The pivotal role of writing centers in improving the quality of academic writing has been well documented by research. Although writing centers are commonplace in many countries, it appears that none existed prior to 2008 between South Africa and the Sahara. This article reports on the writer's assignment to start one in Namibia. The expectations of the challenges in this task, centering on training staff and tutors and acquiring resources, did not resemble the realities experienced, involving infrastructure, matrix management, hierarchy, and bureaucracy. Various paradigms for deconstructing these experiences, such as post-colonialism, culture clash, and ‘contact zone’ theory, all only partially explain the challenges encountered. These experiences in Namibia provide a case study of the politics of collaboration involved in implementing a writing center, and a microcosm of the challenges one might face anywhere. This account is thus 'glocal'; that is, locally derived but with global applications. Eleven specific guidelines can assist anyone contemplating a similar administrative assignment.

In today’s workplaces professional communication often involves constructing documents from multiple digital sources—integrating one’s own texts/graphics with ideas based on others’ text/graphics. This article presents a case study of a professional communication designer as he constructs a proposal over several days. Drawing on keystroke and interview data, we map the professional’s overall process, plot the time course of his writing/design, illustrate how he searches for content and switches among optional digital sources, and show how he modifies and reuses others’ content. The case study reveals not only that the professional (1) searches extensively through multiple sources for content and ideas but that he also (2) constructs visual content (charts, graphs, photographs) as well as verbal content, and (3) manages his attention and motivation over this extended task. Since these three activities are not represented in current models of writing, we propose their addition not just to models of communication design, but also to models of writing in general.

A man sets himself on fire in Tunisia. His self-immolation sparks a wildfire that transforms the Middle East and the world. What just happened? How are we to think and talk about these days of rage and hope, these potentially epoch-defining events? News cycles, with their commitment to reducing the most important events to little more than banal commodities, provide little help in the matter. Academics too often fail us, offering theoretical and methodological devotion at the expense of a commitment to the realities of emergent resistance. French philosopher Alain Badiou proves an exception, bringing equal parts rage and insight to his thinking of the events transforming our world.In The Rebirth of History, Badiou provides a provocative and illuminating engagement with the events of the Arab Spring while also offering an accessible and relatively concise introduction to his larger political and philosophical project. In it, Badiou steps away from his more commonly used anecdotes—particularly that of May 1968. Paying particular attention to the 2011 Egyptian protest in Tahrir Square that would ultimately lead to the resignation of the country's president, Badiou contends that these movements represent “a time of riots wherein a rebirth of History, as opposed to the pure and simple repetition of the worst, is signaled and takes shape” (5). In his typically provocative, polemical, and often humorous style, Badiou seizes his opportunity to dress his theoretical commitments in new clothes and in the process, unwittingly, highlights various links to the field of rhetoric and the material implications of his most abstract theorizations.Among Badiou's crucial theoretical concepts articulated here is the event. Events are foundational breaks with the repetition and order of the world. They affirm profound political change and the unfolding of a new potential course of action. The event is something that appears but immediately disappears, supplementing the world with a new way of thinking and acting. The early twenty-first century is a time of great potential in this regard. The increase in riots around the world, both ones that are highly visible and ones that are relatively invisible, constitutes a phenomenon that does not properly have a name in the existing order of the world. This phenomenon lacks a name because the current configuration of epistemology fails to recognize its potential. This potential implicates the riot's relationship to events.While many of Badiou's contemporaries have discussed the event or analogous concepts, none of them have fully developed a formalized theory of the event in quite the same way Badiou has. In most cases, Badiou discusses events in abstract theoretical terms (2002; 2005; 2006a; 2006b; 2009; 2000), depending heavily on his mathematical take regarding ontology. At other times the event is applied specifically to a given truth process or field of possible evental emergence (2012; 2004) or case study as in the Rebirth of History and Saint Paul: The Foundation of Universalism. Herein lies the value of The Rebirth of History: its ability to link the event to action and meaning in more tangible and digestible ways by using contemporary objects of analysis.In The Rebirth of History, Badiou posits the event in relationship to three types of riot: immanent, latent, and, most importantly to this text, historical. Each type of riot is discussed in terms of its potential to produce new political order and lasting material change. By articulating the event in relationship to riots that have immediate resonance, Badiou demonstrates how actions, resistance, and social unrest can produce the conditions of an event, extrapolating the relationship between communicative or rhetorical practice and his brand of thinking about change.1Early in the text, Badiou simultaneously establishes two key constructs, communism and capitalism. His undeniable Marxism is pronounced, but he distances himself from some of his Marxist contemporaries, such as Antonio Negri. For Badiou, Marxism is “the organized knowledge of the political means required to undo existing society and fully realize an egalitarian rational figure of collective organization for which the name is ‘communism’” (8). In other words, communism is the organized, proper name of the disruption of the structures, assumptions, and dynamics that create the world as it is (see Badiou 2010). Furthermore, capitalism is, in short, the name for the world as it is. It is the condition of our world, what dominates ideas and practices. Various mutations of capitalism have emerged that have led some to identify a postmodern capitalism. Postmodern capitalism, for Badiou, can be summed up as the contention that capitalism is ever changing, ever progressing, and potentially changing and progressing in ways that create spaces for new ways of living and distributing power. However, Badiou rejects this notion: “Contemporary capitalism possesses all the features of classical capitalism. It is strictly in keeping with what is to be expected of it when its logic is not counteracted by resolute, locally victorious class action” (11). In other words, our time is marked by the same principles of governance and action that Marx foretold. What some herald as the emergence of a postmodern capitalism is, for Badiou, no more than the “unfolding of the irrational and, in truth, monstrous potentialities of capitalism” (12). Only the disruptive force of an idea that achieves organized, continued enaction can interrupt capitalism; such was and is Badiou's hope for communism.The Rebirth of History demonstrates how riots, given the right circumstances, can constitute a break in the system and lead to the subsequent organization of alternative ways of being. Chapters 2 and 3 outline immanent riots and latent riots, respectively. Badiou first details how riots are positioned by the state according to the narratives that are designed to maintain state and global capitalist concerns, narratives that criminalize riots and undermine their potential to account for the majority of the world's population. This allows the state to reinforce police authority and its own criminal justice system. Badiou implicitly contends that the state's response to riots both materially and discursively positions collective resistance as a crime by creating double standards with regards to visibility and agency. To use an example from the text, “zero-tolerance” policies are applied differently to poor communities than they are to wealthy bankers or politicians, demonstrating a double standard with regard to criminality. In The Rebirth of History, Badiou is concerned with the double standards of justice and leniency that manifest themselves in response to riots as criminal acts and that simultaneously perpetuate a particular configuration of power. Badiou's term for the lack of agency that such a configuration of power imposes on certain populations is “inexistence.” Inexistent populations are those populations that lack the ability to determine the course of politics in the world or to determine their own material or political subjectivity. Immediate riots are a response to inexistence and to the exercise of state authority against inexistent populations “An immediate riot is unrest among a section of population, nearly always in the wake of a violent episode of state coercion” (22). This type of riot, which can give birth to a historical riot, has three important qualities: they are spearheaded by the youth of a given population, take place in the territory inhabited and controlled by those who are rioting, and do not distinguish the subject types they invite to rebel, because rebellion is the sole defining characteristic of the subject type involved.2Latent riots are the product of unrest emerging within a configuration of power that effectively disciplines outbursts. The flexibility of “democratic” systems of governance lends itself to peaceful coexistence and has suppressed such rebellious vigor in many cases. This creates latency in unrest that runs parallel across various contexts, creating the conditions under which immediate riots can be disseminated without the local character of such acts having to be sacrificed. Latent riots are those acts of peaceful unrest that signal a novel form of unity among marginalized groups, traversing conventional borders and seemingly distinct populations. In other words, latent riots are the quiet conditions of possibility that have not yet overtly manifested as unrest, linking disparate groups.The primary characteristic of a historical riot is the transition from the undirected nihilism of the immediate riot to what Badiou calls prepolitical conditions that create the grounds for new ways of being or acting as a subject to emerge. Riots no longer rely on reactionary localization but control an enduring, secure site of protest and reappropriate that site and its significant symbols. The “Arab Spring” protests are an example of a historical riot. These protests did not spread from a central location but derived, by imitation, from latent discontent across a number of significant cities and sites, demonstrating an analogous dissatisfaction with the world in its current state.For Badiou, this constitutes the rebirth of history because historical riots introduce a new sequence of possibility into an otherwise redundant cycle of political and social conditions. Thus, Badiou dubs the historical riot as an intervallic period, that period during which an alternative and revolutionary political character has been defined but has yet to take a formalized structure. This character is “explicitly presented as an alternative to the dominant world, and on this basis has secured massive, disciplined support” (39). What is still lacking is the powerful synthesizing hypothesis that move riots from the idea and its immanent manifestation of new political subjects to organized politics, that is, novel, creative, organized, and structured ways of distributing power.It is important to realize that the achievement of a historical riot does not guarantee that political action or political organization will follow. To put it in terms more common to Badiou's work, the opening of an event or of new potential configurations for action does not predetermine fidelity to the event itself. The leap to such a different, alternative form of political thought is difficult. Most riots are considered failures in their aftermath because it is easy to return to the already established, former structures and thus to the very relationships the riots resisted. Western countries and media outlets use the dogmatic categories of good and bad riots as a way of judging resistance under standards against which the resistance is opposed, thus encouraging a falling in line of rioters and observers. Good riots happen at a distance, away from the Western world. They are framed as eruptions of desire for a Western lifestyle rather than an act of dissent against its influence. This power to name “the Good is nothing but the modernized name for imperial interventionism” (49), because it perpetuates an adherence to the old way of thinking, being, speaking, and acting in the world by framing the riot as a manifestation of desire for Western systems. Bad riots are deemed irrational and are suppressed quickly because they rise up within overt Western configurations of power and thus violate the sensibilities that normalize and valorize that system. The value of the riot is its ability to manifest the ability to overcome such obstacles.Events and what they produce are not mere abstract desires to change; they are primarily material phenomena. Events create an opening for the emergence of what Badiou calls truth, that which is manifest in the immediate and productive being of the people. That is, Badiou presents truth as the process by which the idea (the kernels of aforementioned organizing principles) emerges and provides a new configuration of contingency. This configuration is derived from the universal imperative that is always present in localized resistance. The assumption here is that universals exist at the core of all ideological, political, or social programs. This new material manifestation of existence replaces inexistence. If inexistent populations “count for nothing” (55), to change the world is to make the inexistent exist. Such was the case in Tahrir Square when Egyptians demanded political existence and seized control of Egyptian political identity on their own terms. As the inexistent comes to exist, the arrangement of power and possibility, at least temporarily, is altered and any program that emerges from it may manifest this new arrangement. To deny a program its core imperative is to declaw it in the material and ideological struggle it must take part in. Badiou's call for the universal and for truth, as a form of justice, is a call for the core principles of material resistance to be maintained and not reappropriated and pacified by neoliberal commitments. This is imperative if a riot is to enact long-term, meaningful change rather than taking part in the repetition of world as it is.The emergence of existence from inexistence depends on two important, observable phenomena, both of which could be considered rhetorical. First, protestors must determine the meaning of a given site and important artifacts. For example, Egyptian protestors in Tahrir Square established the meaning of the square, the Egyptian flag, and “Egyptianness,” each of which was an important symbolic transgression against the state. Second, the minority in the street must undeniably come to represent an intense manifestation of the larger population and its discontents. This creates what Badiou calls a popular dictatorship. A popular dictatorship is “an authority that is legitimized precisely because its truth derives from the fact that it legitimizes itself” (59), expressing the general will of the people. This is accomplished through the construction of a will that is manifest directly in the site and that transgresses the given order of the world. The historical riots that may arise from such transgressions create the potential for a wide and organized political movement against the existing order, but do not—obviously—guarantee it.Ultimately, the emergence of a new political order is the logical extension of a historical riot. Three conditions must be satisfied for a historical riot to create the conditions for sustained political organization: the population must be contracted into a representative form of unrest, that unrest must be intensified in the form of political action, and a specific site and its transformation must be emphasized. If political organization emerges from an event, it faces the difficult imperative of remaining a student of this material process of the event itself. Failure to do so results in the betrayal of the creative character that ignited the movement and prevents politics from maintaining its novel character. This produces the ethical imperative in Badiou's theory, to remain faithful to the event (see Badiou 2002). Truly political organizations remain loyal to the material process that breaks with the world as it is and with its order. In this way it becomes a subject in the Badiouian sense of the word. That is, it becomes “a mediation between the world and changing the world” (66). The political organization is a subject of the event insofar as it maintains this mediation through its fidelity to the material emergence of a truth.After articulating the material process of the political organization as it emerges from an event, Badiou clarifies the role of identity and existence as imperatives to disruption. One of the primary mechanisms by which the state and the various mechanisms of global capitalism determine degrees of existence is the process of naming. Naming creates ideals by normalizing bonds between names and characteristics. The less symmetry between a given subject and the ideal—be it “French,” “American,” and so forth—the greater the possibility of inexistence marking the subject's being in the world. Varying degrees of inexistence are marked by what Badiou calls “separating names.” Separating names are those that discern and socially position subjects and/or groups whose being is marked by inexistence.Justice, for Badiou, is the eradication of separating names as relevant and effective terms. By eradicating them the political burden is placed squarely on individual citizens to demonstrate their own political and social relevance and commitments. Badiou calls this process “political truth,” the organized product of an event that restricts the power of the state and its reliance on constructions of identity and replaces it with the material practices of immanent, enacted subjectivity. To put it another way, political truth takes from the state the function of determining existence and places it in the hands of subjects themselves; political organizations formalize the results over time.This function of political truth is vital in The Rebirth of History. To suggest its importance, Badiou dedicates the closing chapters of the book to explicating his definition of it: “A political truth is a series of consequences, organized on the condition of an idea, a massive popular event, in which intensification, contraction, and localization replace an identitarian object, and the separating names bound up with it, with a real presentation of generic power of the multiple” (85). In Badiou this definition and each as a way of the to our of knowledge about resistance. In the closing of the Badiou an important assumption that lies his the for the the ability to manifest existence and the of separating names and other mechanisms that create is a by most people. For Badiou, a desire for justice is a desire for a unfolding of the world. This the emergence of a universal from a universal that a new way of being and thinking in the riots, insofar as they are events that could potentially produce political must be They from the of the immediate riot to the creative politics for sustained resistance to the world as it is. of is material and demonstrates that what is visible or in a given not be at The Rebirth of History with two popular by Badiou on the subject of resistance, the first of which with and the of which the and of in the contemporary world. Each of Badiou's theory in applied and digestible Rebirth of History is a but of Badiou's larger of a for those who have the of his thought in the field of Badiou's of his theory of change here for rhetorical as he it to contemporary popular Badiou his with The Rebirth of History by the book so quickly the in and thus his own ability to the political of the riots, are at least three specific of the theoretical Badiou that rhetorical may on and and Badiou's commitments have up the relationship to Badiou's materially and materially unfolding truth may to think in new ways about what constitutes a rhetorical act and how it may to change or subjectivity. Second, Badiou's on the of the site is with rhetorical character. How does the site help the of populations into a minority of What are the by which protestors can and do the meaning of a What such so The idea of the site and localization has been and remain an important for rhetorical and these may the field in Badiou's use of existence and inexistence highlights in the world as it is and in a way that may be more digestible and for than his former is a theoretical The universal or generic not be to a but be as the proper name of that which is productive and in a given For the becomes how we can use this of the universal and the local to and our of local political theory of social and political change is often as and The Rebirth of History provides a of this theory in a contemporary and political This book will relevance with political and rhetorical in social change and and creative ways of thinking In the of the various the grounds for a new world, Badiou's that the between and control and profound to think about resistance and the of its

Over the last seven years, I have spent time across three continents talking to scientists and mathematicians about their beliefs and attitudes and experiences related to writing in their respective disciplines.I have been impressed by the passion and insight with which most have talked about writing and its relationship to critical thinking, and I have often been surprised by how they engage in these practices.For example, rather than working from an a priori hypothesis, many researchers in the STEM disciplines compose backwards, from the results to the introduction.And when reading, many seem to move from the middle of a paper outwards, beginning with the results and method, using an extremely critical eye, and then perhaps scanning out to the introduction and the discussion, or dispensing with these sections altogether.Over and over again, I heard this same story from different scientists, as if it were a secret each alone had stumbled upon.In addition, collaboration, conversation and peer review are very much part of the language of composition that takes place in the sciences (co-authorship, the hierarchies of disciplinary or interdisciplinary teams, the drafting process and the use of technology), but we who work in WID (writing in the disciplines) and WAC (writing across the curriculum) programs are constantly challenged: "How do we teach process in ways that are disciplinarily appropriate?"Historically, we haven't done this well.As Burton and Morgan observed on the training of mathematicians as writers,

Drawing on a semester-long qualitative study of teaching writing at a men’s medium-high security prison, this article explores the complex ways in which literacy and incarceration are configured in students’ narratives, as well as my own as their teacher.

Abstract The authors argue that technical communication instructors are in a particularly apt position to teach social media as key to students’ lives as technical communicators and future professionals. Drawing on the concepts of reach and crowd sourcing as heuristics to rearticulate dominant cultural narratives of social media as deleterious to students’ careers, the authors offer a case study of an introductory professional and technical communication pedagogy that helped to disrupt uncritical deployments of social media. Keywords: crowd sourcingpedagogyreachsocial media ACKNOWLEDGMENTS The authors give many thanks to Dr. David J. Reamer and the students enrolled in his technical writing course at the University of Tampa for their feedback and comments on the student documentation published on Instructables. The authors also appreciate thoughtful and engaged reviewer comments that helped us to develop this article. Notes Students are not misguided in their concerns about social media use and its connection to employment, and perhaps even university admissions practices. As of May 13, Citation2013, the National Conferences of State Legislatures reports that social-media privacy protection laws are being introduced or are pending in 36 states. These states are seeking to stop the practice of employers and universities from requesting logins and passwords of employees or students to their social media sites. According to the conference, four states already have such protections, including Arkansas, Colorado, New Mexico, and Utah (para 1). These same laws are under debate as both industry and regulatory finances groups argue for the veracity of having access to social media outlets in order to monitor employee discussions of sensitive financial information (Eaglesham & Rothfeld, Citation2013, para 1). In the particular semester discussed, students all used Instructables to ensure they were working with the same interface and design features and to allow for more robust user-testing. We understand that some students in professional and technical writing courses might be eager to learn about and use social media for their professional development, but we see this position as equally capable of reinforcing the binary of good/bad that is worthy of complication. Neither position affords human agency because technology is the determinant factor in either a student's success or failure. Additional informationNotes on contributorsElise Verzosa Hurley Elise Verzosa Hurley is Assistant Professor of Rhetoric, Composition, and Technical Communication at Illinois State University. Her research interests include technical and professional communication pedagogy, visual rhetoric, and multimodal composition. Her work has appeared in Kairos. Amy C. Kimme Hea Amy C. Kimme Hea is Writing Program Director and Associate Professor of Rhetoric, Composition, and the Teaching of English at the University of Arizona, and author of Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Researchers.

This article examines changing social media practices, arguing that technical communicators and teachers understand their roles as mediators of information and communication technologies. Drawing on a case study growing out of a colloquium on technology diffusion and communication between the Global North and South, the author proposes that technical communicators be attentive to the participatory nature of social media while not assuming that social media replace the dynamics of face-to-face human interaction.

Contributing to everyday writing research, this article reports on an interview study of retired women who use writing in the context of the household. Supported by an analysis of participants’ writing artifacts, it describes the social and material gains the women effect via mundane writing forms including menus and grocery lists. Such practices are acquired from the women’s workplaces and families, and an extensive analysis of one case in particular highlights the convergence of literacy practices, ethnic heritage, and material conditions to consider the impact and significance of writing practices handed down through family knowledge, or “rhetorical heirlooms.”

These researchers examine how questions function in a corpus of eleven writing center conferences conducted by experienced tutors. They analyze the 690 questions generated in these conferences: 81% (562) from tutors and 19% (128) from students. Using a coding scheme developed from prior research on questions in math, science, and other kinds of quantitative tutoring, they categorized tutors’ and students’ questions. The researchers found that questions in writing center conferences serve a number of instructional and conversational functions. Questions allow tutors and students to fill in their knowledge deficits and check each other’s understanding. They also allow tutors (and occasionally students) to facilitate the dialogue of writing center conferences and attend to students’ engagement. In addition, tutors use questions to help students clarify what they want to say, identify problems with what they have written, and brainstorm. Based on this analysis, the authors make some recommendations for tutor training. 85891-Writing Center-text.indd 37 3/10/14 2:52 PM Thompson & Mackiewicz | Questioning in Writing Center Conferences 38 Introduction To resist the role of teacher-surrogate in favor of the role of helpful peer or collaborator, to get students to do the talking, and generally to achieve a student-centered focus, tutors have been advised to use questions as primary tutoring strategies in writing center conferences (Brooks; Harris). In other words, tutors are supposed to use questions to indirectly guide students to improving their writing. In these oftenidealistic conceptions of writing center conferences, questions are “real,” genuinely reflecting an interest in who the students are and what they want to say rather than leading students to a particular point of view. Moreover, students’ satisfaction with writing center conferences has been connected to their perceptions of having their questions answered (Thompson, Whyte, Shannon, Muse, Miller, Chappell, & Whigham; Thonus, “Tutor and Student Assessments”). Tutors are supposed to encourage students to ask questions freely, and it is assumed that students will ask more questions in writing center conferences than in the classroom (Harris). However, beyond encouraging students to talk and beyond directing tutors toward students’ areas of confusion, questions are important prompts for learning and for maintaining students’ engagement in writing center conferences. Research about question asking and answering in the classroom has typically focused on how teachers can pose questions to enhance critical thinking for students. This research has shown that the dialogic Socratic method, with its back-and-forth questions and answers, is a more effective teaching strategy than didactic teacher talk (Rose, Bhembe, Siler, Srivastava, & VanLehn; see also Kintsch; Tienken, Goldberg, & DiRocco). Today questioning is one of the most frequently used classroom teaching techniques, with elementary and high school teachers asking as many as 300 to 400 questions per day (Tienken, Goldberg, & DiRocco). Research suggests that if used effectively either in the classroom or in one-to-one tutorials, questions can enhance students’ learning in at least three ways. First, as shown in Socrates’s questioning of his student about the concept of justice, questions can direct students in their efforts to “construct and reconstruct knowledge and understanding” (Smith & Higgins 486). By discussing what they are thinking with a more expert tutor or teacher, students engage in self-explanation, a process shown to deepen their understanding (Chi; Chi, Bassok, Lewis, Reimann, & Glaser; Chi, De Leeuw, Chiu, & LaVancher; Rose, Bhembe, Siler, Srivastava, & VanLehn). Second, questions can enhance students’ motivation, stimulate curiosity, and encourage active participation in learning (Lustick; Smith & Higgins). 85891-Writing Center-text.indd 38 3/10/14 2:52 PM The Writing Center Journal 33.2 | Fall/Winter 2014 39 Third, teachers’ and tutors’ questions may become models for selfquestioning, important for students in regulating their own learning processes. Further, in both the classroom and in tutorials such as writing center conferences, learning typically occurs within a conversational context, and along with stimulating understanding, questions are vital linguistic components of an educational conversation. Besides helping tutors identify what students do not know, questions allow tutors to understand students’ goals for coming to the writing center and to politely facilitate the flow of the tutorial conversation. We will consider all of these types of questions in this article. We examined how questions function in a corpus of eleven writing center conferences conducted by experienced tutors. In these eleven conferences, we found a total of 690 questions, mostly asked by tutors but some asked by students as well. Incorporating research about questions in classroom teaching, we adapted a scheme for analyzing questions in tutorials that was developed by the psychologist and linguist Arthur C. Graesser and his associates. This scheme has been used to analyze questions in math, science, and other kinds of quantitative tutoring, with a range of students from elementary school to college (Golding, Graesser, & Millis; Graesser, Baggett, & Williams; Graesser, Bowers, Hacker, & Person; Graesser & Franklin; Graesser & McMahen; Graesser & Olde; Graesser & Person; Graesser, Person, & Huber; Graesser, Person, & Magliano; Graesser, Roberts, & Hackett-Renner; Person, Graesser, Magliano, & Kreuz). Through our analysis, we show how questions can function in writing center conferences so that we and our tutors can understand the potential impact of questions on students’ learning and, subsequently, pose questions more consciously. Previous research about questions in writing center conferences has focused on what questions reveal about tutors’ roles and control over conferences. For example, Kevin M. Davis, Nancy Hayward, Kathleen R. Hunter, & David Wallace analyzed four types of “conversational moves” (47) teachers use in classroom discourse—structuring the interaction, soliciting responses, responding, and reacting—to determine the extent to which tutors took on teacher roles. According to Davis, Hayward, Hunter, & Wallace, tutors are usually in control of conferences, but sometimes they do assume less teacher-like and more conversant-like roles (see also Willa Wolcott’s “Talking It Over: A Qualitative Study of Writing Center Conferencing”). Susan R. Blau, John Hall, & Tracy Strauss considered the nature of the collaboration that occurs in writing center conferences by analyzing “three recurring rhetorical strategies” (22) relating to tutors’ directiveness—questioning, echoing, and using qualifiers. They found that in conferences considered satisfactory, tutors 85891-Writing Center-text.indd 39 3/10/14 2:52 PM Thompson & Mackiewicz | Questioning in Writing Center Conferences 40 demonstrated “informed flexibility” (38) in the strategies they used. Other studies have evaluated tutors’ use of mitigated and unmitigated interrogatives (Thonus, “Dominance in Academic Writing Tutorials”), “question–answer interrogation sequences” (Thonus, “What Are the Differences” 231), and leading versus open questions (Severino). A few studies have included questions in analyzing tutors’ politeness strategies (Bell & Youmans) and self-presentation (Murphy). These studies of writing center conferences tend to analyze questions as signals of assumed role and that role’s concomitant right to control the discourse as opposed to examining all the ways questions can function—including but not restricted to the ways they help construct role and maintain control. We analyzed questions to determine the extent to which experienced tutors ask questions that push students’ thinking, check their understanding, facilitate conversation, and model the types of questions students should ask of themselves in order to assess and develop their own writing. Simultaneously, we speculated on the relationships between questioning and students’ and tutors’ roles. After delineating the question types we found, we examined question-answer patterns according to initiation-response-evaluation (IRE) instructional dialogue (Mehan), a classroom discourse pattern largely unexamined in writing center research (for an exception, see Porter). We examined writing center variations on the IRE pattern, showing how experienced tutors used different types of leading and scaffolding questions in tandem with common-ground questions in a cycle of promoting students’ thinking and engagement and of checking students’ comprehension.

Writing studies’ “recent enthusiasm” (Roderick CF 25) for complexity theory has morphed into higher education’s rabid embrace of reform. New curricula claim commitment to an “advanced,” “networked,” and “global” culture by erasing introductory composition, thereby dismissing the practices of those courses. Examples abound, but the author pays particular attention to the 2013 overhaul of general education at the nation’s largest public university. She then draws on a year-long ethnography of one English 111 class to show how this course is a hospitable environment for genres that seek what Systems Biologist Stuart Kauffman calls “the adjacent possible.” The “adjacent possible” represents unfinished combinations of complex structures—those that haven’t fully evolved but make visible what’s next in our expanding biosphere. The author defines one such genre and reveals how it offers another route to complexity and another understanding of FYC: as the gateway course to complexity.

Research problem: The project management of virtual teams differs from that of traditional ones. Traditional project risks, such as complexity, the uncertainty of factors influencing the project, and the high interdependency of project tasks must be managed alongside changed temporal, geographic, and cultural dimensions. Only a few studies have investigated the effect of critical technological issues, such as wrong tool selection or limited internet access on performance as well as team and team member satisfaction in virtual work settings. Research questions: How do critical technology-related issues concerning the selection and use of web-based tools influence the performance and satisfaction of virtual project teams? Literature review: Instead of categorizing virtual teams as a type of team that contrasts with traditional or face-to-face teams, the focus has shifted to virtualness as a characteristic present in all teams. Project teamwork is often integrated in university degree programs in order to prepare students appropriately for real-life projects. While these student teams are often not geographically spread across countries, they have a high degree of virtualness because of their diverse team composition, the necessity for working at different places, and the limited face-to-face meeting opportunities. Performance, effectiveness, and satisfaction are central issues in the evaluation and measurement of project teams: Team performance is often evaluated on the basis of acceptance of a specified output by a customer. Through specific mediating processes, team performance can alternatively be assessed by inquiring the team's perception on their performance. Effectiveness can be defined as the achievement of clear goals and objectives and it is often related to the team's performance. Finally, satisfaction can be defined as having three dimensions-satisfaction with the team, the satisfaction of meeting customer needs, and general satisfaction with extrinsic rewards and work. Technology use is substantial for distributed teamwork and can be assessed by the extent to which it supports communication, collaboration, and project-management tasks. Methodology: Fifteen teams were observed and interviewed over a two-year period. The resulting data were analyzed using a Grounded Theory approach, which revealed how the selection and use of tools for communication, collaboration, and project management in the different project activities influenced the team's performance. Results and conclusions: Our results contribute to practice by providing a number of guidelines for the management of virtual teams as well as knowledge required by companies wishing to launch projects with virtual teams. Differing performances of teams can, in many cases, be attributed to such conditions as: internet availability and bandwidth; lack of training for certain tools; the selection and appropriate use of tools; integrated tool support for task management; as well as the promotion of transparency about progress made. It was found that restrictions in internet access of even a single member within a team limited the team's technological choices, which affected the team's performance.

Research problem: No study has observed the argumentative choices and appeals used by professional designers to support their claims as they engage in decision-making sessions. In particular, we do not know how user-derived data are applied by professional designers in their decision-making arguments. Research questions: (1) What kinds of evidence and appeals do advocates of user-centered design use when supporting claims within design decision-making sessions? (2) How do evidence and appeals used by professional designers compare to evidence and appeals used by previously studied novice designers? Literature review: Previous research of user-centered design that also incorporates data-driven personas has concluded that while some observed groups dedicated to user-centered design see personas as a way to further improve upon user-centered design methods, personas rarely become an integrated part of the design process and are often not incorporated in recommended ways. Prior research of decision-making within the design process has concluded that decision-making is a highly variable, but often deeply collaborative activity that can be assessed through a variety of argumentative lenses, including the Toulmin model of argument. Methodology: In this case study, a one-week, onsite exploratory observation was conducted in the workplace of professional designers. All meetings were recorded and subsequently transcribed. Postobservation interviews were also conducted with the participants. A discourse-based analysis was conducted on the transcriptions to identify the various types of rhetorical appeals and evidence used by the designers during their decision-making meetings. Results and conclusions: This onsite observation found that this particular group of designers supported about 50% of their claims with evidence, with 5.1% of the evidence in support of a claim referencing user data, and 33.4% of evidence in support of a claim referencing the designer's own opinion. These results suggest, among other things, that personas (the key user-centered design tool used by the observed group) are perhaps not necessarily a helpful rhetorical tool for persuasion in decision-making meetings, that designers who conduct user research are more likely to reference user data in support of claims, that these designers might have a broad notion of what constitutes user data, and that prior experience can serve as a powerful persuasive force. In addition, appeals to user data were the least common type of appeal employed by the novice and professional designers. However, this exploratory study is limited by the condensed observation time and its single group of designers. Future studies may use the methodology established here to explore the uses of evidence of additional groups.

This article draws on qualitative research conducted as a part of a writing program assessment to examine the relationship between assessment, valuation, and the economics of first-year writing. It argues that the terms of labor in first-year writing complicate practices of valuation and the processes of consensus building that have become common in assessment models. It explains that if assessment is to be situated at a site and represent the work that happens there faithfully, it needs to account for how power, the economics of staffing, and differing ways of thinking about writing education necessitate struggle and the acknowledgment and representation of dissonance.

As Information and Communication Technologies (ICTs) utilized in workplaces, classrooms, and community organizations continue to proliferate, it follows that the kinds of knowledge necessary to assemble those technologies in order to engage in effective professional communication are becoming increasingly complex. This article details a study conducted of two student teams engaged in a service-learning class in which they were tasked with producing high-quality digital products---a mini-documentary and a simple, but interactive website---for client organizations---an art classroom in a local public school and a mentoring initiative within a local non-profit. The main findings of this study are that students mobilized a variety of resources and created a flexible network of technologies, knowledges, people, and modes of communication in order to address issues pertinent to their clients. In addition, I argue that the most important resource students mobilized was knowledge itself, indicating that one of the most important aspects of digital composing may be in-depth, practical knowledge of technologies, modes, and the genres they involve. Ultimately, the implications of this limited, classroom-based case study are that a situated understanding of how to assemble knowledges for the effective design of communication within a given communication infrastructure may be more important than access to the most cutting-edge modes and technologies, especially when working with resource-poor organizational clients.

Curriculum designers and literacy policymakers sometimes assume that variation in teaching practices can be minimized using scripted and standardized curriculum. While standards and common understandings can be helpful, scripted curricula ignore the fact that curriculum is an enacted practice orchestrated by individuals. While reading scholars have studied this issue, it has yet to be examined in writing studies. In a four-month ethnographic study, I examined how a kindergarten teacher interpreted scripted writing curriculum through enacted lessons. The interpretation problematizes the ideologies embedded within curricular scripts, including emphases on genre, mechanics, and printed texts. Analysis of child writing revealed a socially constructed practice in which genre, mechanics, and letters were tied to social intentions and meanings. While scripted curricula can confine teachers’ abilities to make responsive decisions, I document how the focal teacher translated curricular materials with students, thus creating space for official curriculum, teaching practices, and children’s writing to coexist. Such flexible spaces make room for both teacher and student voices in innovative and inventive writing pedagogies.

This article contends that the pedagogical discourse of “integrative learning” fails to promote cross-disciplinary learning on university campuses, taking as a case study a recent controversy over the proposed renaming of a university dormitory named after famed anti-abolitionist Stephen Douglas.

This article examines the influential Chinese science book Brush Talks from Dream Brook, written by Shen Kuo in the 11th century. I suggest that Brush Talks reveals a tension between institutionalized science and science in the public, and a gap between the making of scientific knowledge and the communication of such knowledge to the general public. In writing Brush Talks, Shen preserved and popularized grassroots science and technology in the most respected medium of his time—the printed book. In the article, I ask what formal elements of this book reveal about the choices Shen made as a literati author to connect to his primary readers, most of which were middle and lower class lay audiences. As I will argue, he used three approaches that aided him in speaking to the public about science and technology—an ethnographic approach to knowledge, innovative uses of genre, and a straightforward writing style.

Integrating and using technology in the technical communication classroom is an ongoing interest and challenge for the field. Previous work tends to focus on best practices and other types of generalized advice, all of which are invaluable to teachers. But this article encourages teachers to also pay attention to sociotechnical forces and dynamics in local settings. It explains how a cartography of affect can be useful in demonstrating how technologies become imbued with meaning and significance in particular pedagog-ical contexts. The authors illustrate the value of this mapping practice through a case study of iPad integration and use in a technical communication service course and its teacher-training course. They also provide examples of heuristic questions that can guide critical cartography projects in local settings.

In 2010, during the Google-China dispute, the Chinese Communist Party deployed a rhetoric imbued with the strong pathos of the "century of humiliation" (guochi) that China suffered at the hands of imperialists and used the Google incident to reaffirm its guardianship of the Chinese nation = state. As a case study, this discursive analysis of the Google dispute illustrates the rhetorical techniques and processes the Chinese Communist Party utilized to cement its legitimacy. Relying on the resistance-to-imperialism narrative template, the Chinese Government has circulated discourse that resonates with a public who continue to fear foreign infringement of sovereignty.

This article draws on an archival case study of the Comisión Femenil Mexicana Nacional (CFMN). Building on my experience as an activist and working in communities and institutions, I argue that it is valuable to examine and translate the histories and practices of organizations like the CFMN to learn the rhetorical abilities we need to operate and make collective change as both part of and outside of publics and institutions. To make this argument, I analyze how Chicanas of the CFMN incited change by writing, theorizing, and making an identity through what might be considered mundane and programmatic writing.

This case study describes the Nuestra Casa (Our House) Initiative, an advocacy, communication, and social mobilization strategy to increase tuberculosis (TB) awareness through a public art exhibition hosted at the University of Texas at El Paso. This work describes this multi-disciplinary initiative that cut across academic boundaries to engage faculty, students, and community members in service-learning and community engagement efforts. Nuestra Casa reached diverse audiences, including school children, farm workers, promotoras (health promoters), university students, educators, persons affected by TB, and public health officials in Mexico and in the United States through education, critical reflection, and a call to action.

This essay describes an ethnographic assignment in the local community.

This article argues that an understanding of writing as translingual requires a shift to a different orientation to literacy—i.e., from autonomous and situated to negotiated. Such an orientationtreats the text as co-constructed in time and space—with parity for readers and writers in shaping the meaning and form—and thus performed rather than preconstructed, making the multimodal and multisensory dimensions of the text fully functional. Going beyond the native/nonnative and monolingual/multilingual speaker binaries, this study demonstrates that both student groups can orient themselves to such literate practices in the context of suitable pedagogical affordances. Drawing from teacher research informed by an ethnographic perspective, the study identifies four types of negotiation strategies adopted by writers to code-mesh and readers to interpret texts: envoicing, recontextualization, interaction, and entextualization. Envoicing strategies set the conditions for negotiation, as it is a consideration of voice that motivates writers to decide the extent and nature of code-meshing; recontextualization strategies prepare the ground for negotiation; interactional strategies are adopted to co-construct meaning; and entextualization strategies reveal the temporal and spatial shaping of the text to facilitate and respond to these negotiations. The analysis points to the value of a dialogical pedagogy that can further develop the negotiation strategies students already bring to the classroom.

Within this ethnographic case study, I examine the ways that a Migrant Head Start program failed to build on the funds of language and literacy knowledge of a group of socioculturally and linguistically marginalized preschool children. Using a literacy-as-social-practice lens, I explore the children’s early literacy knowledge by focusing on the ways that reading and writing mediate the lives of the migrant farmworker community—their parents’ and community members’ lives. Observational and interview data analysis revealed literacy practices in the migrant camps that reflected their lives of bureaucratic regulation, family and community relationships, and spirituality in the migrant camps. Participant observation in the Migrant Head Start program revealed a school-based focus on only surface features of early literacy, delivered in an unfamiliar language and reflecting culturally specific beliefs and values about literacy practice that did not match those of most of the children. Analysis also revealed the ways that literacy practice among the migrant farmworkers moved and changed as the individual life experiences of the families changed, particularly in relation to increased geographic permanence over time.

In this article, I extend the academic conversation about writing and identity by investigating the experiences of one adult student negotiating the transition between professional and academic communities and identities. Drawing on a framework articulated by Ivanic (1998), I examine the interaction between the writer’s autobiographical self, the socially available possibilities for self-hood, and the discoursal self the student constructs in a single instance of academic writing. I argue that the primary writerly identity this student constructs in his text is a workplace or professional identity and show how this identity is not entirely coherent but reflects the process of identity transition the student was facing on the job at the time. I use this case study to draw attention to the negotiations some adult students pursuing postsecondary study make, especially those with well-established workplace identities, as they face the challenge of composing new identities in academic settings. I further suggest that the challenge of identity negotiation is one faced by all writers, not just adults, and that this is a challenge we must account for in our teaching and research.

Writing teachers are at the forefront in helping newcomers become members of the academic discourse community as writers of essays, reports, and dissertations. Newcomers may be native English-speaking, nontraditional students with limited writing skills or multilingual learners whose primary language is not English. The gap between their limited rhetorical practices and the norms of their professional disciplines concerns educational institutions seeking to facilitate the development of these students’ literacy skills. To lessen that gap and provide information on an underresearched population, this article reports on an exploratory case study of students at a Mexican university enrolled in a Chicano literature course taught in English. The data-based study adopts a situated literacy theoretical approach to learn about participants’ efforts to become successful multilingual writers. It is part of a larger ethnographic study of the rhetorical literacy practices of Mexican multilingual writers concerning the sociocultural context of writing instruction in the contemporary Mexican educational system. An understanding of students’ literacy practices in the local context can help researchers and teachers to better understand problems and issues regarding academic writing from participants’ perspectives.

This article provides a historical case study of the Sentinelle Affair, a conflict between French language rights and the English Only educational policies of the Catholic Church in New England in the 1920s. An analysis of this conflict reveals a correspondence between programs of language centralization and the production of language differences in the United States. The article explores the possibility that such language histories of white ethnic groups might provide grounds for creating what Malea Powell calls “a rhetoric and composition alliance.”

Research problem: Although much research exists on virtual worlds, very few studies focus on professional virtual worlds used for working in a global setting. Research questions: (1) How do global managers currently use and experience professional virtual worlds (Virtual Worlds) as a communication media for global work? and (2) How do these Virtual Worlds support global and professional communication in a geographically distributed context? Literature review: We reviewed Virtual World literature in the area of social sciences, education, and games. Little research has been conducted on Virtual Worlds for workgroups. But those studies support the assumption that Virtual Worlds are suitable for global distributed work as a collaboration and communication medium. Methodology: With an explorative and qualitative interview research approach, we conducted 47 semi-structured interviews with virtual world vendors, researchers, and managers using virtual worlds in their work. Data were analyzed based on Grounded Theory Analysis methods. Results and conclusions: The results show four different use cases applied for professional Virtual Worlds: small team meetings, trainings, community building, and conferences. Furthermore, our findings confirm Virtual World literature that states that the professional Virtual World as a communication and collaboration tool supports geographically distributed work as well as visualization and learning in a global context.

Since their introduction, self-service ticket vending machines (TVMs) have become an increasingly important distribution channel in the public transport sector, progressively replacing the traditional ticket counter. In a public transport setting, where ticket counter closures have left different groups of people dependent on TVM to meet their mobility needs, a single, effective system is required. Research questions: (1) Which barriers do currently hinder the usage of TVM? (2) Which requirements should a barrier-free TVM fulfill? (3) How can we design a new self-service TVM for a nationwide public railway company? (4) How can we ensure that the usability and user experience (UX) is high for all users, especially for those with low levels of technological affinity? Situating the case: Most other studies on the use and usability of TVMs were conducted as post-hoc evaluations. In contrast, our case study presents a user-centered design (UCD) approach that takes the needs of the different target groups into account throughout the whole development process. Theories and concepts that guided the case included UCD, which involves alternating test and evaluation loops that actively involve users to create a usable product and UX, which describes the quality of the experience a person has when interacting with a specific computer system using a specific interaction technique. Methodology: More than 250 participants were involved in focus groups, observations, interviews, and experiments from the very first stages of development. Interface designs were presented to the future end users to obtain their feedback, with the results fed back into the design process. About the case: A prototype for a novel generation of TVM was developed in three phases: First, the context of use was analyzed. In the second phase, we conducted a requirements analysis. Third, different hardware and software interaction designs were iteratively tested and evaluated. The resulting prototype met the requirements of most user groups, though further adjustments are necessary. Conclusions: The UCD approach proved to be a valuable framework for the development and design of self-service systems.

Research problem: This study explores how established patterns, means, and services influence the users' first experience when encountering a novel self-service application. The application (DB Cairo) is a passenger information system for public transportation running on mobile phones. Research questions: Is the users' first experience with the application influenced by established communicative patterns, means, and services? Are they used as reference objects? Which attributes of the application are relevant? Is there a leading reference object (prototype)? Do reference objects vary depending on the personal factors age and gender? Literature review: Little is known about user experience in first contact situations regarding passenger information systems. For our investigations, we used a theoretical framework combining Linguistic Evaluation Theory, Prototype Theory, and Linguistic Genre Theory: Evaluations are regarded as an integral part of user experience. Evaluation is conceptualized as an act where a subject evaluates an object with a certain purpose at a certain time by comparing it with other objects. Every object has various attributes-some are relevant for the evaluation, and others are not. Communication quality is seen as a crucial complex attribute for the evaluation of communicative applications. Methodology: We conducted a qualitative study: Data from two user test series (n = 12)with thinking-aloud protocols and retrospective interviews were analyzed with qualitative content analysis procedures. The participants were male and female, age 25-35 or 55-65, mobile-phone users, and multimodal travellers. The tests were conducted in a laboratory with a computer-based mobile-phone emulator. Results and conclusions: Results show that the participants explore the application by comparing its attributes with attributes of reference objects. Reference objects vary depending on attributes of the application. Regarding topic-related attributes, participants rely on established artifacts, which form a topic-related multimedia network. Within this network, the website of German Railways functions as prototype. Age- and gender-specific differences were not detected. The findings indicate that research into user experience and development practice could benefit from reconstructing and analyzing topic-related artifacts. Limitations of the study were a small sample size, the test location, and environment. Future challenges are the investigation of influencing factors and the development of new methods/tools for data collection infield studies.

This contribution focuses on classroom discourse, and student evaluations thereof, in a specific tertiary EMT (English-medium teaching) setting. This is done by drawing on a rich, triangulated and longitudinal data base, comprising classroom interactional and ethnographic data that cover the whole duration of an international, four-semester English-medium hotel management programme (HMP) set in Vienna, Austria. On the basis of the discursive nature of learning it is argued that, in spite of the absence of any explicit language learning aims, the classroom discourse affords (language) learning spanning the functions of English as language for international hospitality purposes and of English as the lingua franca of the HMP community. Building on the recent discussions of EMT instructional types and of English used as a lingua franca in the international classroom, it is argued that the HMP represents a case of ‘implicit ICELF (integrating content and English as a lingua franca)'.

Our purpose in this paper is to foreground contextual issues in studies of situated writing practices. During a year-long case study in a rural Kenyan secondary school, we applied a number of ethnographic techniques to document how 32 girls (aged 14-18 years) used local cultural and digital resources (i.e., donated digital cameras, voice recorders, and laptops with connectivity)within the context of their after-school journalism club. We take inspiration broadly from the concept of liminal spaces, which we bring together with notions of placed resources, New Literacy Studies (NLS), multiliteracies, multimodality, and identity work. We argue that the learning space of the journalism club, including its mediating digital tools, affords identities of empowerment to students’ writing and experimentation. On close examination of the transitional space of the journalism club, we see the foundational practices of situated rehearsal, appropriation, and performance of the roles and linguistic repertoires that the learners associated with competent journalists. We conclude that the club as a learning space, including its “props” and digital resources, fostered new degrees of freedom, community, equality, and creativity. We are left with questions about the characteristics of transitional learning spaces and how these might serve as fertile ground for growing competent writers in a range of educational contexts.

Comparative rhetoricians are heavily involved in textual interpretation, and the quality of the interpretation largely depends on how self-reflexive the interpreter is. However, within the disciplines of textual studies there is little specific guidance on how to improve self-reflexivity. This essay is intended to ameliorate this situation by drawing on and synthesizing the relevant literatures from such areas as cultural anthropology, qualitative research, and critical theory. I begin by outlining the disputes over the concept of self-reflexivity. I then move to the different spheres that have been proposed for self-reflexivity; these spheres range from accidents of individual psychology to historical circumstances to webs of power and privilege. Next I describe the most useful techniques for refining self-reflexivity, mapping out their theoretical and practical complexities. Throughout the essay I pull from my work on traditional Chinese rhetoric for cautionary examples. I conclude with some words of warning and of encouragement.

Disciplinary differences cause multiple problems with trying to create a research study that gauges readers' comprehension of complex scientific information. This paper provides a case study of the some of the issues associated with research methods and methodologies on an on an interdisciplinary team.

The subject of refugee experience poses compelling problematics for the study of community literacy. Yet, community literacy projects that support language acquisition, cultural orientation, and cross-cultural communication are some of the most important resources available to newly resettled refugees. Refugee students and adult learners arrive in the U.S. and are forced to learn English as quickly as possible while also having to figure out the new and complicated bureaucratic trappings of finding a job, making doctors' appointments, and enrolling in school. Refugees, however, cannot be considered one homogeneous group, and the issues surrounding refugee resettlement and community literacy play out in a myriad of ways. Community literacy research, particularly of the ethnographic variety, teaches us that very little can be generalized or concluded about literacy practice or literacy acquisition from one community to another. This observation cannot be overstated when it comes to the literacy issues faced by refugee communities in the U.S. In this keywords essay, I outline several aspects of refugee experience that carry important implications for understanding literacy in the contexts of refugee resettlement. While this essay is not meant to describe how refugees gain literacy or what their literacy practices look like-such work requires ethnographic study-instead, I offer a range of ways for talking about literacy in relation to refugee experience, particularly through the lenses of the interdisciplinary field of refugee studies and rhetoric and composition. Despite the implications refugee experience might have for understanding literacy in global contexts, the perspectives of refugees have been given only cursory attention. A synthesis of contemporary scholarship, however, affords us sufficient grounds to enact a more reflective, ethical, and responsible approach to understanding literacy-learning in refugee communities.

This case study investigates Carolyn, an effective volunteer ESL and literacy instructor of adult African refugees, in order to understand both what it means to be a qualified instructor, and also how community-based volunteer instructors may become more qualified. The study’s findings suggest that Carolyn’s qualifications are a combination of personal dispositions, such as cultural sensitivity, and professional behaviors, including self-education, seeking mentoring and outside expertise, and purposeful reflection on her teaching. Several implications for supporting community-based volunteer literacy and ESL instructors emerge from these findings.

This article reports the results of a qualitative study on the joint publication of research articles by a group of supervisors and graduate students in an Iranian university. The results indicate that the ministry-regulated incentive system for publication had increased the research output of the participants. It argues that material and credentialing incentives for supervisors can be regarded as symbolic violence in the exercise of disciplinary power, which required that the participants form local communities of practice and interconnect with international journal reviewers to get their articles published.

This article presents a case study that examined how practices of visualization and text production converge in an experimental physics research setting. Findings suggest that visuals communicate meaning and become persuasive through their ability to index in different ways the technical dimensions of laboratory work. The author argues that examining the coproduction of visuals and texts in the scientific workplace contributes insights into the technical objectives and rhetorical motives they are designed to serve.

This article proposes a theoretical framework of transcultural risk communication to examine how global connectivities influence communication about H1N1 flu. A case study was conducted to investigate risk management policies at global, regional, and translocal levels to cope with health threats posed by the emerging H1N1 flu epidemic. We explored how risk management approaches by Chinese Internet users facilitated the employment of a unique risk measure of exit and entry screening for returnees to China.

This interpretive case study investigated how a fifth-grade teacher’s social practices with visual and linguistic signs positioned her students (10- and 11-year-olds) to take up particular modes as they constructed digital compositions. The context of the study was a suburban public school in the northeastern United States. Analysis was threefold. The discourse surrounding multimodal composition was analyzed via inductive analysis. Students’ use of semiotic resources in the HyperStudio composition was analyzed with Unsworth’s image-language intermodal framework. Then, teacher-student conversations related to visual and linguistic signs were triangulated with students’ compositions. Findings show that a classroom teacher’s limited content knowledge as related to metafunctions and metalanguage of visual and linguistic sign systems affected the information taught to the students and, ultimately, their use of visual and linguistic signs. Students demonstrated tacit knowledge of image-language relations beyond what was taught but lacked the explicit knowledge to more strategically use visual and linguistic signs. Implications include the importance of creating opportunities for teachers to develop more substantive content knowledge of the metalanguages and metafunctions of various sign systems.

What are the consequences of literacy? I would like to know the answer. And I believe Composition Studies is an ideal disciplinary space from which to approach it. Some of us may make use of ethnographic methodologies, but we are not shackled to anthropological debates. Our unit of analysis is not culture, at least not centrally, but writing—how it happens, what it means, where it circulates, how it accomplishes its goals, whom it advances, whom it leaves behind, what it is worth and why. These processes entail the social, but do not require us to pin it down and watch it wriggle. Our attention can be more centrally trained on literacy.There are consequences to literacy—large ones and, my own fieldwork suggests, often troubling ones. Can we explore them without dividing the world into oral and literate, without having to take on debates that are not of our moment, and without sacrificing the crucial insights of New Literacy Studies? Are there new answers to old questions?

This case study of the authors’ process of curricular innovation, assessment, and redesign provides guidance to colleagues seeking to implement 21st century literacies into their own objectives for first-year composition courses.

Journalists contribute in many routine ways to public controversies, ways that are often overlooked in traditional criticism. They have tended to be overlooked in part because of the agonistic argument dialogue that functions as a tacit, a priori location for controversy, and in part because of the tendency of traditional critics to treat news texts as reflections of controversy rather than contributions to it. This essay examines in detail journalists' entextualization and recontextualization of Mayor Rudolph Giuliani's discourse from a press conference on September 22, 1999 in order to explain one way that they contributed to the Brooklyn Museum controversy. The analysis adopts a constitutive attitude toward controversy, asking how our habits of talking and writing contribute to our impressions of a controversy as an autonomous cultural phenomenon.

This article develops a theoretical understanding of the processes involved in the co-construction of a written text by a teacher and student from a Vygotskian perspective. Drawing on cultural-historical and sociocultural theories of writing and Vygotsky’s concept of the Zone of Proximal Development (ZPD), this case study of a student and teacher interaction in a UK secondary school examines the social mediation of collaborative activity in the negotiation of meaning.While expressivist process theories of writing focus on the development of the authentic voice of the writer, this article contends that the development of a student’s writing abilities requires active intervention by a teacher within a constructed zone of development. Writing is viewed as a situated activity system that involves a dialectical tension between thought and the act of composition.Finally, the article will argue that the recursive and complex nature of writing development is an integral tool in the learner’s own agency in creating a social environment for development.

Drawing on qualitative research conducted at the University of Michigan, this article examines the extent to which composition instructors theorize and teach reading-writing connections and argues that explicitly teaching reading-writing connections may increase student motivation to complete assigned reading. The article also discusses using model texts as an effective means of teaching those connections.

This article offers a case study of how three African American students enrolled in a first-year writing course employ Ebonics-based phonological and syntactical patterns across writing assignments, including those that also require students to compose multigenre essays.

This article examines how Dante used history and suggests approaches to incorporate his texts into undergraduate history teaching. Examples of successful assignments are offered that encourage students to compare Dante’s historical figures in a work like the Commedia with “real” history. Such exercises introduce students to some of the creative ways that Dante shaped many historical figures to meet his purposes — personal, political, or spiritual. An extended case study of Dante’s inclusion of southern Italian historical actors is used to illustrate some of the more complex ways that Dante revised or reinvented historical events. It is argued that Dante’s use of history can be a valuable tool to teach the skills of critical analysis and close reading.

Discourse, Figure signifies an event. I mean this in a variety of ways. There has been a recent event: the publication of an English translation of Jean-François Lyotard's first major book. Its translation is an event forty years delayed and signifies the closing of a major gap in the translation of Lyotard's work. Of course, both “signify” and “event” are important words for Lyotard. Discourse, Figure's goal is to “signify the other of signification” (2011, 13, emphasis his). The question of the representability of events that concerns Lyotard throughout his career originates in Discourse, Figure. I use these two words to guide my review. First I outline the events of the book: its context and its argument. Within its argument, I focus on its central chapter in order to signify the uniqueness of Discourse, Figure. Finally, I offer some thoughts on what this event may signify for us now.Discourse, Figure signifies an event in Lyotard's career. It is tempting to think of his oeuvre as discontinuous: the early phenomenological work breaks off in a flurry of political writings and activism; the psychoanalytic work coalesces into Libidinal Economy, a positively derivative book that makes a radical break with Marxism; language games yield incredulity toward metanarratives; and his later preoccupation with Kant becomes a critique of the third critique in both The Differend and his work on the sublime.Situated between his phenomenological work and Libidinal Economy, before the break with Marxism yet already politically ambivalent, Discourse, Figure signifies schism—from its title to its organization. Its first half deals with phenomenology and the second half with psychoanalysis. Between these is only the trompe-l'oeil of a veduta, the section on which I focus in a moment. The temptation to take a discontinuous view of Lyotard's career now runs up against the temptation to see a continuity in which Discourse, Figure looks back at his first book, Phenomenology, and forward toward his next, Libidinal Economy. To look for such a continuity might be to attempt a narrative of which Lyotard himself would be incredulous. Nevertheless, there can be continuity without mastery: “To link is necessary; how to link is contingent”(Lyotard 1988, 29).Lyotard only considered three of his books “real” books: Discourse, Figure, Libidinal Economy, and The Differend (Bennington 1988, 2). He regarded his other books as preparations for these major works. That it took forty years for the first of these “real” books to be translated is as remarkable as it is unfortunate. The translation had originally been undertaken by Mary Lydon, who published translations of two of its chapters in the early eighties. Her “Veduta on Discours, Figure,” a version of which was originally meant to serve as the introduction to her translation, opens by calling Discourse, Figure, “a notoriously difficult book” (2001, 10).1 Sadly, Lydon's untimely death later in 2001 ended her role in the work. The translation, already delayed in 2001, had to wait another ten years. Antony Hudek took on what I can only assume seemed an impossible task.The length of time Lydon spent translating Discourse, Figure, along with her awareness of its delay recalls a third event: the length of time Lyotard spent writing the book and his awareness of that time: “If I had to wait as long as I did to see my own resistance to writing it fall, it was (among other reasons) without a doubt out of fear of being seduced, distracted from this goal, mesmerized by language” (2011, 14). Seventeen years passed between Lyotard's first book, Phenomenology, and his first “real” book, Discourse, Figure. During those intervening years he drifted, the collected essays of that period appearing as Dérive à partir de Marx et Freud. The drifting return to those two figures eventually became Discourse, Figure, his attempt to signify the other of signification without being mesmerized by signification.Lydon's statement that Lyotard's book is difficult serves as an understatement. Discourse, Figure could be read almost as a novel or epic poem, replete with philosophical, aesthetic, psychoanalytic, religious, and political allusions. His discourse is figurative. His opening salvo, “This book protests: the given is not a text” (2011, 3), aims not just at its immediate interlocutor, Paul Claudel, and his statement that the sensible world is legible. It also takes aim at Jacques Derrida's text-centered claim that “there is no outside-text” (1976, 158). The book's lengthy engagements with Hegel, Mallarmé, Merleau-Ponty, Frege, Klee, Cezanné, and Freud, hide sidelong references to Deleuze, Levinas, Derrida, Kandinsky, Nietzsche, and Shakespeare. All of this to say that for Lyotard, the stakes are high. He grapples with Jacques Lacan by returning ever more rigorously to Freud.2 He performs Derrida's (anti)method of deconstruction without being mesmerized by language. He follows Deleuze's anti-Hegelian critique of representational difference while subtly chiding Deleuze for his neglect of the visual and his rejection of the psychoanalytic. Lyotard is in a Burkean parlor in which he has spent seventeen years listening.The first chapter, “The Bias of the Figural,” serves as an introduction, and signifies at least two more events: the book's aim and the book's arc, each of which entails its own failure. Discourse, Figure's aim, as noted, is the signification of the other of signification. Throughout the first half, phenomenology and structuralist linguistics are relied on, or rather stretched to their limits, in an attempt to represent what Lyotard will ultimately call unrepresentable: “Phenomenology … remains a reflection on knowledge, and the purpose of such a reflection is to absorb the event, to recuperate the Other into the Same” (2011, 17, emphasis his). The failure of the aim leads us to its arc.Lyotard tells us that the arc of the book is an event in which the visual comes to play less and less of a role. While its opening pages concern themselves with the very pragmatic distinction between seeing and reading, by the end of this first chapter it is clear that there will be a shift throughout the course of the book. The shift is from phenomenology to psychoanalysis but also away from figure as visuality and toward figure as rhetoric and as unconscious. In a sense, Lyotard must become dissatisfied with the answers phenomenology offers and move on to psychoanalysis.Why include the first half then? Why not just move on? “I would answer,” Lyotard explains, “that this displacement is precisely what constitutes the event for me in this book. By virtue of what order, of what assumed function of the book, of what prestige of discourse, should one attempt to erase it?” (2011, 19). In this sense the book signifies the event of phenomenology's failure to signify the event and Lyotard's move away from it. That failure creates a clear structure, one that parallels its title. After the initial chapter, the book takes shape in two halves: “Signification and Designation,” concerned with phenomenology and linguistics, and “The Other Space,” devoted to a return to Freud. And in between, Lyotard offers a crucial chapter entitled “Veduta on a Fragment of the ‘History’ of Desire.”The text proceeds through a series of ninety-degree rotations, each of which can be traced and each of which offers a way into Lyotard's complex argument. In the first half of the book, Lyotard begins by distinguishing between the negation of the sensory and the negation of language. The negation of the sensory consists in the distance between the seer and the seen, a distance that becomes confused with the distinction between subject and object. Language's negation consists not only in the gaps between signifiers but also in the distance between signifier and signified, and, most importantly, in the “no” of psychoanalysis, the “no” that says “yes.” For Lyotard, negation provides an elementary link between the seen and the said.Lyotard's first rotation is thus a move from signification to designation. Saussurian signification consists in a chain of signifiers. Between these signifiers are invariable gaps. The distance between cat and car is no greater or smaller than between cat and epistemology, structurally speaking. Thus Lyotard sees a flatness in signification that does not parallel the variable gaps of designation, the distance between me and my hand and the moon and my office. In Saussure, there is a rotation such that designation becomes confused with signification. The moon becomes another word. Flatness asserts itself over thickness. Lyotard understands this turn as representation.The title Discourse, Figure refers us to the movement from phenomenology to psychoanalysis, another event of the book, one in which Lyotard slowly moves toward taking the side of the figural. But Discourse, Figure is a deliberate book, not a spontaneous event, and there is a bit of secondary revision occurring. Freud and Lacan lurk throughout the first half, sometimes explicitly and often implicitly. It is clear that Lyotard has this larger rotation from discourse to figure in mind throughout the early chapters, and this foreshadowing creates depth and tension.So it is unsurprising that after moving from Saussure to Merleau-Ponty, Lyotard finds Freudian negation underlying structuralist linguistics and phenomenology. Lyotard ends the first half by distinguishing between opposition and difference in a chapter that perhaps owes the most to Gilles Deleuze (Deleuze sat on the habilitation committee to which Lyotard submitted Discours, Figure, and Lyotard's concept of difference is decidedly Deleuzian). Opposition corresponds to the negative difference of representation that Deleuze critiques in Difference and Repetition. In an important section of book entitled “Nonhuman Sex,” Lyotard explains that the castration complex which inaugurates difference does not primarily hinge on the opposition between the two sexes (i.e., women are not castrated men, or rather, women are not not men) but on the difference between human and nonhuman sex. Lateral to distinctions between man/woman, pure/impure, black/white, or good/evil, we find the difference of difference: “Sex is foremost nonhuman, non-opposite, transgressive with regard to oppositions” (2011, 147). The entry into representation is built on the castration complex, which owes to the death drive. It is the “yes” of the death drive that appears alongside all of these “no”s with which we have been concerned.This lateral move allows Lyotard to move toward visual phenomena. He outlines theories of curvilinear perspective (to be opposed to linear perspective via the coming veduta) as well as of peripheral vision. Linear perspective depends on an immobile focus of the eye that duplicates the false mobility of the eye. By immobilizing the eye and paying attention to the periphery we begin to understand curvilinear perspective and the death drive lurking at the corners of our eyes. These two elements, representation and perspective, frame Lyotard's veduta.The section on the veduta constitutes an abrupt rupture that sutures the book together. He offers a short history of images in the West, focusing on medieval illuminated manuscripts and the paintings of the early Renaissance, specifically those of Masaccio. Lyotard wants to move us from the sacred to the secular, through two types of thickness and through two rotations. It is a complex move, or rather two moves, each of which is worth dwelling on.Lyotard attempts to demonstrate the imbrication of discourse and figure within medieval illuminated manuscripts. The images may be read and the letters seen just as often as the reverse. Their signification is working opposite to our own. While we might represent the designated (the “real” world), the signifier for the medieval mind always signifies divine discourse. Because there is only one signified, image and text alike are infused with figure. The thickness to which Lyotard has referred throughout occupies—during the medieval period—the space between God and man: true difference.At the beginning of the fifteenth century, we see a rotation. Masaccio's perspectival paintings reveal a new thickness, one between designation and signification. Difference is no longer vertical (God-human) but horizontal (human-vase-sheep-human); transcendence is replaced with immanence. It is this rotation that opens up the possibility of nonsacred art, that is, depictions of peasants and everyday objects. Masaccio's perspective is complex, not yet strictly linear. He employs aerial perspective as well (which offers the illusion of atmospheric depth), but the two types of perspective appear within the same painting without any kind of framing device separating them.Lyotard compares this to Leonardo's use of aerial perspective, where it is carefully restricted. Leonardo has already moved to a linear perspective that is based on a rotation from picture plane to viewer: “The distance from the ‘eye-point’ to the screen is transferred onto the latter so as to establish the oblique from which the objects' foreshortening will be determined” (2011, 197). This second rotation, geometrical foreshortening, may be directly opposed to Masaccio's perspective. In Masaccio, we see naught but plastic space, ready to be invested with figural, libidinal energy. In Leonardo, each aspect of the painting must be kept separate. In Masaccio, the viewer is immanent to the world of the painting. In Leonardo, she or he is transcendent: “This rotation of meaning is directly opposed to that which I described to convey the importance of the Masaccian revolution: rather than the exteriorization of what was scripted, it is the scripting of exteriority” (2011, 197). These two rotations—first from creator to creation, then from immanence to transcendence—occur in the first few years of the fifteenth century and separate the sacred, mythopoetic world from our current secular, scientific world.Lyotard uses the term “veduta” to refer to a particular kind of painting within a painting. A window is painted on the wall, like the one placed behind Mona Lisa. This window achieves a kind of trompe-l'oeil effect. We see “through” the painting at another level. In a sense, Lyotard's veduta offers us a chance to see “through” the history of representation. The first half of the book frames this history. The second half signifies what we might see on the other side of the veduta.In the face of the failure of signification outlined in the first half and the history of its subordination of desire outlined in the veduta, Lyotard attempts to signify the other of signification by more psychoanalytic means. Here, in the second half of the book, he performs this work through a rotation from discourse to figure, exploring the unrepresentable in the paintings of Paul Klee and in the dream work that does not think. The dream- work of course cannot think, cannot perform discourse, as it operates under the sign of desire, that is, through the unconscious. Language depends on negation, and the unconscious, Freud reminds us, knows no negation. Lyotard's argument reaches its crescendo in his tripartite model of figurality: figure-image, figure-form, and figure-matrix: The figure-image, that which I see in the hallucination or the dream and which the painting and film offer me, is an object placed at a distance, a theme. It belongs to the order of the visible, as outline. The figure-form is present in the visible, and may even be visible, but in general remains unseen. This is Lhote's regulating line, the Gestalt of a configuration, the architecture of a picture, the scenography of a performance, the framing of a photograph—in short, the schema. By definition, the figure-matrix is invisible, the object of original repression, instantly laced with discourse: “originary” phantasy. Nonetheless the figure-matrix is figure, not structure, because it is, from the outset, violation of the discursive order—violence against the transformations authorized by this order. (2011, 268, emphasis his) The unconscious is not a language at all. These three parts of figurality braid themselves throughout discourse via desire. Desire's complicity with the figural operates through three transgressions that parallel the three elements of figurality: transgression of the object, transgression of form, and transgression of space. Lyotard argues that these transgressions are manifestations of the death drive and drives his point home by returning to Freud in repeated interpretations of the case study “A Child Is Being Beaten.” These readings allow us to see that the death drive acts as a baffle that moves the spool from fort to da. It is only against this movement that repetition, repression, regression, occurs. Thanatos provides the “re-” that makes possible the return. Death drives deconstruction.While we may have expected figurality to be dangerous only to structuralists, we are surprised by the truth (and it is in its surprise that we recognize its truth): figurality is not eros but thanatos. The relationship of figure to discourse cannot be spoken or drawn, for discourse is within figure and vice versa. Rather than painting a mise-en-scène, Lyotard stages for us a mise en abyme. In the final paragraphs of the book, Lyotard signifies a final rotation: between mother and spouse. Mousetrap, the play within the play in Hamlet, provides Hamlet an opportunity to meditate on his mother as “mobbled” queen. Lyotard reads “mobbled” through an associational chain that leads to “mobilized.” The mobile mother rotates her relationship from variable gap between mother and son to the invariant gap between lovers: Hamlet's “Oedipal truth” (Lyotard 2011, 388). In this final scene we may see how Lyotard prefigures Anti-Oedipus.Discourse, Figure finds us in the shadow of a recent return to Lyotard in the work of philosophers like Alain Baidou, Ray Brassier, Jacques Rancière, and Bernard Stiegler and that of rhetoricians like Diane Davis, and Lyotard was more than most to at this of rhetoric and to not only study the but to be A rotation of the book's title reminds us of the and often between discourse and as figure in discourse, so rhetoric not from without but from of visual rhetoric of Jacques psychoanalytic theories of the or on the between image and Lyotard offers a cannot only be must be space for us to on and on our Finally, images cannot be from text as as we might and image are as as discourse and have to Discourse, Figure's to and on Deleuze for have an in Deleuze's theories of While Deleuze has to say to our he that is psychoanalytic in Lyotard. we are returning to Lyotard can offer to the the of or of this us to a final event: my own failure at Discourse, Figure. It is a book that must be read and a book that up its only after That it took this long to to us is perhaps In an with Lyotard on its was with a of on my to that a book like Discourse, was at the time because it was explicitly against … I was against this way of and I that now have this book. I was (Lyotard We