicéron) Dipartimento di Studi Umanistici Via S. Ottavio 20 10100 Torino - Italy committee@tulliana.eu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 324–327. https://doi.org/10.1525/rh.2015.33.3.324 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Ermanno Malaspina; Review: Caesar's De Analogia. Edition, Translation, and Commentary, by Alessandro Garcea. Rhetorica 1 August 2015; 33 (3): 324–327. doi: https://doi.org/10.1525/rh.2015.33.3.324 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved. 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/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2015 Review: Les sententiae dans les tragédies de Sénèque, by Pascale Paré-Rey Pascale Paré-Rey, Flores et acumina. Les sententiae dans les tragédies de Sénèque, Lyon, Collection d'Études et de Recherches sur l'Occident Romain, 2012, 432 pp. ISBN 9782904974434 Isabelle David Isabelle David Université Paul Valéry-Montpellier 3 Route de Mende 34 199 Montpellier Cedex 5 France isabelle.david13@wanadoo.fr Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 327–330. https://doi.org/10.1525/rh.2015.33.3.327 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Isabelle David; Review: Les sententiae dans les tragédies de Sénèque, by Pascale Paré-Rey. Rhetorica 1 August 2015; 33 (3): 327–330. doi: https://doi.org/10.1525/rh.2015.33.3.327 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved. 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/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| August 01 2015 Henri III à l’école de la rhétorique: Liminaire Roxanne Roy Roxanne Roy Université du Québec à Rimouski (UQAR) Département des lettres et humanités 300, allée des Ursulines, C.P. 3300 Rimouski (Québec) Canada G5L 3A1 roxanne_roy@uqar.ca Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 223–229. https://doi.org/10.1525/rh.2015.33.3.223 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Cite Icon Cite Search Site Citation Roxanne Roy; Henri III à l’école de la rhétorique: Liminaire. Rhetorica 1 August 2015; 33 (3): 223–229. doi: https://doi.org/10.1525/rh.2015.33.3.223 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved. 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/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2015 Review: Homeric Speech and the Origins of Rhetoric, by Rachel Ahern Knudsen Rachel Ahern Knudsen, Homeric Speech and the Origins of Rhetoric, Baltimore: Johns Hopkins University Press, 2014. 230 pp. ISBN 9781421412269 Richard Leo Enos Richard Leo Enos Department of English Texas Christian University Fort Worth, Texas 76129 USA r.enos@tcu.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 322–324. https://doi.org/10.1525/rh.2015.33.3.322 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Cite Icon Cite Search Site Citation Richard Leo Enos; Review: Homeric Speech and the Origins of Rhetoric, by Rachel Ahern Knudsen. Rhetorica 1 August 2015; 33 (3): 322–324. doi: https://doi.org/10.1525/rh.2015.33.3.322 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved. 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/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2015 Review: L'homme rhétorique. Culture, raison, action, by E. Danblon E. Danblon, L'homme rhétorique. Culture, raison, action, Paris: Les Editions du Cerf, 2013, 226 pp. ISBN 978220499264 Mauro Serra Mauro Serra Università di Salerno, Dipartimento di Scienze del Patrimonio Culturale Via Giovanni Paolo II, 132, 84084 Fisciano (Salerno) Italy maserra@unisa.it Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 317–320. https://doi.org/10.1525/rh.2015.33.3.317 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Mauro Serra; Review: L'homme rhétorique. Culture, raison, action, by E. Danblon. Rhetorica 1 August 2015; 33 (3): 317–320. doi: https://doi.org/10.1525/rh.2015.33.3.317 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved. 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/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2015 Review: The Theory and Practice of Life: Isocrates and the Philosophers, by Tarik Wareh Tarik Wareh, The Theory and Practice of Life: Isocrates and the Philosophers. Washington, DC: Center for Hellenic Studies. Distributed by Harvard University Press, 2012, viii + 236 pp. ISBN 9780674067134 David Depew David Depew University of Iowa Project of the Rhetoric of Inquiry (POROI). 230 North Clinton, 100 Bowman House, Iowa City, Iowa 52242 USA david-depew@uiowa.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 320–322. https://doi.org/10.1525/rh.2015.33.3.320 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation David Depew; Review: The Theory and Practice of Life: Isocrates and the Philosophers, by Tarik Wareh. Rhetorica 1 August 2015; 33 (3): 320–322. doi: https://doi.org/10.1525/rh.2015.33.3.320 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved. 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/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

The social media campaign #WeNeedDiverseBooks has called for more varied works of literature. However, one of the arguments for increasing the visibility of diverse books has not received much attention: using #WNDB to cultivate religiously pluralistic thinkers. Currently, there is a conflict between the evasion of religious neutrality in English language arts (ELA) instruction and the need to prepare young people to become pluralistic thinkers in a global society. This article examines three lines of inquiry: How likely are preservice teachers to (a) include children’s books with religious diversity in their future classrooms, (b) discuss the religious content of the books with their future students, and/or (c) employ dominant social discourses in interpreting the religious content? Grounded in theories of religious neutrality, social discourses, and cultural superiority,the study analyzes 79 preservice teachers’ responses to the cultural-religious milieu of the renowned picture book memoir In My Family/En Mi Familia (Garza, 1996). The corpus of data, which includes the preservice teachers’ written reflections and responses to a set of open-ended questions,indicates that privileging a nonreligious reading lens and excluding relevant religious perspectives from discussions about diverse works of children’s literature can inadvertently contribute to the defamation of other cultures and religious traditions. The study underscores the responsibility of teacher educators to help preservice teachers take a religiously neutral approach to ELA instruction.

Presentations are effective ways of communicating information, especially in the field of education, but they might not be equally or fully beneficial and persuasive to all users. Each member of the audience might be interested in a particular topic, come from a different background and profession, and have his or her own personality traits. In this conceptual paper, we first describe our persuasive personalization model; the Individualization Pyramid based on Yale Attitude Change Approach. The model consists of the following main sections: selecting contents by applying segmentation, adjusting comprehensibility of the text, tailoring the language of the text to fit with user's personality and recommending content that is associated with user's personal history within the related subjects. We then propose an enhanced version of our previously published presentation builder, which uses users' digital traces such as those on social media to personalize presentation content. Finally, we highlight the available tools and algorithms to assist us with developing the system.

Research problem: The study attempts to study how an empowered Chinese public coped with and interpreted the environmental crisis of the ConocoPhillips oil spill and how ConocoPhillips reacted to the growing influence of social media. Research questions: In what ways did the Chinese public exercise its new power through social media in addressing the ConocoPhillips Oil Spill Incident? How did a multinational company like ConocoPhillips act during the crisis and react to the voices of the public through new media? Literature review: Social media has caused a power shift in China by allowing the ordinary Chinese public who used to be the silent majority to expose scandals and express their opinions about crises with greater freedom. At the same time, pressure is growing on corporations to exercise social responsibility, through responding to economic, legal, ethical, and discretionary expectations that society has. Stakeholder theory indicates that only by meeting the needs and expectations of the individuals and groups who can affect or are affected by the firm's objectives can a firm survive and succeed. In developing countries, corporate social responsibility is characterized by a lack of systematic and institutionalized approach, with stakeholders, such as the public and community, being neglected for a long time. Methodology: Researchers conducted a thematic analysis of 932 microblog and blog entries about the ConocoPhillips Oil Spill Incident in China that were published on leading Chinese social media websites between June 2011 to February 2013. Results and discussion: The study found that the oil spill sparked an uproar of anger and criticism in the Chinese online community. Most posts on microblogs and blogs engaged in finding the causes and laying the blame for the oil spill. The overwhelming majority of the Chinese public attributed the crisis to the faulty laws and inaction on the part of the Chinese government regulators, to ConocoPhillips, and the Chinese joint venture partner China National Offshore Oil Corporation's failure to undertake due responsibilities. In response to mounting online criticisms, ConocoPhillips exhibited little interest in engaging with the Chinese public and showed poor communication in terms of Corporate Social Responsibility (CSR). The study's theoretical contribution lies in combining CSR and Stakeholder theory with Discourse Power theory. Practical implications to multinational corporations seeking long-term business development in the developing country contexts, such as China, are that managers need to engage in responsive listening, actively participate in online conversations, and constantly scan the social media environment to manage its relations with the general public. Particularly, firms experiencing crises can gain the public's emotional support by communicating emotion-laden messages through social media.

Background: Virtual teams collaborate across distances using information communication technologies (ICTs). A distinctive set of communication skills is needed by people who work successfully in virtual teams, and few universities or companies provide structured education and training in virtual teamwork. At a midsized southeastern Masters Comprehensive University, professors from the Colleges of Arts and Sciences, Business, and Education came together to explore how they might use cross-disciplinary student teams (groups comprised of students with different backgrounds and educational goals) to teach concepts in their own disciplines while providing students with the opportunity to become more proficient in virtual team communication. Research questions: (1) Can cross-disciplinary student team projects successfully support learning in virtual team communication as well as address the learning objectives of specific courses? (2) What can faculty learn from a cross-disciplinary teaching model that can be applied to virtual teams? Situating the case: Experiential learning is based on performing real tasks and reflecting on that process; it benefits learners by engaging them in complex, authentic situations. Virtual teams are significant because they support a great deal of the work currently taking place in our global economy; they are significant in higher education because students need to develop skills in international virtual communication before they are introduced to high-stakes work environments. In previous cases, students have collaborated across national cultures to develop project deliverables, such as websites, reports, and usability studies and present them in virtual environments using such tools as WebEx, Skype, and live streaming. How this case was studied: The findings from this case are based on individual student reflections, which were used to create a data matrix for each project, and instructor observation and evaluation. About the case: In Spring 2013, six faculty from the same university worked together to incorporate virtual teams into their classrooms. These six faculty members were divided into two groups of three with each group representing three colleges mentioned earlier. The faculty developed two interdisciplinary projects (one on infographics and another on social media) that enabled rich and diverse student collaboration. In both groups, the three faculty leaders worked together to define a project scope that students could achieve and that would relate to learning goals in each discipline. Conclusions: The lessons learned from this experience are that: (1) technical challenges will occur; (2) students from all disciplines must receive the same information; (3) instructors must balance respect for their colleagues and support for their students; (4) team assignments need to be consistent and fair; (5) instructors need to establish appropriate and fair assessment measurements for their own students; and (6) projects need to be realistic in order to show the students the value of virtual work.

This article, the first of a two-part series, catalogs teaching innovations from the 2014 Association for Business Communication Annual Conference. These 12 assignments debuted during two My Favorite Assignment sessions. Learning experiences included job-seeking skills—résumé writing, writing job applications, sharpening interview skills, interview performance feedback via video, peers, and handheld mirrors and communication tools—creating effective graphs, charts and figures, interactive web-based communication, crafting PowerPoint slides, managing communication anxiety via the web, and corporate social media strategy/tactics. Additional teaching materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on http://businesscommunication.org/assignments .

This article examines how the Computers in Writing-Intensive Classrooms (CIWIC)/Digital Media and Composition (DMAC) Institute has realized founding director Cynthia L. Selfe's commitment to prioritizing people first, then teaching, then technology. I analyze how institute curricula introduce and model pedagogies for teaching digital composing, foster networking among participants, articulate a critical stance toward technology, and encourage newcomers to enter the field as administrators and scholars (as well as teachers). I also draw on participant documents (social media posts, publications, and CVs) to investigate the uptake of these ideas. Moving forward, I suggest that in light of the institute's growing emphasis on digital composing, 1) knowledge-making should be seen as the larger frame for CIWIC/DMAC work, and 2) research should be added to the institute's existing articulation of the field in terms of people→teaching→technology.

Other| June 01 2015 Rhetorical Studies and the Gun Debate: A Public Policy Perspective J. Michael Hogan; J. Michael Hogan J. Michael Hogan is Liberal Arts Research Professor and Director of the Center for Democratic Deliberation at Penn State University. Search for other works by this author on: This Site Google Craig Rood Craig Rood Craig Rood is a Ph.D. student in Communication Arts and Sciences at Penn State. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (2): 359–372. https://doi.org/10.14321/rhetpublaffa.18.2.0359 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation J. Michael Hogan, Craig Rood; Rhetorical Studies and the Gun Debate: A Public Policy Perspective. Rhetoric and Public Affairs 1 June 2015; 18 (2): 359–372. doi: https://doi.org/10.14321/rhetpublaffa.18.2.0359 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal Issue Section: Forum: Responses to Collins on the Second Amendment You do not currently have access to this content.

Book Review| June 01 2015 Rap and Religion: Understanding the Gangsta’s God Rap and Religion: Understanding the Gangsta’s God. By Ebony A. Utley. Santa Barbara, CA: Praeger, 2012; pp. 190. $37.00 cloth. Rudo Mudiwa Rudo Mudiwa Indiana University, Bloomington Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (2): 395–398. https://doi.org/10.14321/rhetpublaffa.18.2.0395 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Rudo Mudiwa; Rap and Religion: Understanding the Gangsta’s God. Rhetoric and Public Affairs 1 June 2015; 18 (2): 395–398. doi: https://doi.org/10.14321/rhetpublaffa.18.2.0395 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| June 01 2015 Transforming Citizenships: Transgender Articulations of the Law Transforming Citizenships: Transgender Articulations of the Law. By Isaac West. New York: New York University Press, 2014; pp. xii + 235. $24.00 paper. Anjali Vats Anjali Vats Indiana University, Bloomington Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (2): 389–392. https://doi.org/10.14321/rhetpublaffa.18.2.0389 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Anjali Vats; Transforming Citizenships: Transgender Articulations of the Law. Rhetoric and Public Affairs 1 June 2015; 18 (2): 389–392. doi: https://doi.org/10.14321/rhetpublaffa.18.2.0389 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| June 01 2015 The Promise of Reason: Studies in The New Rhetoric The Promise of Reason: Studies in The New Rhetoric. Edited by John T. Gage. Carbondale: Southern Illinois University Press, 2011; pp. 272. $60.00 cloth. Janice W. Fernheimer Janice W. Fernheimer University of Kentucky Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (2): 402–406. https://doi.org/10.14321/rhetpublaffa.18.2.0402 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 Janice W. Fernheimer; The Promise of Reason: Studies in The New Rhetoric. Rhetoric and Public Affairs 1 June 2015; 18 (2): 402–406. doi: https://doi.org/10.14321/rhetpublaffa.18.2.0402 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2015 Review: The Chreia and Ancient Rhetoric: Commentaries on Aphthonius's Progymnasmata, (Society of Biblical Literature, Writings from the Greco-Roman World 31), by Hock, Ronald F. Hock, Ronald F., trans., The Chreia and Ancient Rhetoric: Commentaries on Aphthonius's Progymnasmata, (Society of Biblical Literature, Writings from the Greco-Roman World 31), Atlanta: Society of Biblical Literature, 2012. xii + 345 pp. ISBN 978-1-58983-644-0 Robert J. Penella Robert J. Penella Department of Classics, Fordham University, Bronx, NY 10458, USA, rpenella@fordham.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (2): 217–219. https://doi.org/10.1525/RH.2015.33.2.217 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Robert J. Penella; Review: The Chreia and Ancient Rhetoric: Commentaries on Aphthonius's Progymnasmata, (Society of Biblical Literature, Writings from the Greco-Roman World 31), by Hock, Ronald F.. Rhetorica 1 May 2015; 33 (2): 217–219. doi: https://doi.org/10.1525/RH.2015.33.2.217 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2015 Review: Gorgia epidittico. Commento filosofico all'Encomio di Elena, all'Apologia di Palamede, all'Epitaffio, by Giombini, Stefania Giombini, Stefania, Gorgia epidittico. Commento filosofico all'Encomio di Elena, all'Apologia di Palamede, all'Epitaffio, Perugia: Aguaplano, 2012, 286 pp. ISBN 978-88-97738-12-1 Piera De Piano Piera De Piano Università degli studi di Salerno, Contrada Petrara, 8H, 83025 Montoro (AV), Italy, piera_depiano@libero.it Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (2): 209–212. https://doi.org/10.1525/RH.2015.33.2.209 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Piera De Piano; Review: Gorgia epidittico. Commento filosofico all'Encomio di Elena, all'Apologia di Palamede, all'Epitaffio, by Giombini, Stefania. Rhetorica 1 May 2015; 33 (2): 209–212. doi: https://doi.org/10.1525/RH.2015.33.2.209 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2015 Review: Les œuvres perdues d'Ælius Aristide: fragments et témoignages., by Fabrice, Robert Fabrice, Robert, Les œuvres perdues d'Ælius Aristide: fragments et témoignages. Édition, traduction et commentaire, Paris, De Boccard (coll. De l'Archéologie à l'Histoire), 2012, 743 pp. ISBN 978-2-7018-0332-6 Pierre Chiron Pierre Chiron Université Paris-Est, Institut Universitaire de France, 12 allée Georges Brassens, F-92290 Châtenay-Malabry, France, pcchiron@wanadoo.fr Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (2): 212–214. https://doi.org/10.1525/RH.2015.33.2.212 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Cite Icon Cite Search Site Citation Pierre Chiron; Review: Les œuvres perdues d'Ælius Aristide: fragments et témoignages., by Fabrice, Robert. Rhetorica 1 May 2015; 33 (2): 212–214. doi: https://doi.org/10.1525/RH.2015.33.2.212 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2015 Review: The Politics of Eloquence: David Hume's Polite Rhetoric, by Hanvelt, Marc Hanvelt, Marc, The Politics of Eloquence: David Hume's Polite Rhetoric, Toronto, University of Toronto Press, 2012. 217pp. ISBN 978-1-4426-4379-6 Christopher Reid Christopher Reid School of English and Drama, Queen Mary, University of London, Mile End Road, London E1 4NS, United Kingdom, c.g.p.reid@qmul.ac.uk Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (2): 215–217. https://doi.org/10.1525/RH.2015.33.2.215 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Christopher Reid; Review: The Politics of Eloquence: David Hume's Polite Rhetoric, by Hanvelt, Marc. Rhetorica 1 May 2015; 33 (2): 215–217. doi: https://doi.org/10.1525/RH.2015.33.2.215 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| May 01 2015 Addresses of Contributors to This Issue Rhetorica (2015) 33 (2): 220–221. https://doi.org/10.1525/RH.2015.33.2.220 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Addresses of Contributors to This Issue. Rhetorica 1 May 2015; 33 (2): 220–221. doi: https://doi.org/10.1525/RH.2015.33.2.220 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © 2015 by The International Society for the History of Rhetoric. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

In the context of forming and maintaining connections, the use of social media has become pervasive in today's society. Some use it to actively cultivate business relationships and follow or set in...

Introduction| April 01 2015 Introduction: Developing a Dialogue about Language and Politics Christina Ortmeier-Hooper; Christina Ortmeier-Hooper Search for other works by this author on: This Site Google Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 383–386. https://doi.org/10.1215/15314200-2845193 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Christina Ortmeier-Hooper, Meaghan Elliott; Introduction: Developing a Dialogue about Language and Politics. Pedagogy 1 April 2015; 15 (2): 383–386. doi: https://doi.org/10.1215/15314200-2845193 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 Admitting Speech into the Writing Classroom Vernacular Eloquence: What Speech Can Bring to Writing. By Elbow, Peter. Oxford University Press, 2012. 456 pages. Adam Parker Cogbill Adam Parker Cogbill Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 403–407. https://doi.org/10.1215/15314200-2845257 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Adam Parker Cogbill; Admitting Speech into the Writing Classroom. Pedagogy 1 April 2015; 15 (2): 403–407. doi: https://doi.org/10.1215/15314200-2845257 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 Living Literacies of the Mountain Woman Whistlin’ and Crowin’ Women of Appalachia: Literacy Practices since College. By Sohn, Katherine Kelleher. Southern Illinois University Press, 2006. 224 pages. Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 397–402. https://doi.org/10.1215/15314200-2845241 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Meaghan Elliott; Living Literacies of the Mountain Woman. Pedagogy 1 April 2015; 15 (2): 397–402. doi: https://doi.org/10.1215/15314200-2845241 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2015 Unlocking the Secrets of Communication in Science and Engineering Learning to Communicate in Science and Engineering: Case Studies from MIT. By Poe, Mya, Lerner, Neal, and Craig, Jennifer. MIT Press, 2010. 256 pages. Xiaoqiong You Xiaoqiong You Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 391–395. https://doi.org/10.1215/15314200-2845225 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Xiaoqiong You; Unlocking the Secrets of Communication in Science and Engineering. Pedagogy 1 April 2015; 15 (2): 391–395. doi: https://doi.org/10.1215/15314200-2845225 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2015 (Writing) Centers and Margins Facing the Center: Toward an Identity Politics of One-to-One Mentoring. By Denny, Harry C.. Utah State University Press, 2010. 180 pages. Matt Switliski Matt Switliski Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 387–390. https://doi.org/10.1215/15314200-2845209 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Matt Switliski; (Writing) Centers and Margins. Pedagogy 1 April 2015; 15 (2): 387–390. doi: https://doi.org/10.1215/15314200-2845209 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| April 01 2015 Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance Fran L. Lassiter Fran L. Lassiter Guest Editor Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 353–358. https://doi.org/10.1215/15314200-2845081 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Fran L. Lassiter; Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance. Pedagogy 1 April 2015; 15 (2): 353–358. doi: https://doi.org/10.1215/15314200-2845081 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Many studies have examined organizations’ use of specific types of online media, but few studies have examined how organizations generate dialogues and develop relationships by using multiple online communication platforms. This study takes an integrated approach by examining how top global organizations incorporate brand Web sites, Facebook, and Twitter to cultivate relationships with stakeholders. Its findings suggest that those particular online media are used similarly, that is, more for information dissemination than user engagement and more for one-way than two-way communication. The findings also suggest that the types of products promoted can affect the way that organizations use different online media to develop relationships.

Article for LiCS special issue The New Activism: Composition, Literacy Studies, and Politics.

Research problem: As a follow up to an earlier article, this study compares Fortune 500 website homepage design in 2013 with the results of a similar study in 2008, providing an updated overview of homepage design practice that reflects the many technological advances that have influenced web design during the intervening period. The findings are useful for those wanting to know the state of homepage design in 2013, whether as current practitioners or researchers. Research questions: (1) What are the current homepage design practices of Fortune 500 companies? (2) What are the current Web 2.0 technology practices of Fortune 500 companies? (3) What changes in homepage design have occurred for Fortune 500 companies? (4) What are the differences in homepage design and Web 2.0 technology practices between the 100 largest and 100 smallest Fortune 500 companies? and (5) Is homogeneity in design increasing amongst Fortune 500 homepages? Literature review: Three key areas guided my analysis of homepages. (1) Usability research, which suggests guidelines for design based on aggregated performance of users, such as locating the search box in the upper right and for directing mobile users to an alternate site designed for mobile access. (2) Design practice studies, which suggest guidelines for design based on aggregated analyses of websites, such as having links to employment information and investor information on the homepage. (3) Design patterns: libraries of patterns to provide designers with responses to design problems, such as using collapsible panels or module tabs to reveal and conceal content on a page. These libraries also provide guidelines for design, such as using fat menus or sitemap footers to structure navigation. Methodology: Using content analysis, every Fortune 500 homepage in 2013 was analyzed for 68 major design elements in these categories--navigation, content links, support for specific types of users, visual design, multimedia, and web 2.0-and the results were analyzed. Results and conclusions: The homepages displayed greater homogeneity in design than a similar study in 2008. Overall, 12 elements-(1) corporate logo in the top left of the page; (2) link to an “about us” section containing company information; (3) link to information for those seeking employment; (4) horizontally oriented main navigation; (5) link for contacting the company; (6) link for information for investors; (7) link for terms of use or legal disclaimers; (8) link to privacy information; (9) link for news or a press room; (10) multimedia use; (11) links that do not appear on the page initially, requiring interaction; (12) search box, located in the upper right of page-were present on 80% or more homepages, and 6 elements-(1) web 2.0 features; (2) an image that can be clicked on as a focal point; (3) link to a sitemap; (4) link to Twitter; (5) link to Facebook; and (6) dropdown or pulldown menu-were present on 50% to 79% of pages. Between 2008 and 2013, many practices have changed, such as increases in page length, the overall number of links, the number of links to social media sites, and the number of sites with search boxes. Certain design choices-such as mobile options for sites, links to social media sites, and links to site maps-were more prevalent in the largest 100 companies than the smallest 100 companies.

With the widespread popularity of distance learning, there is a need to investigate elements of online courses that continue to pose significant challenges for educators. One of the challenges relates to creating and managing group projects. This study investigated business students’ perceptions of group work in online classes. The constructs of learning and social interaction, process satisfaction, product satisfaction, and use of technology in the virtual learning environment were investigated. The use of social media networks by group participants was also examined. Recommendations are provided for business educators looking to develop or enhance teamwork in virtual learning environments.

Book Review| March 01 2015 Letters to Power: Public Advocacy Without Public Intellectuals Letters to Power: Public Advocacy Without Public Intellectuals. By Samuel McCormick. University Park: Pennsylvania State University Press, 2011; pp. 197. $64.95 cloth; $22.95 paper. James H. Collier James H. Collier Virginia Tech Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 195–198. https://doi.org/10.14321/rhetpublaffa.18.1.0195 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 James H. Collier; Letters to Power: Public Advocacy Without Public Intellectuals. Rhetoric and Public Affairs 1 March 2015; 18 (1): 195–198. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0195 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| March 01 2015 Global Memoryscapes: Contesting Remembrance in a Transnational Age Global Memoryscapes: Contesting Remembrance in a Transnational Age. Edited by Kendall R. Phillips and G. Mitchell Reyes. Tuscaloosa: University of Alabama Press, 2011; pp. 231. $26.00 paper. Cynthia Duquette Smith Cynthia Duquette Smith Indiana University, Bloomington Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 191–195. https://doi.org/10.14321/rhetpublaffa.18.1.0191 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 Cynthia Duquette Smith; Global Memoryscapes: Contesting Remembrance in a Transnational Age. Rhetoric and Public Affairs 1 March 2015; 18 (1): 191–195. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0191 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| March 01 2015 The Intimate and Ugly Politics of Emancipation Kirt H. Wilson Kirt H. Wilson Kirt H. Wilson is Associate Professor of Rhetoric and Public Discourse at Pennsylvania State University in State College. He thanks Charles E. Morris III for organizing this forum and his fellow authors for their insightful interpretations. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 121–128. https://doi.org/10.14321/rhetpublaffa.18.1.0121 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 Kirt H. Wilson; The Intimate and Ugly Politics of Emancipation. Rhetoric and Public Affairs 1 March 2015; 18 (1): 121–128. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0121 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| March 01 2015 Woman President: Confronting Postfeminist Political Culture Woman President: Confronting Postfeminist Political Culture. By Kristina Horn Sheeler and Karrin Vasby Anderson. College Station: Texas A&M University Press, 2013; pp. xi + 242. $45.00 cloth. Allison M. Prasch Allison M. Prasch University of Minnesota Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 177–181. https://doi.org/10.14321/rhetpublaffa.18.1.0177 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Allison M. Prasch; Woman President: Confronting Postfeminist Political Culture. Rhetoric and Public Affairs 1 March 2015; 18 (1): 177–181. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0177 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| March 01 2015 Saving the Emancipator Brian J. Snee Brian J. Snee Brian J. Snee is Associate Professor and Chair of the Department of Communication Studies at Manhattanville College in Purchase, New York. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 141–146. https://doi.org/10.14321/rhetpublaffa.18.1.0141 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Brian J. Snee; Saving the Emancipator. Rhetoric and Public Affairs 1 March 2015; 18 (1): 141–146. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0141 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| March 01 2015 Slave Photographs in Lincoln Cara A. Finnegan Cara A. Finnegan Cara A. Finnegan is Conrad Humanities Professorial Scholar in the College of Liberal Arts and Sciences and Associate Professor of Communication at the University of Illinois at Urbana-Champaign. Her research examines the role of photography in public life. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 129–134. https://doi.org/10.14321/rhetpublaffa.18.1.0129 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Cara A. Finnegan; Slave Photographs in Lincoln. Rhetoric and Public Affairs 1 March 2015; 18 (1): 129–134. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0129 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| March 01 2015 The Forgotten Prophet: Bishop Henry McNeal Turner and the African American Prophetic Tradition The Forgotten Prophet: Bishop Henry McNeal Turner and the African American Prophetic Tradition. By Andre E. Johnson. Lanham, MD: Lexington Books, 2012; pp. viii + 127. $60.00 cloth. Theon E. Hill Theon E. Hill West Chester University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 184–187. https://doi.org/10.14321/rhetpublaffa.18.1.0184 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Theon E. Hill; The Forgotten Prophet: Bishop Henry McNeal Turner and the African American Prophetic Tradition. Rhetoric and Public Affairs 1 March 2015; 18 (1): 184–187. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0184 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.