Hillary democ miss is Tutors is no c At the ing, bu directo much o dents -both in the classroom and without. We attended class at the CUNY Graduate Center on 42 nd Street, and many of us were living in an NYU dorm across from Washington Square Park

Substantive expertise of a subject is often equated with the ability to teach it.

A Short Course in Writing provides a good occasion to ask what makes a textbook in rhetoric and composition a classic. The fact that Bruffee's book is among the first to appear in the Longman Classics in Rhetoric and Composition series cannot be attributed, after all, to its commercial success. In his review of the original manuscript of A Short Course , Richard Beai, the most prominent English editor at the time, told Paul O'Connell, who published the first edition at Winthrop in 1972, that Bruffee could either alter the book and sell a lot of copies or publish the book as is and make history.1 What Beai predicted has indeed come to pass. As A Short Course appeared in subsequent editions (the 2nd from Winthrop in 1980; the 3rd from Little Brown in 1985; and the 4th from HarperCollins in 1993), it has influenced, far out of proportion to its sales, the actual practices of writing instruction and, more broadly, of educational reform in U.S. college composition.

Structured writing is a method for developing categories of information that can be single sourced, or reused, for various contexts. Creating distinct structures—such as concepts, procedures, and examples—prepares content for the application of XML markup elements that describe each category. A content management system identifies these structural elements, which facilitates reuse and repurposing. Students seeking positions in organizations that single source information must become proficient in structured writing and in writing collaboratively.

Twenty years after the publication of Patricia Sullivan's ldquoBeyond a narrow conception of usability testingrdquo in the IEEE Transactions on Professional Communication, three scholars - all Sullivan's students - reflect on the history and development of usability testing and research. Following Sullivan, this article argues that usability bridges the divide between science and rhetoric and asserts that usability is most effective when it respects the knowledge-making practices of a variety of disciplines. By interrogating trends in usability method, the authors argue for a definition of usability that relies on multiple epistemologies to triangulate knowledge-making. The article opens with a brief history of the development of usability methods and argues that usability requires a balance between empirical observation and rhetoric. Usability interprets human action and is enriched by articulating context and accepting contingency. Usability relies on effective collaboration and cooperation among stakeholders in the design of technology. Ultimately, professional and technical communication scholars are best prepared to coin new knowledge with a long and wide view of usability.

Research Article| October 01 2007 The CAPITAL Centre: Teaching Shakespeare (and More) through a Collaboration between a University and an Arts Organization Jonathan Bate; Jonathan Bate Search for other works by this author on: This Site Google Susan Brock Susan Brock Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 341–358. https://doi.org/10.1215/15314200-2007-004 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jonathan Bate, Susan Brock; The CAPITAL Centre: Teaching Shakespeare (and More) through a Collaboration between a University and an Arts Organization. Pedagogy 1 October 2007; 7 (3): 341–358. doi: https://doi.org/10.1215/15314200-2007-004 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. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

Expectations for a book in its 6th edition are relatively high: it must have more than casual merit to garner continued editions, and this book meets most expectations quite nicely. Structure, content, and presentation combine for an effective text for those practicing technical communication (or pursuing the educational prerequisites for such a career plan). Some of the topics covered include: resources for technical communication; visual communication; workplace literacy; collaboration and ethics; document design; the need for good definitions; description; instructions, procedures, and process explanations; the different types of reports; letters, memos, and email; and career communication (a.k.a. resume writing) and oral presentations. The text is well written and should prove useful to the practicing technical writer, regardless of the particular industry in which he or she is employed. It will be referred to on a regular basis.

This book bridges two fields - the management of teams and the use of collaborative software tools to support work in the virtual team environment. It is divided into two parts: the first addressing the managing of virtual teams and the second an evaluation of software tools to support the virtual teams. Chapter 1 discusses team dynamics in a virtual team. Chapter 2 concerns the establishment of a virtual team. Chapter 3 discusses the choice of particular collaborative tools. Chapter 4 addresses decisions about communicating with the team, while Chapter 5 addresses the issues of coordinating the team. In Chapter 6, the authors advocate the use of a wiki for authorship of documents, while in Chapter 7, they discuss the conduct of project reviews. Chapter 8 concerns the processes required to manage risk and change, while Chapter 9 wraps up Part 1 by discussing the evaluation of projects. Part 2 describes the general classes of tools available, the variety of features available in tools, and the interaction of those features with different types of of situations presented in virtual team work. The chapters of this part deal with the general approach used by the authors, the issues of installation, customization and security, collaborative software suites, meeting and communication tools, information broadcasting tools, information sharing tools, information gathering tools, "push" technologies, and wikis. The guidance provided in this book will be of considerable assistance to anyone making decisions about appropriate tools to support collaborative virtual teamwork.

Technology mediated learning (TML) is gaining interest from both academic researchers and communication professionals as training with Internet technology and Web-based distance learning become increasingly popular. This paper investigates social norms, individual-level cultural orientation (collectivism), and affective commitment (internalization and identification) and studies their influences on the system users' (or learners') attitude toward sharing knowledge by email in the TML environment. An empirical test of the proposed model was conducted in the pilot test (n=155) and the main test (n=411). Theoretical and practical implications of these findings for TML, knowledge management, and e-collaboration are discussed in the paper.

Click to increase image sizeClick to decrease image size Notes Heath's previous work in the field includes a translation of Hermogenes's On Issues with detailed introduction and commentary (1995) and numerous essays in journals and edited collections (listed among the works cited at the end of this review). See Kennedy (2003 ——— . “Some Recent Controversies in the Study of Later Greek Rhetoric.” American Journal of Philology 124.2 ( 2003 ): 295 – 301 . [Google Scholar]) for an overview of some of the recent work in the study of Greek rhetoric under the Roman Empire. Much important work on Hellenistic rhetoric and rhetorical criticism of the Bible is being done in the “Pepperdine” series of books and conferences, including, most recently, Olbricht et al. (2002 et al. . Eds. Rhetorical Argumentation in Biblical Texts: Papers from the Lund 2000 Conference . Harrisonburg , PA : Trinity Press International , 2002 . [Google Scholar]; 2005 ———, et al. Eds. Rhetoric, Ethic, and Moral Persuasion in Biblical Discourse . Harrisonburg , PA : T&T Clark International , 2005 . [Google Scholar]). See Dilts (1983 Dilts , Mervin . Scholia Demosthenica . Leipzig : Teubner , 1983–1986 . [Google Scholar]) and Gibson (2002 Gibson , Craig A. Interpreting a Classic: Demosthenes and his Ancient Commentators . Berkeley : University of California Press , 2002 . [Google Scholar]) for recent work on Demosthenes scholia. For consensus, see, inter alia, Kennedy (1983 ——— . Greek Rhetoric Under the Christian Emperors . Princeton , NJ : Princeton University Press , 1983 . [Google Scholar]), Pernot (1993a Pernot , Laurent . La rhétorique de l'éloge dans le monde gréco-romain. Tome 1: Histoire et technique . Paris : Institut d'Etudes Augustiniennes , 1993a . [Google Scholar] and 1993b ——— . La rhétorique de l'éloge dans le Monde gréco-romain. Tome 2: Les Valeurs . Paris : Institut d'Etudes Augustiniennes , 1993b . [Google Scholar]), Russell (1983 Russell , D. A. Greek Declamation . Cambridge : Cambridge University Press , 1983 .[Crossref] , [Google Scholar]), and Walker (2000 Walker , Jeffrey . Rhetoric and Poetics in Antiquity . Oxford : Oxford University Press , 2000 . [Google Scholar]). Parks (1945 Parks , E. P. The Roman Rhetorical Schools as Preparation for the Courts under the Early Empire . Baltimore : Johns Hopkins University Press , 1945 . [Google Scholar]) takes a position similar to that of MRC. Other scholars who emphasize the collaborative and evolving nature of ancient pedagogical works include Dilts and Kennedy (1997 Dilts , Mervin S. and George Kennedy . Eds. Two Greek Rhetorical Treatises from the Roman Empire . Leiden : Brill , 1997 .[Crossref] , [Google Scholar]), Gibson (2002 Gibson , Craig A. Interpreting a Classic: Demosthenes and his Ancient Commentators . Berkeley : University of California Press , 2002 . [Google Scholar]), and Poster (1998 Poster , Carol . “(Re)positioning Pedagogy: A Feminist Historiography of Aristotle's Rhetorica.” Feminist Interpretations of Aristotle . Ed. Cynthia Freeland . University Park : Pennsylvania State University Press , 1998 . 327 – 350 . [Google Scholar]; 2007 ——— . “A Conversation Halved: Epistolary Theory in Graeco-Roman Antiquity.” Letter-Writing Manuals from Antiquity to the Present . Eds. Carol Poster and Linda Mitchell . Columbia : University of South Carolina Press , 2007 . [Google Scholar]).

This article reexamines the historical emergence of peer response as a pedagogical technique in composition classrooms. It first reviews Anne Ruggles Gere's influential account of that history, focusing on how that account was shaped by process pedagogy, collaborative learning theory, and ideologies of classroom authority and student autonomy. Then the author explores an alternative genealogy in which peer response emerges out of classroom practices of recitation and correction. The purpose of this rereading of peer response's history is to reconfigure teacher and student agency and also to suggest how historical analysis can enable or constrain present-day practices.

As distributed work begins to shift the nature of practice for technical communication professionals in the workplace, faculty need new frameworks to help prepare students for roles that involve negotiating, supporting, and facilitating virtual global collaboration. This paper identifies key areas of metaknowledge appropriate to these new frameworks by synthesizing a review of current scholarship on such collaborations and a case study of students participating in a cross-disciplinary, cross-cultural team project.

Research Article| April 01 2007 Learning Unbound: Using Moos for Classroom Collaboration Jason B. Jones; Jason B. Jones Search for other works by this author on: This Site Google Scott Ellis Scott Ellis Search for other works by this author on: This Site Google Pedagogy (2007) 7 (2): 258–264. https://doi.org/10.1215/15314200-2006-034 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jason B. Jones, Scott Ellis; Learning Unbound: Using Moos for Classroom Collaboration. Pedagogy 1 April 2007; 7 (2): 258–264. doi: https://doi.org/10.1215/15314200-2006-034 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships.

Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships.

The spaces in which public deliberation most often takes place are institutionally, technologically, and scientifically complex. In this article, we argue that in order to participate, citizens must be able to invent valued knowledge. This invention requires using complex information technologies to access, assemble, and analyze information in order to produce the professional and technical performances expected in contemporary civic forums. We argue for a civic rhetoric that expands to research the complicated nature of interface technologies, the inventional practices of citizens as they use these technologies, and the pedagogical approaches to encourage the type of collaborative and coordinated work these invention strategies require.

This study uses student reflections of previous success in academic writing to guide instructors as they design writing assignments. Seventy-one students in five classes responded to a questionnaire designed to help them identify particularly successful writing experiences and reflect on the circumstances, strategies, and methods they believed impacted their success. Student responses to these questions were analyzed to identify broad categories or themes. This process produced an "emic" or insider's view of what constitutes successful writing assignments and writing process. The findings suggest that students self report their writing as successful when the writing assignment engenders engagement, commitment, collaboration, a systematic approach, and opportunities for external confirmation. Instructors can include these considerations as they plan the writing assignments for their courses. Discovering what student writers believe constitutes good writing and what strategies most effectively help them produce high quality writing provides an opportunity to design writing assignments that empower students to join the conversation in their discourse community. If faculty are aware of student perceptions of writing assignments and use those perceptions in assignment design, the products may be more satisfying for both student writers and faculty readers.

This historical case study of a non-rule policy document (NPD) adopted by the Indiana Department of Environmental Management describes an emerging genre in environmental discourse. The NPD standardizes environmental public policy for land disposal of foundry sand, a solid waste. The collaborative writing process took six months with industry input, and the NPD was presented to two environmental boards. Two contrasts, in process and format, distinguish NPDs from rules. The NPD is an entirely new kind of writing which includes guidance for implementing statutes. The writing process in the case involves government writers and industry representatives, although it does not include other public input such as public hearings. Instead, the staff of the pollution control agency simply presents the NPD to the appropriate environmental policy boards and arranges for its publication. This article adds to the body of knowledge about technical writing in government, specifically environmental policy and non-academic genres.

This article examines the uses of oral testimony in writing about literacy in historical context, especially about the literacy traditions of populations “hidden from history”-immigrants, refugees, and undocumented persons-who are entering U.S. schools and workplaces, and whose literacy histories may be unknown or lost. Drawing on testimonies collected from Laotian Hmong refugees, I offer the following propositions: First, that oral testimonies provide information about literacy that may be unavailable in documentary records. Second, that oral testimonies may reveal deeply held values and attitudes about literacy that cannot be derived from the documentary evidence. Third, that oral testimonies disclose the full range of human experience, rational and emotional, and that this may lead to new understandings of literacy. Finally, that oral histories invite collaboration between researcher and informant in writing new histories of literacy-though not always in ways commonly assumed.

Those who focus on the study of visual information continue to search for effective ways to conceptualize that inquiry. However, many visual examples are better categorized as visual/verbal collaboration, complicating analysis. When analysis is based on the assumption that visual and verbal modalities perform in similar ways, important complementary differences are overlooked. Therefore, this investigation presents a series of observations from a perspective rooted in difference, which leads to the argument that visual/verbal messages develop when cohesive and perceptual relationships form between image and text, resulting in four types of loose to tight visual/verbal collaboration. Examples of each can clarify, contradict, or challenge common understanding for a particular audience. Finally, a perspective in difference uncovers another kind of image/text collaboration, which instead of relying solely on actual images and text, depends on a weave of actual with imagined text and images, leading to an untapped rhetorical opportunity.

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

It has been over a decade since Irene Clark argued in

Unlike experienced collaborators, student teams often attempt to collaborate without effective documentation of meetings. This tendency may be exacerbated by professional writing textbooks, which rarely mention minutes in their chapters on collaboration and provide ineffective examples of meeting minutes that follow a parliamentary style of minutes rather than the action-oriented style that is the norm in most workplace settings. Interviews with three engineering managers are supported by published research in professional communication to show how meeting minutes are essential to projecting a team forward by solidifying consensus and holding individuals accountable for actions. A short exercise designed to teach students how effective minutes function as a management tool is presented along with observational evidence of the exercise's effect on student team practices in both professional writing and computer science team projects

This essay traces two teachers’ experiences crossing spaces in a combined literature and history seminar where students explore American culture and diversity and engage in service learning. The model has evolved from paired classes with collaborative activities to a student-centered environment promoting active learning. This article offers practical advice for establishing cross-curricular pairings and suggests course content that promotes learning across curricula.

This article addresses how community-university digital media literacy projects are redefining literacy, literate practices, and institutions. Using Actor-Network Theory (ANT), which emphasizes the organizing process itself, I analyze the shifting definitions of literacy within one particular university-community collaboration. My analysis demonstrates the importance of creating writer and producer identities for all project participants and developing networks of responsibility and sustainability through the distribution of expertise among university and community institutions. In order to sustain such collaborations and university- community networks, literacy workers and writing programs must challenge static forms of participation and expertise, as well as monolithic notions of literacy, and become more responsive to concrete literacy needs within our communities.

The Workshop In June 2004, the Associated Colleges of the Midwest (ACM), supported by a grant from the Andrew W. Mellon Foundation, sponsored an information literacy workshop for literature faculty. The workshop, attended by faculty, librarians, and instructional technologists from several of the private liberal arts colleges in the ACM consortium, provided a collegial setting for discussing best practices for information literacy instruction. Specifically, the group worked together to develop assignments that teach information literacy and literature in mutually reinforcing ways, assignments that move beyond the research paper so that information literacy forms a symbiotic relationship with the literature we teach. We discussed ways to use information literacy instruction not merely to train students in the skill set of locating relevant information for the purposes of literary studies but rather to foster in them better thinking and reading habits of mind. The assignments we present below developed out of this workshop. They reflect our commitment to approaching information literacy as a mode of critical thinking and thereby to encouraging its practice as a habit of active learning.

Research Article| October 01 2006 Debt in the Teaching of World Literature: Collaboration in the Context of Uneven Development Tanya Agathocleous; Tanya Agathocleous Search for other works by this author on: This Site Google Karin Gosselink Karin Gosselink Search for other works by this author on: This Site Google Pedagogy (2006) 6 (3): 453–473. https://doi.org/10.1215/15314200-2006-005 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Tanya Agathocleous, Karin Gosselink; Debt in the Teaching of World Literature: Collaboration in the Context of Uneven Development. Pedagogy 1 October 2006; 6 (3): 453–473. doi: https://doi.org/10.1215/15314200-2006-005 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. Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

The author has taught a distance education version of the undergraduate technical communication service course at Boise State University since 1997 and shares the strategies he has found to decrease the time instructors spend teaching online, thereby enabling them to use the time they do have to enhance their students' online experience. These strategies are distributed among four areas: management of collaboration, presentation of course material, grading, and interaction with students. For each one, the author presents the problems that may occur and approaches to resolving them. The article addresses a number of concerns expressed in the scholarly literature on distance education and is informed by surveys given to five sections of the author's course taught between 2001 and 2003. Interspersed through the article is an overview of some of the current research and commentary on distance education of particular interest to those teaching the technical communication service course via the Internet.

This study analyzes the performance and attitudes of technical writing students in PowerPoint-enhanced and in non- PowerPoint lectures. Four classes of upper-level undergraduates ( n = 84) at a mid-sized, Southern university taking a one-semester technical writing course were surveyed at the beginning and end of the course about their perceptions of PowerPoint. Of the four sections, two classes were instructed using traditional lecture materials (teacher at podium, chalkboard, handouts); the other two sections were instructed with PowerPoint presentations. All four classes were given the same pre- and post-test to measure performance over the course of the semester. Traditional lecture or PowerPoint presentations consisted of at least 50% of the course, with the remaining time spent on exercises and small group work. Results reveal that while most students say they preferred PowerPoint, performance scores were higher in the sections with the traditional lecture format.

The authors explore the interdependent relationships between learning English(es) and learning digital literacies in global contexts, and, collaborating with two women who have moved and continue to move between the United States and Asia, highlight the crucial role that the practice of guanxi has played in advancing digital literacies. Their collaboration suggests that guanxi is a useful term for describing not only the multifarious constellations of connections and resources that structure the lives of individuals, but also for understanding how these connections are related to the social, cultural, ideological, and economic formations that structure the “information age.”

This study presents a case of asynchronous, collaborative problem solving aimed at readying a sophisticated distributed technology for large-scale diffusion. We analyzed e-mail transcripts of 30 technologists negotiating complex technical improvements necessary for wide-scale diffusion and found that the group's social interactions and discursive practices determined the improvements they were willing to realize. We detail these social dynamics and their effects on readying technologies for diffusion and argue that technology teams need to become more aware of diffusion as a social dynamic.

This article reviews the history of photography to 1845 in France, England, and the United States, emphasizing roles of collaboration, legal protection, and training in the development and transfer of the technologies of the heliograph, physautotype, daguerreotype, and calotype. It argues that early innovative work in photography was motivated by plural desires: to photo-illustrate printed publications, to capture scenes from nature, to render human portraiture, and to investigate scientific theories of radiation.

With increasing demands for online courses in all levels of higher education, a community college English instructor implements alternative methods of communication to ensure course rigor and integrity as she meets her objectives of enhanced student learning and success.

In the current research climate favoring rigorous experimental studies of instructional scripts using randomly chosen treatment and control groups, education and literacy researchers and policy makers will do well to take stock of their current research base and assess critical issues in this new context. This review of research on classroom discourse as it affects reading comprehension begins by examining 150 years of research on classroom discourse, and then findings and insights shaped by intensive empirical studies of both discourse processes and reading comprehension over the last three decades. Recent sociocultural and dialogic research supports claims that classroom discourse, including small-group work and whole-class discussion, works as an epistemic environment (versus script) for literacy development. New studies examine situated classroom talk in relation to educational outcomes and cultural categories that transcend the classroom.

Charettes offer a productive way of combining theory and practice to address some of the difficult matters of getting students to see and perform technical communication as students, professionals, servers, and citizens. This collaborative activity helps students prepare for an increasingly modular professional world by revealing the contingent rhetoricity of professional autonomy. Charettes can help technical writing programs and students integrate service and civic learning into the curriculum by using indigenous professional genres that actively demand stakeholder participation. The intensity and pragmatic force of charettes can assist students in building their ethos while working with fellow stakeholders. The wide range of possible documents involved in the process associated with charettes can help technical communication students and teachers explore the connections between rhetorical exigencies and genre and put their skills to good use in a culture where many are looking for new ways to build critical citizenship.

Collaborative tools typically employ linear threading for representing and organizing the contributions of the discussants. We argue that linear representations provide little support for the conceptualization, contextualization, and visualization of the discussion. To address these drawbacks, we propose the usage of semantic networks for representing discussions. In this paper, we demonstrate the applicability of semantic network representation to discussions through the development of a prototype named CollectiveThought. We also test some of the potential benefits of semantic network discussion representation with an empirical study. More specifically, we compare these two modes of discussion representation (i.e., linear versus semantic network) in terms of effects on the communication process as measured by perceived contextualization and on the communication outcome as measured by mutual understanding, using both subjective and objective indicators. The results show that semantic network discussion representation leads to a higher level of perceived contextualization and better mutual understanding.

Firms that are trying to stay competitive in the current business environment often require the use of groups. The popularity of group work is tied to the promise of improved productivity via the pooling of information, knowledge, and skills. In recent years, group work has been expanded to virtual or distributed environments. However, there are questions about how aspects of group work-specifically group size and social presence-impact group members' ability to voice opinions. This study examines groups of two sizes in three distinct social presence settings: face-to-face, face-to-face using collaborative software, and virtual using collaborative software. This study finds that both group size and social presence affect individual instrumental voice, value-expressive voice, and the group interaction process. The results show that by increasing social presence through the use of collaborative software, it is possible to lessen the negative impact of increasing group size. These results should be of interest to the increasing number of organizations that are implementing virtual group environments.

This article enacts the difficulties and hopes a compositionist in the English Department perceives in his attempts to establish a collaborative arrangement with the writing center at the regional campus where he works.

RHETORICA 110 The editors should be commended for bringing these immensely rich and interesting works to a wider audience. Angus Gowland University College London Fronton, Correspondance. Textes traduits et commentés par Pascale Fleury avec la collaboration de Ségolène Demougin, Paris (Belles Lettres, coll. «Fragments»), 2003, 426p. La belle et utile collection «Fragments» publie pour son troisième vo­ lume un ouvrage utile et passionnant. Il met en effet à la disposition des cher­ cheurs et de quiconque s'intéresse à la rhétorique et à l'histoire de l'Antiquité une œuvre jusque là difficile à trouver et qu'il vaut la peine de redécouvrir, ainsi qu'on le devinait déjà à lire la Rhétorique spéculative de Pascal Quignard (voir mon compte-rendu dans Rhetorica 17, pp. 227-233). Mme Fleury publie -le texte de Haines figurant sur les pages de droite et sa propre traduc­ tion sur les pages de gauche- la totalité du corpus frontonien, à l'exception, précise-t-elle, des lettres dont il ne reste que quelques mots et des passages illisibles. On trouvera donc dans ce livre les lettres adressées par Fronton à Marc Aurèle, avant et après son accession au trône, à la mère de l'empereur philosophe, au collègue de celui-ci Lucius Vérus, à Antonin le Pieux, à des amis ou connaissances -dont Hérode Atticus et Avidius Cassius-, ce qui reste des trop fameux éloges de la fumée et de la poussière et de la négligence, le début des Principia Historiée, les cinq lettres Sur l'éloquence, celle Sur les discours et quelques autres pièces de moindre importance. On demandera aussitôt: «Et les lettres de Marc Aurèle?» Justement, hormis Lad Marcum I, 6 -mais c'est qu'elle est occupée presque entièrement par la copie faite par l'empereur d'un discours de son maître-, Mme Fleury a choisi de ne pas les inclure dans son ouvrage, parce qu'elle voulait, dit-elle,«mettre en lumière la personnalité riche de Fronton, sans la poser toujours en parallèle avec l'austérité du prince.» Or, même si l'on peut le regretter en quelques occasions où il fait perdre un peu d'intelligibilité (mais le défaut est en général compensé par une note explicative), ce choix ne paraît pas injustifié, c'est même l'un des attraits de l'ouvrage: celui-ci, en ne donnant que Fronton, dévoile tout Fronton, un Fronton «en continu», oserai-je dire, et en lui-même, libéré du masque de faire-valoir dont on serait tenté de le couvrir. On se rend compte alors qu'au moins en art et en humanité, le maître a toujours été supérieur à son élève. Même si le désordre dans lequel nous est parvenu le corpus ne permet pas une chronologie précise, lire cette correspondance c'est rencontrer le fantôme d'une vie disposée au fil du temps, vie personnelle rythmée par les périodes de souffrance physique, les succès oratoires, un consulat, le Reviews 111 renoncement pour raison de santé, au proconsulat, les deuils, la venue de la vieillesse, celle-ci nous valant un «Art d'être grand-père» (Ad amicos, I, 12) plutôt réussi. Mais Fronton (ce Fronton épistolaire, du moins) vit surtout par la vie de ses élèves dont il note les progrès (Verus) et les moments symboliques d entrée dans la vie adulte; on note le changement de ton dans les missives adressées à Marc Aurèle quand celui-ci accède au trône. Il a par ailleurs une conscience aiguë de l'écoulement du temps, auquel il se réfère souvent, soit pour lutter contre lui en affirmant la permanence des sentiments et des natures, soit —et c'est plus original— pour l'accompagner délibérément et s'en réjouir. Significatix e me paraît à ce propos l'image de la semence et de la récolte, à laquelle il a recours à plusieurs reprises: il ne regrette pas, dit...

Asynchronous-distributed (AD) collaborative writing (CW) is an important form of the growing trend of distributed work. However, AD CW typically results in multiple process losses. We argue that using advanced writing technologies designed for AD work alone is not sufficient by itself to overcome these losses. Instead, adopting high levels of process structure delivered in the form of explicitly written procedural scripts can improve the results of AD CW groups. We performed an experiment with over 500 participants working in groups supported by advanced CW technologies that were designed for AD work. Participants were given six weeks to conduct their work. We found that high levels of process structure in novice AD CW groups that worked on a moderately complex task created significantly better outcomes than did groups using low levels of process structure. Groups with high levels of process structure had better results in terms of production, document quality, satisfaction, relationships, and communication. In no case did low-structure groups outperform high-structure groups. This research supports our hypothesis that increased process structure delivered in the form of a repeatable process script can decrease process losses and increase process gains in novice AD CW groups. We conclude that it is not sufficient to give novice AD writing groups CW technology and time to conduct their tasks; these groups also need appropriate procedural support, which can be provided effectively through written scripts.

Using a previous study at the same site for comparison, this study examines how recent adoptions of intranet and improved mail technologies have altered the collaborative practices of corporate communication writers at an insurance company. A systematic analysis of collaborative activities using a newly developed continuum shows that the writers’ jobs were significantly transformed by the company’s transition to a digital concept of writing. In particular, writers focused less on producing text and more on developing, coordinating, and structuring the newly adopted corporate intranet.

This article explores the dialogic negotiation processes that can enable professional communication academics and practitioners to collaborate in designing, implementing, and writing up research. Drawing on our experiences conducting a collaborative academic-practitioner case study of technical sales presentations in an executive briefing center, we outline the ways in which we dialogically negotiated research questions, data collection and analysis, theoretical frameworks, organizational contexts, identifications, and interpersonal connections. We then discuss potential limitations of academic-practitioner collaborations and conclude by offering a tentative, contextual list of "best practices" for facilitating successful collaboration across the academic-practitioner divide.