Searching the Internet for health information is now routine; recommending and receiving medical expertise on social media platforms such as Instagram (IG) during medical treatment remains understudied. After analyzing more than 200 images on IG related to (in)fertility treatment, we employed a directed content analysis. In this manuscript, we investigate self- disclosure related to in vitro fertilization treatment on IG and the types of linguistic (e.g., written affirmations, hashtags) and paralinguistic (e.g., emoji) feedback given in response. We found users on IG received emotional (e.g., expressions of care), informational (e.g., medical and treatment advice), tangible (e.g., gifted medicine and care packages), and belonging (e.g., #ttcsisters) functions of social support in response to self-disclosure (Uchino, 2004). By concluding that social media platforms allow for unique social support exchanges, we offer theoretical and practical implications for scholars, practitioners, and patients interested in social support, supportive communication, and emoji on social media platforms.

Early days, things fallen asleep, hidden things, possibilities, melodies of the past and the future, timeless plans, float by, one after the other, and I feel rich under a hoard of gifts and must have hope. Then the day wakes, the nearness, the sharpness, and I am disturbed. I close my eyes in order not to see it, fall asleep again, heavily, am assailed by dreams, and frequently awaken only in the course of the afternoon without feeling restored.—Paul Klee, Diary II, 1902 Now is never quite here, at least as we might hope, or as we might insist. Its inspiration is riddled with disappointment that provokes. And so on—never quite here, this now that both enlivens and restrains, an experience of chance and a moment of choice, a question of conditions and consequences that defies full reply. Perhaps this is one beginning of theory, one way that it begins again, for now.One way—a path then, not least the path that was held in antiquity to lead outside the city, past the wall, without the comfort of given topoi and taken for granted logos, beyond the reach of law and its exception. The theoros took leave, in uncertain direction, and with no assurance of comprehension let alone recognition. Theory thus struggles, not least to overcome the entrenched expectation of (its) utility and discover a question.Here, for now, theory appears with space. It appears with a certain indifference—its distinction from “method”—if not a commitment to resistance—a stance that provokes the banal claim that it is just so much “bad writing.” And yet, theory's own history betrays that its promise has often been reserved for those who were deemed to “properly” belong to the city in the first place, just as its power has frequently come at the expense of those whom it has “encountered” along its way. Theory is never far from the problem of (its) violence.The fifty-third volume of Philosophy & Rhetoric begins with an extended and wholly engaging forum—Why Theory Now? As forum editor Daniel Gross notes in the introduction, the essays that follow contain a number of crucial arguments. And they feature significant argumentation, rhetorical and philosophical clash that raises important questions about the contested power of theoretical expression and the potential of theory's contention. There is then, as Gross suggests, the beginning of a genealogy here, an inquiry that not only discloses but performs something of the uncertain ways in which theory unfolds, that is, how it is imagined, undertaken, articulated, and troubled, sometimes in the name (and sometimes against the name) of both rhetoric and philosophy—perhaps to the satisfaction of neither. Today, it is this how that may press, a call to grasp and give way to theory's ways of beginning again—for now.

Preview this article: Interchanges: Response to Ira J. Allen's "Composition Is the Ethical Negotiation of Fantastical Selves", Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/71/3/collegecompositionandcommunication30505-1.gif

Authors in issue 4.1 of *Prompt* share a notably diverse group of writing assignments from various disciplines.

With the goal of increasing interdisciplinary dialogue, the authors engage Dr. O’Connell’s response to “Terminal node problems: ANT 2.0 and prescription drug labels.” Specifically, the authors aim to address the questions and concerns raised by Dr. O’Connell as well as offer suggestions for future research that builds on the insights that emerge from this interdisciplinary dialectic.

This article examines how digital rhetoric in a big data age affects human and more-than-human life (lands, waters, energies, and so forth) in places beyond immediate rhetorical encounters. By putting particular pressure on what the author calls digital damage, the article draws out the material, ecological, and infrastructural dimensions of Facebook’s New Mexico data center. Coupling Donna Haraway’s methodological tactic of “staying with the trouble” with cultural rhetorics perspectives on story, accountability, and relationality, the essay shows how digital damage can be expressed through a series of interruptive stories. Ultimately, the article intervenes in debates on the Anthropocene, arguing that attending to digital damage through story is one way to register the sensitivities, urgencies, and accountabilities needed to respond to worlds of entangled damage.

Welcome to the Fall 2020 issue of the Journal of Response to Writing. Despite the upending of many of our professional lives and day-to-day realities due to COVID-19, our dynamite authors, reviewers, and editors have been hard at work to bring you a robust collection for this new issue. If you are like us, one of the things we have missed the most during this time of emergency migration to online instruction has been the regular interactions we are used to having with the students in our classes. Aptly, many of the articles in this Fall 2020 issue focus on response to writing as it affects the students we teach. Whether it is recognizing the value of student-to-student exchanges during peer review, allowing students agency and choice in feedback and support processes, or keeping them in mind when we plan lessons and try out new techniques in the classroom, the valuable role students play in the process of response to writing cannot be overstated.

This article reports on a large-scale study of peer and instructor response and student reflection on response. The corpus of instructor and peer response to 864 drafts of student writing was collected via ePortfolios from first-year writing courses and courses across disciplines at 70 U.S. institutions of higher education. The following questions guided a qualitative analysis of the data: (a) What are the similarities and differences in the ways instructors and peers respond to college writing? (b) What perspectives do college students have on the feedback they receive on their writing from instructors and peers? Three themes emerged from a review of the literature on peer and instructor response and the results of the analysis of the data: (a) peer responders tend to be more focused on global concerns than instructors, (b) peer responders tend to be less directive than instructors, and (c) students learn as much from reading their peers’ drafts as they do from the comments they receive from peer responders or the instructor. The findings support an argument for placing peer response at the center of the response construct, rather than thinking of peer response as merely a complement to instructor response.

Welcome to the Spring 2020 issue of the Journal of Response to Writing. This year marks our 6th year of publishing, and this new issue contains five articles illustrating how our journal covers a wide range of topics of interest to scholars and teachers of first- and second-language writing.

We write this introduction for our fourth, coedited issue of Reflections at a historic moment between the passage of two articles of impeachment against President Donald Trump in the House and his possible (theoretical) removal in the Senate. This conjuncture comes just two months after the third Conference on Community Writing took place in Philadelphia in October. As coeditors of one of two affiliate journals of the Coalition on Community Writing, we had eagerly anticipated the conference and commissioned an article to review the conference as a way to take the pulse of community writing on the cusp of the 2020s (see Hubrig et al. in this issue).

As activists from historically marginalized communities advocate for themselves when confronted with increasing environmental and social injustices, students and scholars are uniquely poised to collect examples of, learn from, and amplify activists’ rhetorical efforts at intervention. This article argues for activist archival work in which researchers collect examples of activist interventions as a critical form of community engagement. The case study presented here, which focuses on local activist writing (broadly conceived) in response to the Flint water crisis, illustrates one possibility for how activist archival research might be undertaken. Specifically, it highlights the tactics of black and working-class community members who joined together to make apparent how water contamination was affecting their own bodies, families, and communities through complex, multimodal interventions online and in the Flint community. Furthermore, this article emphasizes why such research is necessary and important, particularly when the embodied, scientific, and cultural knowledges of marginalized community members are represented little, if at all, in mainstream media coverage and normative rhetorics of risk.

Front matter for Reflections Volume 19, Issue 2, Fall/Winter 2019 to 2020 issue.

Reviews 129 to rebrand old ideologies and invent new rhetorical repertoires with direct appeal to twenty-first-century audiences both at home and abroad. Reading The Rhetoric of Mao Zedong is a true delight, a delight that is made possible by Xing Lu s dispassionate and deeply engaging study of political rhetoric in modern China in general and Mao's transformative rhet­ oric in particular. As China continues to make its presence importantly felt on the world stage, understanding and developing a productive dialogue with its rhetoric is imperative. The Rhetoric of Mao Zedong should serve as an efficacious guide toward this urgent task confronting today's rhetori­ cians and politicians of all persuasions. Luming Mao University of Utah Marie Lund, An Argument on Rhetorical Style. Denmark: Aarhus University Press, 2017, 220 pp. $25 (paper). ISBN 9788771844344 In An Argument on Rhetorical Style, Marie Lund builds on the work of Maurice Charland on constitutive rhetoric to advance constitutive style as an original contribution to rhetorical theory. To what extent is Lund's claim to have made an original contribution to centuries-long thought about style borne out by her argument? The first part of An Argument on Rhetorical Style is conceptual, distin­ guishing "constitutive style" from other ways of theorizing style. Lund draws on Wolfgang G. Muller's analysis to organize a taxonomy. In Topik des Stilbegriffs (1981), Muller identifies two tropes as dominating concep­ tions of style in the West: "style as dress" and "style as the man." Both have complicated histories. Style as dress would seem to see style as divorced from underlying ideas and, therefore, as decorative. But in the Renaissance, where the style as dress trope flourishes, Lund notes that ornatus was often thought of more as armament than decoration (58): for example, in John Hoskins' Directions for Speech and Style. Still, in so far as the live canons are thought of as a sequence, traditional rhetoric has fostered the idea that stylistic concerns are belated. With regard to "style is the man," this too is a complicated trope. When Comte de Buffon wrote in "Discourse on Style" that Le style c'est Thomme meme, he meant something quite different from both Quintilian who claimed that speech is commonly an index of character (Institutes, 11.1.30) and from the Romantics with their emphasis on the uniqueness of a personality as reflected in speech. Regardless of these diffe­ rences, Lund's claim that we have often theorized style as the formal embodiment of the speaker or writer's personality" (208) is true enough. Muller's two tropes of style serve as the ground on which Lund mounts her claim for a third topos: style as constitutive: "Wolfgang Muller is responsible for the first two topoi, while the last [constitutive] is my own invention," Lund writes (208). She reviews previous work on the figures 130 RHETORICA and on style generally to place her work in context and to shore up her claim of originality. Among scholars working on the rhetorical figures, Jeanne Fahnestock receives the most attention. Although Fahnestock does consider the figures as constitutive in her Rhetorical Figures in Science (p.22), she does not oppose constitutive to decorative, as Lund does. Instead, she distinguishes figures as functional or not—as advancing an argument or distracting from it. Fahnestock shows that even in scientific argument, figures are present and often serve a functional purpose by for­ mally epitomizing the structure of a scientific argument. For example, in the argument Darwin advances in the Origin that gradual change in response to natural selection turns variations from incipient species to new species, Fahnestock shows that the formal qualities of this argument are captured in the figure gradatio that characterizes Darwin's style (Fahnes­ tock 113-14). But it would be wrong to say that the gradatio is constitutive of the argument because gradatio, like all figures, is in itself skeletal, lacking evi­ dence and is not, therefore, probative. Lund also discusses Lakoff and John­ son on cognitive metaphor. But their point is that metaphor is a generative cognitive process—and therefore relates to invention. If a metaphor goes unnoticed, can we say it contributes to style? Lund's...

126 RHETORICA argument seems to be the subject of his next book, so perhaps we shall have to wait and see (Conversational 11). Relatedly, the exclusion of some significant studies feels puzzling. Peter Mack's 2011 A History of Renaissance Rhetoric, for instance, is nowhere to be found, while Cheryl Glenn's Rhetoric Retold would have been a useful interlocutor regarding women's place in rhetorical history. Finally, the books' sweeping arc narrating conversation's inevitable march toward the Madisonian republic may leave readers—especially ones well-versed in par­ ticular figures and periods—wishing for greater consideration of complicat­ ing biographical and cultural context. My own interest in the English Civil Wars, for instance, left me wanting greater attention throughout to the influence of theology, as religion largely disappears by the midpoint of The Conversational Enlightenment. Nonetheless, as Randall concedes, it is impossible to read (and therefore write about) everything (Conversational 16). His bibliography is long enough, and his claims about specific texts are modest. The citations point readers to internecine arguments on individ­ ual texts and authors. In penning a broad history of conversation that capablv finds continu­ ities and productive discontinuities, Randall has written two books that largely succeed in many of their aims. Though they are on conversation rather than toleration, the books share a kindred spirit with the similarly sweeping Toleration in Conflict by Rainer Forst. For historians of rhetoric, Randall provides a useful primer on the history of conversation and renders visible its ongoing tensions with oratory in ways that should open produc­ tive areas of inquiry. Readers who are curious about how Randall's argu­ ment about Habermas will conclude are advised to read both volumes, but thanks to a generous summary of The Concept of Conversation that opens The Conversational Enlightenment, scholars invested in specific periods or figures may read whichever volume is more germane to their work with lit­ tle trouble. In this reader's estimation, The Conversational Enlightenment is the better book if only for Randall's conceptual bravura in tracking conver­ sation's broader metaphorization and influence beyond obviously verbal texts and mediums. How Randall's revision of Habermas will resolve remains to be seen, but these books make a compelling case that there is still plenty more to say about conversation. James Donathan Garner University of Texas at Austin Xing Lu, The Rhetoric of Mao Zedong: Transforming China and Its Peo­ ple. Columbia, SC: The University of South Carolina Press, 2017, 261 pp. ISBN 978161177527 Much ink of mostly binary ilk has been spilled ox er Mao Zedong, the founder of the People's Republic of China. A revolutionarx and charismatic leader, Mao was hailed as a savior for liberating millions of Chinese people Reviews 127 from the Japanese Occupation and for ending the civil war in 1949, but he was also blamed or condemned for the social and economic turmoil he single-handedly brought about through his many political campaigns, including the disastrous Cultural Revolution. Meanwhile, not much has been written about his rhetoric, about how he deployed language and other symbolic resources to weaponize his political campaigns, to mobilize the Chinese people and to transform Chinese society. In the process, he also transformed himself into a demigod who was both greatly admired and worshiped by his people and feared and despised by his opponents. The 2017 publication of The Rhetoric of Mao Zedong: Transforming China and Its People by Xing Lu, an award-winning scholar of Chinese and comparative rhetoric, certainly has provided a much-needed response to this lack or absence. In fact, the monograph also opens a timely window onto the mak­ ing of political discourse in the twentieth-century China and beyond. As a first book-length study of Mao Zedong's rhetoric, Lu's mono­ graph has a lot to offer to rhetoric scholars and students of political rhetoric in the twenty-first century. Consisting of seven major chapters plus an intro­ duction and a conclusion, The Rhetoric of Mao Zedong develops a detailed and highly contextualized study of Mao's writings and speeches throughout his lifetime beginning in 1913 and ending in 1975, the year before his pass­ ing. Rejecting past...

Christoph Georg Leidl In memoriam January 10, 1960 - August 17, 2019. t came as a terrible shock for all of us when just a few weeks after the Biennial Con­ ference in New Orleans this past July, where we had been together with him and shared hilarious chats, drinks, and music, the news spread that our friend, colleague and fellow ISEiR member Christoph Leidl had passed away from this world at the age of only 59 years. Born in Burghausen, Upper Bavaria in 1960, from 1979 to 1986 Christoph studied Greek, Latin, and History at the Uni­ versity of Munich, Germany, and (during the academic year 1982-1983) at St. John's College, Oxford, UK. It was from the University of Munich that he earned his M.A. in 1987 and his PhD in Ancient History, Greek and Latin in 1991, with an edition and commentary on Appian's history of the Second Punic War in Spain, printed 1996. During the years 1987 to 1999 he was Assistant Professor at the Department of Classics in Munich, again interrupted by a stay in Oxford from 1995 to 1997 on a research grant from the German Research Fund (DFG). From 1999 to 2001 he was Assistant Professor in Classics at the University of Mannheim, until he received a tenured post as Akademischer Rat Rhetorica, Vol. XXXVIII, Issue 1, pp. 1-13. ISSN: 0734-8584, electronic ISSN: 15338541 . © 2020 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 Reprints and Permissions web page, http:/ /www. nrnress.edu/journals.php?p=reprints. DOI: https://doi.org/10.1525/rh.2020.38.1.1 2 RHETORICA at the University of Heidelberg in 2002 (promoted to Akademischer Oberrat in 2006), where he has been working and teaching ever since. Besides a steadily growing emphasis on the theory and history of rhetoric, in which he particularly focused on the theory of metaphor and tropes, the orator's ethos, rhetorical pedagogy, and humour in oratory, Christoph also did research and published on poetics and literary criticism, on ancient historiography and on the reception of ancient drama in music. Christoph had been an ISHR member since 1995, and missed almost none of our conferences, with the sad exception precisely of the one in Tubingen in 2015, when he fell ill. He also held various offi­ ces in ISHR. He was a Council member from 2011 to 2015, and in 2013 also took on the chair of the membership committee, a duty he fulfilled with enormous dedication and accuracy until his last days. Everyone will remember his meticulous membership reports delivered at each Council or General Business meeting. Christoph was perfectly versed not only in ancient literature, but also in modern and contemporary literatures. He knew his Shakespeare, Moliere and Goethe just as well as his Homer, Virgil, or Horace, and he was acquainted with contemporary approaches to rhetoric just as much as with Aristotle, Cicero or Quintilian. His private library filled an entire house and might have been the envy of many a department library. One wondered when, alongside his exorbitant duties in teaching and administration, he ever found the time for reading all those books. In addition, he was also a great lover of music. He had stupendous knowledge in all things music and was able to talk in minute details about concert pianists, conduc­ tors or particular recordings, and he was himself an excellent piano player. He was also a passionate mountain hiker. Besides all this, he had a wonderful and subtle sense of humour, and an extremely amiable character; his big inviting smile remains unforgettable. On the other hand, Christoph was an indefatigable worker with an outstanding sense of duty. Not only was he more than thorough in his research, but he was also always available for his students whenever they needed help. He seemed to be permanently active; it appeared as if he never rested, and indeed he may well too often have burnt the candle at both ends. Only lately he talked about a change in his way of life. But it...

Other| January 01 2020 Contributors Pedagogy (2020) 20 (1): 193–199. https://doi.org/10.1215/15314200-8145945 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2020; 20 (1): 193–199. doi: https://doi.org/10.1215/15314200-8145945 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. Copyright © 2020 by Duke University Press2020 Article PDF first page preview Close Modal You do not currently have access to this content.

This introduction frames this special issue on ideological transparency by contextualizing the original call for papers within our sociopolitical moment and outlining how various themes emerged — or did not — from the articles included. The editors posit that more nuance is needed in the justifications for how, why, and whether or not teachers of writing and literature inflect their own politics in class.

Neutrality is often impossible when disabled teachers are at the front of the classroom. This article unpacks three domains in which neutrality needs to be cripped: in response to students’ resistance to disability content, when considering the audiences for our pedagogy, and when teachers need accommodations.

Drawing on public comments and drafts of an environmental impact statement, this article examines public participation in policy making via the federal Web site Regulations.gov . Aiming to be our “voice” in federal decision making, Regulations.gov encourages citizens to submit comments on proposed actions. Drawing on Callon, Lascoumes, and Barthe’s “hybrid forum,” the author suggests that ethical and effective participatory policy making should be hybrid in scope, inclusion, and agency. While public participation in policy making is commonly positioned as an antidote to the crisis of trust in science, the author argues that such participation gone wrong could have off-target impacts, raising questions about the promise of Regulations.gov .

The comments sections below online news articles are popularly regarded as hostile—but many scholars see comments sections as spaces that expand democratic discourse. This webtext complicates the tension between these two interpretations of the comments sections by examining women’s rhetorical strategies in response to gendered hostility that accompany articles covering feminism and women’s issues.

This essay examines the complexities involved in taking up and sustaining one’s work as a teacher-scholar-activist working within literacy education today.  Spiegel argues that the guerrilla moniker may be a productive metaphor through which faculty can see and resee their positioning and approach to their work.  Focusing upon guerrilla cause, band, and tactics, she provides guided heuristics to help faculty shape their response to local context as exigencies compete, resources drain, and terrain shifts.

To our readers in 2020: we hope you are not experiencing inordinate loss. We write this introduction in the midst of multiple events resonant with historical import-and with the possibility for positive, lasting change: worldwide protests for racial justice, the U.S. Supreme Court decision against job discrimination based on sexual orientation or gender identity, and significant attempts to save lives and jobs in the face of the ongoing pandemic. Amidst these events, of course, we are all engaged in conversations exploring how education will need to adapt.

This program profile describes how teachers and administrators have collaborated in the design and implementation of a number of linguistic, cultural, and transmodal pedagogical and curricular initiatives. Strategies that writing teachers can implement to best meet the needs of multilingual students across a range of institutional contexts are discussed via a social justice lens. A focused examination of our First-Year Writing program’s layered response to increased international multilingual student enrolment as well as a brief discussion of campus-wide responses are offered to showcase how translingual, transcultural, and transmodal approaches to First-Year Writing can empower students, inviting them to learn from their existing linguistic and cultural funds of knowledge.

In this program profile, we describe how the FYC program at Texas A&M University-San Antonio is working towards developing an antiracist and decolonial program in response to our recognition of the racialized violence and injustice the program was unintentionally inflicting on our student population. We structure this profile using comadrismo, a conversation between two Latina faculty, to describe their experiences around five themes: labor division and equity, assessment and social justice, revising programmatic documents, professional development, and constraints and shortcomings. Furthermore, we discuss the most salient aspects of this work for programs that may also be interested in seeking social justice through antiracism and decolonization. Specifically, we work through and identify three forms of labor we have learned are necessary to engaging in this work: honest and critical self-interrogation, faculty buy-in and community building, and an understanding that this kind of work is an ongoing process.

This article reviews the history of conflicting meanings for translinguality in composition studies, locating that history in the context of other competing terms for language difference with which translinguality is sometimes affiliated and competes, and conflicting definitions of these, and in the context of perceived changes to global communication technologies and migration patterns. It argues for approaching translinguality and the confusion surrounding it as evidence of an epistemological break and explains confusions as a response to the challenges such a break poses. It demonstrates the residual operation of monolingualist notions of language in arguments for “code-meshing,” “plurilinguality,” and “translanguaging” and outlines a labor perspective on translinguality that highlights the role played by the concrete labor of language use, as work, in sustaining and revising language as well as the social relations language contributes to (re)producing.