Reading is a key source of anxiety in the college literature classroom. While recent debates about critical reading have reimagined the work of the literature scholar, they have not engaged the work of the literature teacher. This article explores the pedagogical limits of critique and the pedagogical potential of postcritical reading practices. Reimagining the dynamics of reading addresses, engages, and reorients students’ anxiety in the literature classroom. Diversifying the models of reading we teach allows students to more deeply engage the pleasures and anxieties of reading literature. This article concludes by offering strategies for approaching reading in the college classroom, including collaborative digital reading, creative response assignments, and publicly oriented writing.

This introductory article argues that contemporary academic teaching contexts are filled with anxiety. Students enter the classroom with a host of uncertainties, while teachers often suffer the burden of personal and professional anxieties of their own. Although many of these are historically specific, rooted in particular political, economic, and ecological circumstances, the authors argue that they may be productively approached through the strategies outlined in this introduction and the articles of this cluster of articles. They advocate tackling the question of anxiety consciously, responsibly, and tactfully, guided both by teachers’ experiences and by their knowledge of theoretical approaches to course content. Drawing principally from affect theory, but also enfolding concepts from intersectional feminism, digital humanities, reader-response theory, and other critical methodologies, the authors share tactics for working with anxiety rather than striving to eliminate it or ignore it. They argue that, once we see our pedagogy as anxious, we begin to see opportunities to broach it as a subject that can productively engage with the core tenets of academic inquiry.

This article considers the pedagogical implications of climate change and other environmental catastrophes of the Anthropocene, the new geological epoch identified by climate scientists. In the Anthropocene, the human species has become the most significant force shaping Earth’s geosphere and is responsible for a number of anxiety-producing effects beyond the rise of global temperatures. As erratic weather patterns and extreme weather events have increased, climatologists have been perfecting new methods of single-event attribution capable of linking particular adverse weather events (including droughts, heat waves, flooding tornadoes, and hurricanes) directly to climate change. To provide a concrete example of those universal trends, the author applies her experiences in teaching in Texas, which is strongly marked by long-term forces of anthropogenic environmental devastation (such as the northward migration of the oak trees and alterations in the lithosphere caused by oil extraction). It has also been impacted by hurricanes, floods, and freezes that delayed the onset of the Fall 2017 and Spring 2018 semesters and, in many cases, damaged or destroyed her students’ homes at Texas A&M. The article recounts the strategies that her learning community used to adjust to these exigencies and then offers suggestions for adapting these strategies to other locales.

This article names microaggressions as a rhetorical and pedagogical phenomenon. To make the case for rhetorical and pedagogical intervention, the authors define and trace microaggressions in literature from rhetoric, composition, and literacy studies; share cross-disciplinary understandings of microaggressions; and offer illustrations from sites of research, teaching, and service.

In recent decades, Belfast writer Ciarán Carson has emerged as one of the most inventive of contemporary literary voices, in part for his unique style of textualizing space. Driven in some ways by the very specific technological challenges of the conflict zone of Troubles-era Belfast, Carson’s poetry and prose are marked by what we might describe as tech paranoia—but, in a constructive poetic answer, his texts create new logics for using tech materials, machines, and high-tech spaces in ways that privilege creativity. It is no coincidence, notes literary and technology theorist Katherine Hayles, that “the condition of virtuality is most pervasive and advanced” where centers of power are most concentrated and conflicted intersections most frequently occur. Carson’s oeuvre illustrates the point, employing the technology of the printed page to simulate and process the zone of conflict in new, postdigital ways. This article poses Carson’s texts as ideal for exploring issues that connect regional identities, technology, and the arts—including highly topical issues around terrorism and nationhood—that are highly relevant for contemporary students of literature.

Recent interest in reflective writing in the classroom is tied to the suggested links among reflection, metacognition, and learning transfer. There is still a limited understanding, however, about the distinguishing features of reflective writing and how teachers might identify and use these features to teach effective reflective practices and to interact with student reflective writing. This study uses Gorzelsky et al.’s (2016) taxonomy of metacognitive behaviors to examine the end-of-semester reflective essays of undergraduate students enrolled in a first-year writing course at a large midwestern university. The authors identify and describe a feature of student reflective writing involving the use of emotional language and, working from their findings, suggest a teaching strategy and set of classroom activities aimed at leveraging students’ emotive expressions in ways that foster metacognitive awareness.

Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or discourses, of writing are currently active among teachers in Swedish compulsory education, covering ages from 7 to 15. Sixty teachers answered a questionnaire with open and closed questions. Using Ivanič’s framework for discourses of writing, the answers were analyzed holistically in order to define what main discourse, or discourses, each teacher represented. Results show that most teachers represent one main discourse, but that a combination of discourses occur, in particular among teachers from the earliest school years (1–3). The most common discourse was the process discourse, followed by genre, creativity, skills, and thinking. None of the teachers represented the social practice or the sociopolitical discourse. The results concur with findings from studies of curricula, teaching materials, and teaching practices both in Sweden and globally and are discussed in relation to what literacy skills may be necessary in the 21st century in order to participate in social and political life.

This mixed-methods study investigates writers’ task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online materials they needed. The writing was done on computers, and we recorded the writing process and keystrokes using the Screen Capture Video and Inputlog programs. We audio recorded stimulated recall interviews after each writing session, with the writers reporting and commenting on their writing strategies and their reasons for following them. The findings of this study suggest that there are several factors that play a role in task representation, such as previous education, personal beliefs, and task conditions. Although these factors were present in all participants’ responses, the differences in the writers’ approaches to interpret and execute the writing were marked. The results highlight various pedagogical issues and options related to teaching writing in general and to the place of task representation on writing programs in particular.

This essay shares stories and valorizes concepts related to sexualized identities, highlighting details and reflections about exotic dancing, and Bernadette Barton’s Stripped. Further, the essay contends that potentially powerful and profound pedagogy exists in exploring these, identities, and that explorations leading to developed awareness of sexually stigmatized individuals and groups may encourage student writers to… Continue reading A Stripped Classroom: Exotic Dancers, Sexuality, University Teaching, and Community Engagement by Carrie Jo Coaplen-Anderson

This paper recounts the experiences of co-teaching a community engaged seminar focused on study of sexuality and space in the city of Syracuse. This geographical focus grounded engagement and provides here a platform from which to address the difficulties of identifying communities organized around diverse, socially constructed identities. The study of sexuality and space prompts… Continue reading Queering Syracuse: Remember When by Alison Mountz and Amy Tweedy

Over the last twenty years, space and place have become increasingly common tropes in composition studies, resonating with the recognition of the social construction of writing and identity. Bridging the divide between composition practice and spatial theory, Rhonda Grego and Nancy Thompson’s Teaching/Writing in Thirdspaces: The Studio Approach articulates an “institutionally aware” methodology called the writing studio,… Continue reading Review of Teaching/Writing in Thirdspaces: The Studio Approach by Rhonda C. Grego and Nancy S. Thompson reviewed by William Bums

Making writing meaningful for our students entails, to a great extent, finding a real audience for their ideas. Students, after all, instinctively know they are writing for their instructor, which often turns what should be audience-based decisions into gradebased decisions. The movement toward public writing seems to have considered this need, as real readers not… Continue reading Review of Living Room: Teaching Public Writing in a Privatized World by Nancy Welch reviewed by William H. Thelin

Mrs. Wilma Stephenson has taught in the Philadelphia public school system for over forty years. She currently serves as a culinary arts teacher, a cheerleading coach, and the director of the yearbook committee at Philadelphia’s Frankford High School. Despite the fact that very few conversations about education incorporate a broad understanding of literacy and education… Continue reading A Conversation About Teaching, Kitchens, and Concern: An Interview by Ersula Ore

This article examines Alexander’s experiences teaching literacy and African American Literature to prison inmates at the Orange County Correctional facility in Hillsborough, North Carolina. For Alexander the conversations and insights provided by these inmates about their experiences and the experiences of the writers they read were indeed emancipatory. As Alexander explains, the process of reading… Continue reading A Prison Classroom, African American Literature, and the Pedagogy of Freedom by Patrick Elliot Alexander

In “A Narrative of Teaching, Community, and Activism,” youth minister, Tim Lee, narrates his journey towards establishing a literacy program dedicated to the personal and spiritual development of young black men. In addition to spiritual advisement and critical dialogue, his program exposes young men to prominent black thinkers such as Langston Hughes, Etheridge Knight, Malcolm… Continue reading A Narrative on Teaching, Community, and Activism by Tim Lee

This is the story of my first attempt to write myself into labor activism in higher education. As an untenured teacher protesting retrenchment and increases in class sizes at a public university, I explore the risks inherent not only in directly addressing critique to management, but also in publicly posting that critique via blog and… Continue reading An English Teacher’s Manifesto, or Writing My Way into Labor Activism by Amy Lynch-Biniek

Over the course of my career, I have been privileged to review a number of single-volume surveys of the discipline of rhetoric, including Theresa Enos’s Encyclopedia of Rhetoric and Composition in the 1990s and Thomas O. Sloane’s Encyclopedia of Rhetoric in the 2000s. Now, at the close of the 2010s, I am pleased to consider Michael MacDonald’s Oxford Handbook of Rhetorical Studies, which – although not an encyclopedia – offers an encyclopedic perspective on the discipline a decade and a half after Sloane’s volume appeared. Like its predecessors, MacDonald’s volume ably documents the breadth and advance of rhetorical scholarship.Comprising the editor’s introduction and 60 individual essays, the Handbook spans myriad topics through millennia, from the early theorizing and speechmaking of the ancient Mediterranean to the digital media distinguishing the twenty-first century. MacDonald divides the volume into six periods of rhetorical study and practice: Ancient Greek, Ancient Roman, Medieval, Renaissance, Early Modern and Enlightenment, and Modern and Contemporary. As this distribution suggests, the collection privileges a chronological, historically centered approach to the discipline, which MacDonald refers to in his introduction as “the diachronic ‘journey’ ” (2). Nonetheless, he does not offer “a teleological narrative tracing the evolution – or devolution – of a fixed, unitary ‘classical’ rhetorical tradition over the arc of centuries,” nor does he posit rhetoric as a “monolithic cultural institution.” In his words, he wishes to portray “a protean, chameleonic art whose identity, purpose, and significance are contested in every period” (3).To highlight common concerns across historical periods, MacDonald commissioned multiple chapters on similar topics, forming what he refers to as “the synchronic ‘network.’ ” For example, chapters on rhetoric and politics appear in all six sections of the volume, while discussions of rhetoric and law are found in four. He describes the volume’s design as a “double structure”: “a chronological history with thematically interlocking chapters” that enables “the Handbook to be read serially, by historical period, as well as topically, by subject matter.” Touting the breadth of scholarship assembled in the volume, MacDonald notes that the scholarship assembled represents “30 academic disciplines and fields of social practice” (2).Ever the self-aware rhetorician, MacDonald explicitly identifies his intended audience: “readers approaching rhetoric for the first time” (2). More specifically, he describes four varieties of readers: “undergraduate and graduate students,” “university instructors,” “advanced scholars of rhetoric searching for historical context and new points of departure for research projects,” and “scholars in disciplines across the humanities and social sciences looking for points of entry into the field of rhetoric.” He also calls attention to nine features intended “to make the Handbook useful and accessible” (3), including translations of foreign language passages, a glossary of Greek and Latin rhetorical terms, suggestions for further reading, and cross-referencing of chapters. Furthermore, he thoughtfully reviews the history of definitions of his key term, rhetoric, before offering his own: “I shall define rhetoric (nebulously enough) as the art of effective composition and persuasion in speech, writing, and other media” (5).The 60 individual chapters comprising the Handbook are – with few exceptions – consistently well written, engaging, and easily accessible for the audiences MacDonald identifies without being simplistic, pedantic, or stale. This, in itself, is a praiseworthy editorial achievement. The high quality of writing that distinguishes this volume is not surprising, considering the impressive team of scholars MacDonald enlists, whom he describes as “leading rhetoric experts from 12 countries” (2).In addition to lauding the caliber of writing that distinguishes this volume, I call attention to the healthy variety of inventional approaches the Handbook’s contributors employ. Some provide strong, yet traditionally crafted surveys of the topic at hand – such as Heinrich Plett’s treatment of “Rhetoric and Humanism” – while others emphasize the scholarship concerning the topic, often reviewing the major controversies or points of difference within this body of work. Arthur Walzer’s “Origins of British Enlightenment Rhetoric” ably exemplifies the latter category. Several offer exhortations concerning the direction of future scholarship. For example, Cheryl Glenn and Andrea Lunsford in “Rhetoric and Feminism” call enthusiastically for further feminist rhetorical practice and scholarship. “Such feminist interventions into traditional rhetorical principles,” they conclude, “provide opportunities for new ways of being rhetorical, of showing respect, making commitments, sharing power, and distinguishing ourselves as human” (595). Likewise, in his chapter on Renaissance pedagogy, Peter Mack pleads for “many more local studies, which should be more thorough, thoughtful, and detailed than this selective survey” (409). Some contributors reflect on the rhetorical implications of producing rhetorical scholarship, such as Angela Ray, whose “Rhetoric and Feminism in the Nineteenth-Century United States” considers the rhetoric of activism and the highly rhetorical nature of scholarship about it. At least one scholar, John O. Ward, uses his chapter, “The Development of Medieval Rhetoric,” to introduce an important but previously unstudied manual or summa that “enables us to peer into that dark arena and throw a little light upon the rhetoric of the period” (321).Predictably, the most memorable chapters provide reliable introductory material for the nonexpert reader while delivering sophisticated insights for those more knowledgeable of the topic. My favorites include Jeffrey Walker’s account of ancient Greek “Rhetoric and Poetics,” in which he lucidly details the two primary critical positions toward poetry that distinguish ancient Greek culture; Laurent Pernot’s essay covering “Rhetoric and the Greco-Roman Second Sophistic,” which succinctly demonstrates the value of the progymnasmata and elegantly complicates the “decline of rhetoric” narrative fed many of us in graduate seminars in years gone by; and Jacqueline Jones Royster’s “Rhetoric and Race in the United States,” which frames future scholarship in this area and issues a memorable call for innovative research. Less successful chapters feature either highly specific explorations of specialized topics or relatively partisan discussions of winners and losers amongst the scholarship they review.MacDonald’s cross-referencing, which he identifies as one of the special features of the volume, deserves recognition. Clearly, he worked meticulously to demonstrate the links among the many diverse essays he commissioned, and both the novice and the expert will find this feature enlightening. As I sampled the essays featured in the volume, MacDonald’s cross- referencing facilitated a lively conversation among the contributors, both those I know personally and by reputation and those previously unfamiliar to me. This multivocal symposium, which informs the entire volume, is one of its unexpected gifts.As mentioned at the outset, MacDonald favors a historical approach. In fact, 75 percent of the Handbook’s chapters focus on pre-twentieth-century topics. This strong emphasis on rhetoric’s past aligns with his own scholarly inclinations and those of the readership of Advances in the History of Rhetoric. Rhetoric is an ancient art, after all, which treasures its roots, and historically rhetorical scholars have viewed their study through the lens of time. Nonetheless, this historical focus can be seen as a limitation, particularly considering the breadth suggested by the volume’s title and the readers he posits. MacDonald himself reveals his inability to cover all topics, particularly recent scholarship, noting, “Gaps and lacunae abound in every period, especially in the modern and contemporary section, which lacks contributions on postcolonial rhetoric, disability rhetoric, comparative rhetoric, queer rhetoric, and countless other burgeoning other areas of inquiry.” I also note that although the volume’s title suggests a treatment of the subject that expands beyond the rhetoric of the West, the Handbook, in MacDonald’s words, “is limited to the study of rhetoric in Europe and North America” (4). To be fair, as he states, “no book or series of books could hope to provide a speculum, or panoptic survey, of the realm of rhetoric” (3), but nonetheless I might respectfully suggest a slightly different balance between the historical and the contemporary, the West and other world traditions.Ultimately, of course, it is prudent to focus upon what such a volume delivers, rather than what it omits. MacDonald’s Handbook provides five dozen essays of strikingly good quality that are useful to students and scholars alike. Furthermore, the care with which he has arrayed and contextualized these essays significantly enhances their utility. The value of the Handbook quickly became apparent to me, for even before I began the review, I was already employing its chapters in my teaching and research. This, to me, is the best indication of such a volume’s ultimate worth.I began by suggesting that MacDonald’s Handbook demonstrates the recent progress of rhetorical scholarship, and the primary goal of this review has been to build this case. Yet while sampling the Handbook’s chapters, I am reminded of the elusive nature of “the state of the art.” For example, when Malcom Heath states in the “further reading” section of his chapter on “Rhetoric and Pedagogy” that “There is no satisfactory account of Greek rhetorical education in the classical period” (82), Jeffrey Walker’s The Genuine Teachers of This Art immediately comes to mind. Capturing any field of study in a single volume is a worthy goal vexed by page restrictions and the passage of time. Given these inevitable limitations, MacDonald has performed admirably, and I am grateful for his impressive contribution to our field.

Introduction: Professional communication instructors in transnational contexts face unique challenges when helping students transition into the workplace. These challenges include preparing students for multilingual workplaces and educational settings, as well as multicultural communication in English at transnational workplaces. About the case: The authors, working at an international branch campus (IBC) in the Middle East, wanted to revise their assignments in a technical writing course for engineers in order to better prepare students for the realities of professional communication in the region. Situating the case: Engineering students matriculate into an increasingly diverse workplace, but instructors may not adequately understand the needs of employers in transnational corporations. Methods: Semistructured interviews were conducted with students and alumni of the IBC, and transcripts were coded for common themes. Results/discussion: Students and alumni had different perceptions of workplace communication genres, expectations for detailed writing, and the ability to adapt rhetorical strategies for different contexts. Alumni experienced a gap between their professors' and their workplaces' expectations for business genres and level of detail. They also reported that one of their significant challenges was adopting a flexible mindset toward written and spoken communication practices. Conclusions: Professional communication instructors should emphasize the strengths of multilingual writers, particularly their sense of language difference and rhetorical attunement, to better prepare them for the transnational workplace, in both the US and abroad. The authors describe changes in their pedagogy to help students adopt a more flexible and industry-oriented mindset toward technical communication.

Reviews Sarah Walden, Tasteful Domesticity: Women's Rhetoric and the American Cookbook, 1790-1940. Pittsburgh: University of Pittsburgh Press, 2018. 220 pp. ISBN: 0822965135 In the opening line of Tasteful Domesticity, Sarah Walden notes, "Taste is an elusive concept" (p. 1). It refers to both a physical sense and a theoret­ ical concept, an individual preference and a cultural standard. Taste was also central to the empiricist philosophies and belletristic rhetorics that informed nineteenth-century American rhetorical theory. Although such theoretical discussions of taste were the province of men, Walden argues that American women in the late eighteenth through early twentieth centu­ ries engaged publicly in discourses of taste in their cookbooks. Walden reveals an evolution of taste discourse through the long nine­ teenth century. In the late eighteenth and early nineteenth centuries, the era with which Walden's research begins, taste discourse contributed to the proj­ ect of nation building (p. 28). Engaging in this discourse, women cookbook authors in the early republic emphasized what they represented as distinctly American virtues such as independence and frugality. Moving into the mid­ nineteenth century, discourses of taste would continue to emphasize virtue while they were further linked to Christian morality and sentimental rhetoric (p. 53). Victorian-era domestic experts emphasized and performed the role of the "true woman" in teaching and maintaining the tastes and morals of the home—and, by extension, the nation. With the rise of Progressivism in the late nineteenth and early twentieth centuries, prescriptions of taste would be grounded in scientific standards, and progressive-era women participating in cooking school and home economics movements sought to professionalize women's domestic work by aligning it with science. This narrative of an evolving discourse of taste, however, is not the central focus of Walden's argument. Although Tasteful Domesticity certainly offers a macrohistory of over a century of women's domestic writing, Walden's analysis reveals domestic writing as a complex and multivalent rhetorical practice that resists easy narratives. For example, readers may be surprised by Walden's inclusion of the southern antebellum cookbook The Virginia Housewife in Chapter 1: "Taste and Virtue: Domestic Citizenship and the New Republic." Unlike the other cookbook authors discussed in this chapter, Virginia Housewife author Mary Randolph refers to taste only as a sensory perception and not as a cultural standard. Walden argues that Rhetorica, Vol. XXXVII, Issue 4, pp. 422-437. ISSN: 0734-8584, electronic ISSN: 15338541 . © 2019 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http:/ /www. ucpress.edu/journals.php?p=reprints. DOI: https://doi.org/10.1525/rh.2019.374.422 Reviews 423 this was common in southern antebellum cookbooks (pp. 48-49). Thus, the Virginia Housewife may seem to fit better in Chapter 3: "Taste and Region: The Constitutive Function of Southern Cookbooks," where Walden examines other antebellum southern cookbooks. However, by including Randolph's text in Chapter 1, Walden complicates her argument about early nine­ teenth-century female cookbook writers' engagement in taste discourse as a nation-building rhetorical activity. In antebellum southern cookbooks (and like the republican mother associated with northern states), the southern woman played a role in the civic progress of the region through her manage­ ment of the home (p. 49). However, in the antebellum south, management of the home also included management of slave labor. Thus, Walden concludes that Randolph's Virginia Housewife "requires one to face the difficult truth that while discourses of taste serve republican virtue, they also govern those disenfranchised by its practice" (p. 52). The inclusion of Randolph's text in Chapter 1 reveals the complicated issues of identity and power lurking within discourses of taste. Throughout her analysis, Walden examines the ways women's cookbooks contributed to ideologies of nationality, class, race, region, and gender. For example, dur­ ing the Victorian era, women's participation in taste discourse reified a gen­ der ideology that implicitly defined "true woman" as white and middle class, and these demarcations of gender, race, and class would persist throughout the nineteenth century. During the...

Previous studies have noted the difficulties students have in understanding and adapting to professional workforce policies, especially mobile device usage and e-etiquette. This study focuses on determining how closely students and working professionals align in their perceptions of appropriate mobile phone usage during business meetings. After comparing the 476 student responses from our survey with a previous study, we found that student and professional perceptions aligned frequently; however, gender, age, and year in school influence student perceptions. The article concludes with suggestions for teaching and future research.

In this article, we present a study focusing on the learning experiences of business students in an organizational and marketing communication course. The pedagogical approaches of a flipped classroom, collaborative inquiry, and communication in the disciplines guided the planning of the course. A mixed-methods approach was used. The key findings include positive student evaluations of the pedagogies utilized. Moreover, a wide variety of learning outcomes was reported, particularly in the fields of crisis communication and workplace communication. The pedagogies utilized enabled a comprehensive model for teaching communication and contributed to relevant learning experiences and skill development for the 21st century.

This article offers readers 13 My Favorite Assignments that were presented at the Association for Business Communication’s 83rd annual conference held in Miami, Florida, in 2018. The teaching innovations offered include assignments that present quick, fun icebreaker exercises; visual communication and diversity; rhetoric; email; and informational interviews. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication and DePaul University Center for Sales Leadership websites: https://www.businesscommunication.org/page/assignments and https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment

Current literature suggests that students have equal or higher learning outcomes in a “flipped” classroom compared with a traditional lecture. However, there are few robust analyses of the flipped-class teaching method. This research uses a yearlong, quasiexperimental study across six sections of a business communication course to track student outcomes and perceptions of student engagement and learning. The results indicate that there were no significant differences between flipped and traditional classes across the learning and engagement variables in how students perceived these different conditions. However, the flipped condition produced better outcomes for oral and written assignments.

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This paper argues that instructors should prioritize the teaching of peer review. The authors have encouraged collaborative peer review by making it the most important work of their first-year writing course.

In this essay we explore a variation of teaching for transfer (TFT) curriculum based on Writing across Contexts, published in 2014 by Yancey et al. We explain what the TFT curriculum is, how we modified it to fit our local two-year college contexts, and offer a look ahead to the continued research on this curriculum.

Editor’s note: The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession.

Two-year college faculty have begun articulating ateacher-scholar-activistprofessional identity. After tracing the emergence of this concept and calls for solidarity in two-year college writing studies, we draw on two case studies to advocate for cross-sector disciplinary alliances that expand educational opportunity, improve professional equity, and advance social justice.

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This webtext explores the pedagogical possibilities of teaching with and through "monkey selfies" as the issue of animal authorship and copyright opens up new pedagogical avenues for challenging the static and fixed views of authorship in composing practices.

Since I began teaching a course titled Writing in the Community, I have been fascinated with how narratives deepen students’ service-learning experiences. In their article “Narrative Learning in Adulthood,” M. Carolyn Clark and Marsha Rossiter say that stories “draw us into an experience at more than a cognitive level; they engage our spirit, our imagination,&hellip; Continue reading The Role of Narrative in Student Engagement by Sarah Hardison O&#8217;Connor

Writing is a skill which is actively taught in both first (L1) and foreign language (FL) classrooms, yet surprisingly few cross-curricular links are made. This paper, aimed at both practitioners and researchers, presents a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy in schools. It first considers the factors which should be taken into account when designing such an intervention in both L1 and FL classrooms. It then outlines the key steps in the implementation of such a programme of strategy-based instruction. To exemplify this, the paper reports on data throughout from an empirical study involving a classroom intervention of explicit strategy-based instruction which was delivered first in the German FL classroom, and later also in the English classroom of a Year 9 (age 13–14) class in a secondary school in England. The aim was to help students to develop their writing strategies and to encourage transfer between languages. Findings suggest that while a programme of strategy-based instruction can improve strategy use and attainment in writing within a particular language context, effects are most powerful when there is collaboration between L1 and FL teachers. Evidence therefore calls for a multilingual approach to writing pedagogy.  &lt;a rel="license" href="http://creativecommons.org/licenses/by/4.0/"&gt;&lt;img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/80x15.png" /&gt;&lt;/a&gt;&lt;br /&gt;This work is licensed under a &lt;a rel="license" href="http://creativecommons.org/licenses/by/4.0/"&gt;Creative Commons Attribution 4.0 International License&lt;/a&gt;.

The purpose of this paper is to contribute knowledge on children’s narrative writing from a pedagogical perspective. Through analyses of nine- to ten-year-old students’ narrative writing, aspects that are critical to discern in order to write narratives with a well-developed plot are formulated. The theoretical framework is narratology theories and Variation Theory. Narratology provides a conceptual framework for describing narrative writing, while Variation Theory offers a pedagogical perspective. A total of 80 narratives written by students have been analyzed, and five qualitatively different approaches to writing were seen. Narrative writing can be approached as describing events, solving a problem, creating action, making jokes and composing a narrative. A comparison between these approaches revealed five aspects that are critical for children to discern in order to develop the ability to write narratives: the discernment of a reader, the function of a narrative, the narrative structure, coherence, and duration. These aspects can be discerned in a more or less powerful way. The study contributes to the field by offering teachers guidance in what aspects are critical to address when teaching narrative writing in school.

Affect is an important predictor of writers’ performance. Though writing affect has been researched since the mid-1970s, few works have addressed the ways to motivate students to write and/or help them avoid demotivation. This paper suggests some guidelines that teachers can follow to help L2 students overcome negative writing affect. After briefly highlighting the aspects of negative writing affect and describing its causes, the paper provides five main guidelines for helping demotivated L2 students to write. These guidelines are: improving students’ linguistic knowledge, integrating technological tools in writing instruction, nurturing students’ positive beliefs about writing, optimizing teacher feedback, and orchestrating peer assessment activities. The first two pedagogical guidelines are concerned with fostering students’ positive writing affect indirectly through enabling them to overcome their composing problems and write in a supportive environment, whereas the last three focus on enhancing it directly by nurturing their positive beliefs about and attitudes towards writing. Each guideline is rationalized and described in detail.

At the comprehensive research university described in this study, some students taking a required, first-semester, composition course in the fall make great progress in their ability to draft and revise the curriculum’s major essays. Yet, they still fail the class. Many of these students are on their way to becoming practiced writers but require additional assistance to move beyond a definition of revision consisting solely of editing and proofreading strategies. To support such students, I created a voluntary, spring-semester, Composition I course foregrounding both lower- and higher-order revision practices in which students could continue to work on previous assignment drafts from fall. In a three-year, mixed methods, case study involving an experimental course-design model, students enrolling in a Composition I class focused on revision strategies demonstrated both positive revision-related drafting and course outcomes, according to findings. This article includes a description of the course’s framework and its assessment practices. The results of this study have implications for teaching revision in first-year composition.

Background: Professional communication instructors give profuse feedback on student writing in service or introductory courses; however, professional communication has traditionally borrowed feedback practices from first-year writing. In addition, professional communication instructors have relied on lore instead of data when giving students feedback. Literature review: Three recent studies examine the content of feedback comments given by professional communication instructors; nevertheless, these studies open questions about how professional communication instructors enact their pedagogical values when giving feedback. Research questions: 1. What do instructors value when teaching professional communication service courses? 2. What do instructors emphasize in their feedback? 3. To what extent do instructors' values align with the feedback that they give on students' writing? Research methodology: To answer these questions, this pilot study does close qualitative work to test interview questions and a coding scheme formed by inductive content analysis. I triangulated four interviews about instructors' pedagogical values with content analysis of their 599 feedback comments on students' writing. Results and discussion: The results reveal three implications: Rhetorical terminology may contradict the goals of professional communication, overly conversational or directive feedback may not give students tools to improve their writing, and borrowing pedagogical training from first-year composition may not prepare instructors to teach professional communication. Conclusion: Tensions between instructors' values and their feedback comments highlight a lack of consensus about professional communication's pedagogical values for the service course, particularly higher order values, such as audience analysis or purpose through giving feedback.

This article offers readers 13 teaching innovations debuted at the 2018 Association for Business Communication’s annual conference in Miami, Florida. The ideas include communication analysis, client assessment and reporting, and oral presentations—all designed to enhance students’ communication skill building. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication and DePaul University Center for Sales Leadership websites: https://www.businesscommunication.org/page/assignments and https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment

The arts have not received much attention from business and professional communication (BPC) scholars who are interested in workplace communication. This article begins to fill that gap by explaining a course focused on the BPC that artists produce in their careers. Students learned BPC genres by addressing arts situations: They crafted email pitches to promoters, took promotional photography, created crowdfunding proposals, and more. I argue that teaching artist communication can give a new context to existing BPC assignments, encourage interdisciplinary initiatives, and allow for the incorporation of natively digital communication genres into existing courses.

Over the past decade, compositionists have made a number of claims about opportunities presented by Wikipedia for teaching writing. The encyclopedia allows for transparent observation of concepts and skills related to process, research, collaboration, and rhetoric. Beyond observation, Wikipedia allows for public writing with an authentic audience, which often results in increased motivation. Much of this early research has dealt in opportunities and possibilities: speculation about how Wikipedia sponsors particular pedagogies and learning outcomes, and there remains a need for more empirical evidence. This article presents select data from a recent large-scale study conducted by the Wiki Education Foundation that begins to meet this need, and that confirms and extends research from the computers and writing community. Key findings from this research include positive evaluations of Wikipedia-based assignments in general, as well as positive evaluations concerning the capacity of Wikipedia-based assignments to teach critical thinking skills, source evaluation and research, public writing, literature review and synthesis, and peer review. This study also adds significantly to our field's knowledge of how contextual factors related to the course and assignment affect students’ evaluation of a Wikipedia-based assignment. Finally, this article suggests key recommendations for teaching with Wikipedia based on these findings.

With June Jordan’s voice lodged inside my head, I traverse history and the here and now as queer immigrant scholar/teacher of color via a transnational critical optic, alert to the ravages of power. I write using experimental form to break the hold of dominant (white) rhetorical traditions that are failing us, intertwining my words with Jordan’s words amidst ongoing assaults on our lives/imaginations.

Members of the CCCC Committee on Globalization of Postsecondary Writing Instruction and Research drafted the following policy statement between 2014 and 2017. Composing the policy statement has been a key charge for the committee since its inception in 2009; the impetus for both the committee and the statement arises out of CCCC’s recognition that the processes of globalization influence all members of the discipline, including writing program administrators, teachers, students, and researchers. We hope that the definitions, guidelines, recommendations, and suggestions for further reading offered in the policy statement ultimately serve CCCC constituents in teaching, research, and outreach. The statement has also been published on the CCCC website.

Historical efforts to thwart demagoguery through rhetorical pedagogy have inadvertently abetted further demagoguery. Highlighting three American episodes of pedagogic backfire, this essay interrogates how teachers of rhetoric have fueled resentments, upheld logics of exclusion, or presumed an exceptional immunity to demagogic cooptation. Theorizing demagoguery and democracy as reciprocal forces that operate through the same rhetorical and institutional structures, this essay advises an attitudinal reorientation toward teaching rhetoric that emphasizes spontaneity and vigilance in the face of demagoguery's continual infiltration of discursive practices.

This essay focuses on the pedagogical implications of teaching Atatürk’s “Address to the Youth” for a more inclusive and diverse understanding of global rhetorics in the U.S. writing classroom. We propose that the public work of rhetorical instruction includes helping students develop as global citizen leaders by allowing them to explore and critically become aware&hellip; Continue reading The Pedagogical Implications of Teaching Atatürk’s “Address to the Youth” for Global Public Rhetorics and Civic Action in the U.S. Writing Classroom by Elif Guler &#038; Iklim Goksle

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When students write incoherent sentences, it is common—instinctive, even—for a teacher to translate those sentences, to make them conform to the expectations of readers wanting clarity, or to banish them altogether. In this article, we consider how incoherence might instead be a site of possibility, of invention, of nuance.

There is little to nothing rhetoric can teach us about Donald J. Trump. That’s fake news. Don’t get me wrong. Rhetoric has a lot to teach us about many things. Indeed, I am a teacher of rhetoric my...

Review Article| April 01 2019 "Stories People Tell" Myths of American Masculinity From Boys to Men: Rhetorics of Emergent American Masculinity, by Jones, Leigh Ann. Urbana, IL: National Council of Teachers of English, 2016. Christopher M. Parsons Christopher M. Parsons Christopher M. Parsons is assistant professor of English and the coordinator of secondary English education at Keene State College. His current research interests include the circulation of ideologies about identity and literacy in English classes and the relationship between teacher education coursework and site-based fieldwork. Search for other works by this author on: This Site Google Pedagogy (2019) 19 (2): 359–367. https://doi.org/10.1215/15314200-7296036 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Christopher M. Parsons; "Stories People Tell" Myths of American Masculinity. Pedagogy 1 April 2019; 19 (2): 359–367. doi: https://doi.org/10.1215/15314200-7296036 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2019 Duke University Press2019 Article PDF first page preview Close Modal You do not currently have access to this content.