This case study demonstrates that user feedback on social media is valuable for informing iterative product design for marginalized populations. Using content analysis, I analyzed 136 posts and comments from the reddit platform of a product (SteadyMouse) designed for people with Parkinson's disease. The analysis revealed four patterns in user feedback that may be useful for product redesign: technological details, embodied experience of the product, usage scenarios, and prioritization. While User Centered Design is often cost-intensive, this study suggests designers can intentionally solicit useful information from users in social media forums by offering a dedicated space on websites where product designers related to these four key topic areas.

In response to disruptions introduced to the job market by AI resume screeners, this article introduces a novel theoretical framework for the life cycle of artificial intelligence systems to help unblackbox resume screening AI systems. It then applies the AI life cycle framework to a digital case study of RChilli’s job-resume matching algorithm. The article introduces an eleven-step computational job-resume matching assignment that writing instructors can use in their classrooms to explore the pedagogical implications offered by the AI life cycle framework. The assignment helps students simulate important phases in AI production and development while highlighting biases and ethical concerns in AI screening of resumes. By exploring job-resume analytics, this study helps to teach critical AI and data literacy, make job-resume matching algorithms more explainable, and transform how professional writing can be taught in the age of automated hiring.

I argue that composition studies must build critical awareness about how humans from the Global South train AI with their writing embodiments. To draw our attention to how those working in the Global South train AI in harmful conditions, even though AI companies use algorithms and terms of service to smooth away these embodiments, I adapt the concept of humans-in-the-loop. Critical awareness of humans-in-the-loop moves scholarship in writing studies from a focus on AI-human collaboration that begins after an AI produces a text to one that requires us to see how AI products are always already human authored. Through a case study of Google Translate, I demonstrate how a critical awareness of how AI can erase the writing embodiment of humans-in-the-loop affords me opportunities to ask generative questions: How does language translation play a role in the erasure of embodied writing? Why does AI produce with bias toward marginalized populations when marginalized populations are those that moderate AI? Overall, I ask compositionists to see AI products as already human authored so that writing studies can consider the invisible labor of humans-in-the-loop as the field moves forward in researching AI.

Writing centers in Brazil emerge from an internationalization initiative that combines tutoring students on academic assignments and translating Portuguese articles written by faculty and graduate students into English. Thus, they arise from local needs and contexts. Three articles about writing centers in Brazil have been published, and only one mentioned student tutors’ views. This research aims to understand their views on being part of a Brazilian writing center while pursuing their majors and graduate courses. Through narratives, four participants have voiced challenges regarding dealing with texts from a diversity of fields, handling technical terms, and expressed varying degrees of self-confidence when working with a text written by an individual in a scholarly higher position. Regarding growth opportunities, the student tutors mentioned the development of soft skills and teamwork, improvement in performing reading and writing tasks in their undergraduate programs, and opportunities to increase their knowledge in other fields. The discussions presented in this paper contribute to tutors’ training and to other research on student tutors, as well as to the landscape of what writing centers do in the domain of international publishing. In the U.S., writing centers emerged from labs and clinics (Carino, 1995) and were a resource for college writing assistance for undergraduate students from the 1970s on. However, this is not a common scenario in Brazilian high schools or higher education institutions. Universities in Brazil originated in the 1900s, meaning that higher education is a relatively recent phenomenon. The Brazilian educational system was established based on a “banking model of education” (Freire, 1970/2007), a metaphor used to describe students as containers into which educators must deposit knowledge, reinforcing that knowledge came from outside. Students were not encouraged as creators of new ideas and little was done to develop students’ critical thinking and writing skills, bearing resemblance to the observations made by Mora (2022) on her Mexican context. In this regard, writing centers are not a national reality and are not found in high schools or universities, as most of the writing practice is devoted to the essay students need to write to be accepted in the university entrance exam (Cons & Rezende, 2024; Martinez, 2023). Brazilian undergraduate and graduate students struggle to meet the demands of higher education, accomplishing academic tasks such as an undergraduate thesis and writing for publication without the help or the culture of pursuing the assistance of a writing center. Additionally, the pressure to publish internationally is an obstacle that faculty and graduate students must face, especially since high-impact journals publish in English and the Brazilian population is not bilingual. English language schools are profitable businesses in Brazil as compulsory education does not provide proper conditions for learning foreign languages. Thus, to cope with this demand, most graduate departments are applying part of their budgets to pay for translation and editing services (Martinez & Graf, 2016). Prof. Ron Martinez observed this scenario at the Federal University of Paraná (UFPR) and proposed the creation of the first Brazilian writing center – CAPA – Centro de Assessoria de Publicação Acadêmica (Academic Publishing Advisory Center) in 2016 to offer both translation and tutoring services (Martinez, 2023). Through this action, he aimed to apply resources inside the institution and provide academic and professional development to the students and faculty. Following the creation of CAPA, seven other writing centers were established in the state universities of Paraná, Brazil in the second semester of 2021. The writing center at our university is one of them. Since its creation, our center has offered tutoring and translation services, with its staff comprised of a university lecturer as a coordinator and graduate and undergraduate students as tutors and translators. These student tutors use English as a second language and are majoring mainly in English Language and Literature; however, students from other areas are welcome and have been part of the center. The increasing popularity of paid editorial services (Hartwood, 2019; Martinez, 2023) underscores the importance of writing centers offering sophisticated machine learning (ML) editing assistance, ensuring that all individuals may benefit from these services irrespective of financial circumstances. These two realities demonstrate that globalization and internationalization initiatives have influenced the tasks performed by some writing centers. In Brazil, student tutors are mainly involved in translation services from Portuguese to English, editing manuscripts in Portuguese and English, and tutoring undergraduate students in their academic tasks in Portuguese or in English. Performing these responsibilities involves challenges, and as a result, we want to explore the challenges and benefits of working as a tutor. Though inspired by aspects of American models, writing centers in Brazil arise from local needs and contexts that display their distinct histories (Martinez, 2023). They emerge from an internationalization initiative that combines tutoring students on academic assignments and translating Portuguese articles written by faculty and graduate students into English (Cons & Rezende, 2024). There are only three international publications about Brazilian writing centers: Martinez (2023), Cons and Rezende (2024), and Cons et al. (2025). Martinez (2023) explores the emergence and development of writing centers in Brazil, using the author’s experience as the founder of the Academic Publishing Advisory Center (CAPA) at the Federal University of Paraná. Cons and Rezende (2024) conducted their research at CAPA and focused on one particular consultation as a case study. Cons et al. (2025) discuss preliminary tutor impressions about Generative AI and evaluate how formal training on the use of Generative AI has impacted the translation and tutoring practices at CAPA. Even though these three articles present the Brazilian reality, none of them look at student tutors’ perspectives on working at a writing center in Brazil. International publications that focus on tutors (Thompson et al., 2009; Thonus, 2001, for example) have centered their research on the North American context. The current research presents the tutors’ voices on being part of a Brazilian writing center and advances the discussion about how writing centers in Brazil create situated practices with transnational applications (Mora, 2022). To contribute to the landscape of what writing centers do (Jackson & McKinney, 2012), this article addresses the following questions: What are the challenges faced by these student tutors? To what extent do student tutors at one Brazilian writing center perceive their work at the center as beneficial for their individual growth?

English professional communication competence is crucial for fresh graduates to succeed in the workplace and has been identified as a national priority in Malaysia to enhance employability. This study explores key attributes of that competence based on interviews with 12 employers and 9 graduates. Using a basic interpretive qualitative approach, 26 attributes were identified across four areas: linguistic, sociolinguistic, discourse, and strategic competence. The findings highlight the importance of aligning educational outcomes with workplace demands and offer insights that support curriculum development, targeted instruction, and assessment—informing policy and future research to enhance graduate readiness.

This article is a case study of the fatal consequences of epistemic violence perpetrated against members of the Black community during encounters with white “professionals” such as healthcare workers and law enforcement officers. Informed by my own family’s experiences of the healthcare system in the U.S., I analyze two public cases—the neonatal death of a renowned Black scholar’s baby, and the gruesome murder of George Floyd—as twenty-first century examples of how racialized rhetorics of knowledge-making threaten the survival of Black communities, including babies. Using Dotson’s epistemic violence as a critical framework, I theorize how the disregard for a pregnant Black woman’s articulation of pain at a hospital in the white side of town and the gasps of “I can’t breathe” in Black men’s encounters with white police officers instantiate the denial of Black people’s epistemic status about their bodies, highlighting the fatal consequences of such denials for Black lives.

In this study, we identify the pedagogical practices the science teachers use for successfully conducting their argumentation-based science lessons and examine the process of managing informal formative assessments. For this qualitative study, we collected data via video and audio devices from classroom implementations after conducting two professional development courses on assessment practices in inquiry settings and argumentation in science classrooms. We analysed the data from the conversation analysis (CA) perspective to conduct a data-driven study. Our results show that there are multiple pedagogical practices that teachers use to achieve lesson purposes and shape lessons. These are primarily the revealing of different claims and warrants or counterarguments about the same phenomenon or situation, prompting the class to discuss different arguments, including more than one student in interaction. Regarding the nature of answers produced by students, the teachers also make implicit or explicit positive and negative assessments, avoid explicit assessments, and give content feedback as pedagogical practices and use them for managing the informal formative assessment process. The results show that the teachers perform some pedagogical practices via the information gained by the informal formative assessment process. These pedagogical practices provide them with new road maps to achieve the lesson goal by increasing classroom interactions.

In this article, we explore how multilingual paraprofessional teachers and students broadened the construction of personhood through literacy instruction in an English-medium school located in a Mid-Southern, semi-rural US town. Drawing upon a study that blended practitioner inquiry with an ethnographic approach, we closely examine how the construction personhood in translanguaging read-alouds was broadened beyond dominant models of personhood—as monolingual and as having Eurocentric, middle-class, and adult-sanctioned knowledges. Our findings show how students and teachers constructed broader models of personhood by constructing a model of a multilingual speaker and reader as well as Latine, working-class, and childhood popular culture knowledges as highly valued and exciting attributes of being human. We conclude by discussing what kinds of interactions these moments could foreshadow and the implications of this work for researchers and teachers to understand how both discursive and contextual factors can contribute to broadening conceptions of personhood to provide children and youth with a greater sense of dignity and belonging in their literacy learning.

Based on the notion that one’s critical consciousness development is rooted in understanding how the moments and narratives of our collective past construct our realities, this article brings together theories of critical literacy, critical memory, and critical sociohistorical consciousness to offer a literacy framework that can foster students’ radical imagination. By examining data from an ethnographic study of students’ critical consciousness development in a social justice-oriented urban high school, the author examines how a critical sociohistorical literacy approach to teaching classroom literature presents a site for interrogating and disrupting structures of inequity as well as a pathway for young people to cultivate innovative, literary perspectives in pursuit of social change. The framework and examples offered in this work highlight practical approaches for English educators seeking to support critical consciousness development in classrooms as well as the need for youth to develop critical sociohistorical literacies as a component of social activism and future building.

With a view to better preparing teachers to engage in linguistically responsive feedback practices, we examined what 120 preservice secondary English language arts teachers (PSETs) considered to be “useful” and “appropriate” feedback to English learner (EL) writers by analyzing posts to an online database of student writing and teacher feedback. Findings of this qualitative study show that PSETs valued linguistic diversity, shared many core orientations of linguistically responsive teaching, and sought to give ELs holistic writing feedback; however, they ultimately equated useful feedback with error correction. PSETs were highly attuned to EL errors, but they were not able to connect different types of errors to language development and could not determine which errors were appropriate to correct given the student’s proficiency level. Furthermore, PSETs largely ignored ELA content and attributed appropriate EL feedback to teacher bilingualism rather than recognizing the need to learn about ELs’ interests and backgrounds. We suggest equipping PSETs with skills to learn about ELs and leveraging extant PSET attention to grammar with additional knowledge of language development processes. Identifying proficiency-level-appropriate errors could allow PSETs to selectively correct errors and provide space for more substantive feedback on ELA content.

The study examines the communication difficulties faced by employees in work-from-home (WFH) environments and the impact these obstacles have on business communication education. The research employs focus groups and interviews to identify three main obstacles: ambiguous job responsibilities, decreased trust, and a lack of social cohesion resulting from decreased in-person encounters. The study highlights important pedagogical factors, such as promoting virtual professional and social connections, managing the balance between excessive and unclear communication, and providing training in virtual collaboration tools. The suggestion is to include WFH-specific communication skills in curriculum, recognizing the growing probability of future distant job assignments for students. The study highlights the significance of providing employees with the essential communication skills to achieve good performance when working from home, as firms adopt remote work.

The aim of this paper is to analyze the anti-Ukrainian rhetoric concerning migrants in Polish social media based on the category of topos, as in Discourse-Historical Approach, in order to evaluate the threats and dangers generated rhetorically. The research material comprises a corpus of far-right anti-Ukrainian comments and posts collected from Facebook and Instagram profiles. Based on quantitative insights into the corpus, the paper conducts a qualitative study to classify the topoi and highlight specific rhetorical strategies employed by the far-right toward Ukrainian migrants. The analysis shows the patterns which the users of extreme discourses employ to verbalize and rationalize their disdain for the migrants. These present the Ukrainian migrants as a threat to Polish independence and social order, argue that the support they receive is undeserved, and present ruling politicians as inept and ignorant of the needs of Poles.

This article examines various dimensions of persuasive communication during protest actions undertaken by Polish farmers in public spaces in 2023 and 2024, thereby disrupting social order. The source of information regarding the strikes is the popular general news portal rmf24.pl, which prepared a special report dedicated to these events. The analysis draws on the paradigm of the rhetoric of anger, which is conceptualised at the beginning of the article and compared to hate speech, rhetoric of violence, and similar concepts. The study employs several methodological approaches from the intersection of social sciences and humanities, including discourse analysis, semiotic analysis, and action analysis. The last section summarise how the Polish farmers' protests can be situated within the rhetoric of anger and point out fields for further research.

This developmental article presents a case for narrative inquiry, and fiction in particular, to be considered as an important pedagogic mode that informs business communication pedagogy. The article uses two illustrative exemplars from Herman Melville and Chinua Achebe. Informed by the frame of critical pedagogy, signature pedagogy, and narrative medicine, this developmental article argues that fiction expands the narrative imagination of learners of business communication, enabling sensitive and compassionate managers for the future. The article seeks to demonstrate the strength of narrative, especially fiction, for students of management as essentially shaping future managers into holistically developed, ethically conscious, empathic managers with competency for emotional self-regulation. As a move toward sustaining business communication on the fulcrum of a humanities philosophy, this article will demonstrate the advantages of the terrain of narrative inquiry in business classrooms as enabling life skills like compassion, empathy, and altruism, all central tenets of being human. With an increased significance attributed to skills like empathy, resilience, and flexibility as future competencies to be built, we argue that a conscious interjection of narrative ethics in an emphatic manner into business communication curriculum can expand learners’ narrative imagination competency. To this effect, the paper also proposes an instructional framework that serves to advance DELTAs (Distinct Elements of Talent) through the use of fiction that covers significant units of a Business Communication course.

This article argues that action research and action learning are qualitative methods that can bridge the research and practice gap. Grounded in realist perspective, action and reflection are its dominant features. Action research enables research participants to build capacity and work collaboratively to solve the complex problems and build knowledge. It brings everyone to the same place to understand each other’s experiences and values in the world they live. Then we discussed one specific context of action learning for leadership development in small and medium businesses. We made this preposition that conducting qualitative research in the form of action learning can build transformational leadership development skills in them. Transformational leadership is vital to the sustainability of the organization, especially in small and medium businesses. It is the combination of action learning and transformational leadership that can help businesses reach their optimal potential in productivity. Leaders in the company have significant influence on an organization, where poor management and leadership can have irreparable consequences. It is not only important to have the infrastructure in place, but the right personnel, especially management, which is vital to the organization.

At first glance, humor and the weighty issues that social entrepreneurs aim to address might seem like unlikely companions. However, studies have illuminated humor’s potent ability to shift attitudes and catalyze change. This research examines the incorporation of humor by social entrepreneurs in their TED Talks, analyzing its use across a sample of 114 presentations. Of these, 69 humor-inclusive talks were scrutinized to identify the target, methods, and underlying intentions of humor. From this thematic analysis, six primary themes emerged: self-disparaging , cause of the social problem , problem-specific , solution-oriented , beneficiary-focused , and other .

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Millions of scientific research posters are presented at conferences every year, yet little research exists to guide poster design. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> There is widespread dissatisfaction with the state of scientific research posters. Research from technical and professional communication suggests that the typical research poster could be improved with complete sentence assertion headings. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> How does poster format affect audience comprehension and reader preference? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> In Study 1, undergraduates read posters in two different formats—Complete Assertion Headings and short, Topical Phrase Headings—and answered questions about comprehension and preference. In Studies 2a (engineering educators) and 2b (engineering faculty), participants answered questions about their perceptions of three different poster formats: Complete Assertion Headings, traditional IMRD headings + Abstract, and the popular #betterposter billboard style template. In a short teaching case study, students used these research results to develop their own posters and adapted the templates that we presented. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Study 1 found that Complete Assertion Headings, compared to topical headings, improved student recall, and students preferred the complete assertion format. Study 2a found that engineering educators preferred nontraditional poster formats (both the Complete Assertion Heading and the #betterposter format) to the traditional IMRD + Abstract format. Study 2b found that mechanical engineering faculty preferred the Complete Assertion Heading to other formats. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> We recommend that practitioners consider using Complete Assertion Headings on their posters, and we provide examples of exemplary student posters.

Grassroots organizations often struggle to balance short-term fixes with long-term goals. Technical communicators supporting these under-resourced groups face a similar challenge: they must navigate between short-term tactical communication and the development of resilient, socially durable writing infrastructures. This article proposes user enfranchisement as a way for grassroots organizations to make quick, tactical interventions while simultaneously building the infrastructure to make strategic, long-term changes within their sphere of influence. Enfranchising tactics may be understood as rhetorical maneuvers that provide immediate, albeit provisional, access to participation within an institution or system, giving individuals agency and building a foundation for systemic change. Drawing on the case study of a street design manual created for urban areas, the article demonstrates how user enfranchisement: performs boundary/identity work, is intended to be conspicuous, expands the agential capacity of the user by building the social capital of the communicator, and serves as a bridge to longer-term infrastructural strategies with the capacity to create change in the world.

How can posthumanism help us reframe AI-mediated literacy practices? And what implications does such reframing have for cultivating AI literacy in language and literacy education? This article explores these two imperative questions through a case study analyzing two multilingual undergraduate students’ meaning-making and meaning-negotiation intra-actions with AI technologies in a writing classroom. The case study reveals a productive tension between these students’ experiments with posthumanist literacy and their entrenched humanistic assumptions. Ultimately, through the case study, the authors hope to demonstrate that reframing and re-engaging with AI literacy through a posthumanist lens may offer students and educators a relational approach to developing and cultivating AI literacy.

This case study investigates how two ESL graduate students, Ian and Sam, use ChatGPT in their research writing after receiving a comprehensive tutorial based on Warschauer et al.’s (2023) AI literacy framework. We analyzed their engagement with ChatGPT across prompt categories including genre, content, language use, documentation, coherence, and clarity. Data were collected from research paper drafts, ChatGPT chat histories, and interviews. Data analyses included coding ChatGPT prompts, textual analysis of drafts, and thematic analysis of interview transcripts . Results show that while both participants utilized ChatGPT for understanding genre conventions and content development, they developed distinct approaches reflecting their individual backgrounds. Ian selectively used ChatGPT for specific assistance needs, while Sam engaged more systematically, particularly for APA style and coherence checks. Both approaches maintained academic integrity and scholarly voice, demonstrating that Generative AI tools can be effectively tailored to individual needs without compromising ethical standards. This study highlights how advanced ESL writers can adapt GenAI tools to their unique writing processes, offering insights into the diverse ways AI can enhance academic writing while preserving individual agency. The findings suggest that AI integration in academic writing can be customized to support diverse writing goals and backgrounds.

• Composing process focus including screen recording and think aloud protocols. • 11 explicit composing process activities are defined and described. • Establishes explicit metalanguage for digital multimodal composing teaching & research. • Includes illustrations of complexity of multimodal composing. Daily writing practices occur in digital environments and are often multimodal. Studies have attempted to interpret composing processes in these environments through text-based lenses and findings have yet to explicitly or effectively define and illustrate the complexities. This case study explores processes and activities of 5th-grade students as they compose using digital tools, multimodal resources, and navigate the opportunities those tools and resources afford. Findings suggest 11 process activities; three unique to digital multimodal environments, and all having influences of the digital and multimodal environments in which composing takes place. Results 1) demonstrate the potential to develop a specific metalanguage for digital multimodal composing, 2) begin to inform a specific digital lens for interpreting composing in these 21 st century environments and 3) help practitioners design instruction that best support student composers in classroom contexts.

Extracting a writer’s profile from a broader literacy study aimed at documenting extracurricular literacy practices among the Latinx population in Northwest Arkansas, this article presents a case study of a Peruvian woman’s lifelong use of literacy to enhance her personal agency in the face of personal, social, and civic demands. The article presents the writer’s profile as an indicator of the various literacy demands faced by the Latinx community and suggests that a critical consideration of such demands may lead to improved understanding and theorizing of writing through a lifespan writing research lens. Such a reorientation to writing may have a beneficial impact on first-year college composition courses by cultivating pedagogical practices oriented toward socioculturally diverse student populations and nontraditional students in college-level writing courses.

This study explores student engagements with hybrid writing courses, revealing their experiences and perceptions of a modality that blends in-person and online instruction. Hybrid learning as a format is often overshadowed by its association with fully online instruction. After a number of writing courses on our campus were redesigned for hybrid delivery, we conducted interviews and focus groups with students taking those courses. What we found, among other things, was that students largely saw hybrid writing courses as striking a balance between the flexibility of online learning with opportunities for human contact and the social presence afforded by in-person class meetings. Even more intriguing, though, was how students talked about the purposes of—and relationships between—the online and in-person components of their hybrid courses. In other words, it was not just the case that students appreciated hybrid learning, but also that clear patterns emerged in the meanings and values they ascribed to the constituent elements of these courses and the perceived cohesiveness of instruction across the modes. This study ends with implications for the design and implementation of hybrid writing courses, and it emphasizes the need for further scholarship that recognizes the unique affordances and challenges of this instructional modality.

In the 1930s-1960s, Phibun’s Thai Nationalism campaign promoted the use of the Thai language while segregating and discriminating against non-Thais, especially the Chinese community in Thailand. The government associated the Chinese language with communism, amplified by global Western xenophobic ideologies, leading to the closure of Chinese schools and widespread fear of Chinese literacy. This article explores two key questions: how xenophobic ideologies manifested in education and how the members of this suppressed generation navigated their language and literacy education in and out of school. Drawing on the narratives of five Thai Chinese individuals, aged 73 to 93, it illuminates the factors contributing to the creation of a repressive language ecology, its impact on their learning experiences, and how individuals within such a context made sense of their surroundings. This research enriches literacy studies by broadening its geographical and historical reach, revealing the intricate interplay between language ideology and ecology, and how these concepts help us understand factors in literacy and language learning. Additionally, it underscores narrative inquiry as a teaching and learning tool and offers strategies to prevent the emergence of suppressive ecology in the classroom.

Emerging consensus suggests faculty should teach students to use large language models (LLMs) rather than ban them, but it is not clear that students need detailed AI-related instruction. To investigate, we conducted two studies: Study 1 used survey and focus group methods to assess how such instruction influenced students’ perceptions, while Study 2 used rater evaluation to examine how AI use affected message quality. Study 1 found no meaningful impact on perceptions. Study 2 found that instruction did not affect ratings, but genAI use did—messages composed with LLM assistance received higher evaluations than those without it. We conclude with recommendations for genAI-focused classroom instruction.

This dialogue examines rural health and healthcare by putting rhetoricians who study rural communities in direct conversation with healthcare professionals who practice in and advocate for rural communities. Thematic analysis of the dialogue revealed that conversations about healthcare in rural communities can simultaneously address what rural communities lack, how rural communities are exploited, and how strong and resilient rural communities are, while also emphasizing what opportunities there are for scholars and practitioners to partner together for the benefit of rural communities. The dialogue demonstrates how working directly with key stakeholders like medical providers can be both practically and intellectually fruitful when addressing complex issues like rural health and RHM.

This study examines translation accuracy, challenges, and improvement strategies in Indonesian-to-English translations by university students, specifically analyzing Goenawan Muhammad’s essay “Nama.” A descriptive mixed-methods design was employed, combining qualitative thematic analysis with quantitative statistical methods. The study involved a sample of 406 students, with translations evaluated based on accuracy, readability, and cultural competence. Statistical analyses, including correlation and logistic regression, revealed significant positive relationships between cultural references, cultural competence, and translation accuracy. Key findings show that cultural competence training improves translation accuracy (coefficient of 0.75), acceptability (average rating of 4.0), and readability (average rating of 4.1). The analysis also found that students with higher cultural competence demonstrated better handling of cultural references in the text, resulting in more accurate and contextually appropriate translations. The novelty of this study lies in its emphasis on the interplay between cultural references and competence in translation accuracy, filling a gap in existing research. The findings contribute to the development of translation training programs by highlighting the critical role of cultural awareness in enhancing translation quality. This study provides practical recommendations for improving translator training through focused cultural competence development, ensuring more accurate and readable translations in both academic and professional contexts.

This article features a grounded theory study that explored communication in online Master of Business Administration (MBA) group work, with an emphasis on skills transferable to remote professional collaboration after graduation. Data were collected from nine online MBA students through individual reflection documents and a focus group discussion. These data were analyzed and revealed themes about the importance of agreeing on not just norms and resources but also normative actions to facilitate online collaboration. Findings led to recommendations for designing online group assignments that enhance communication skills during online collaboration—skills that are becoming increasingly integral to professional success.

This study examines the use of persuasive language by male and female entrepreneurs in high-stakes negotiation settings, focusing on gendered communication strategies. With a particular emphasis on Aristotle’s modes of persuasion (Ethos, Pathos, and Logos), the research analyzes 44 negotiation conversations from Shark Tank US , Season 11, using a quantitative approach. Data were processed with SPSS to assess gender differences in persuasive strategies. The findings reveal significant gendered patterns: male entrepreneurs predominantly used Logos as a way to emphasize on logical reasoning and evidence to persuade investors, while female entrepreneurs more often employed Pathos, sparking emotional appeals to build empathy and engagement. These differences are discussed in light of social constructivist theories of language, which suggest that gendered communication reflects broader societal power dynamics. The study highlights the challenges women face in balancing authority with warmth in negotiations, a double bind identified in earlier research. This research contributes to our understanding of how gender influences persuasive strategies in entrepreneurial contexts and offers implications for promoting more equitable communication in business settings. It also suggests that future research should further explore how these findings can be applied to support female entrepreneurs in overcoming communication barriers and achieving greater success in negotiation and leadership roles.

Manny Piña and Susan Wolff-Murphy Abstract This article examines the complexity with teaching for transfer (TFT) as curricular content through a qualitative study of how TFT was experienced by first-year writing (FYW) students at a regional, Hispanic-Serving public institution. Our analysis of reflective student writing supports previous studies that show that the curriculum supports the […]

The proliferation of AI tools for text editing and generation has raised challenging but also interesting questions for writing classes. In this paper, we report on our experiences with an exercise exploring the use of AI in an academic writing class. We first outline our conceptualization of the writing process, breaking down the skills that students need to master the complex task of writing, visualized as a ‘writing pie’. This breakdown allows us to critically assess the capabilities of AI tools against our understanding of writing as a human process. We then share our experiences with an exercise with ChatGPT in an academic writing class, where students evaluate a text with respect to its academic style and suggest improvements. Students then compare their own suggestions to those made by ChatGPT and critically evaluate the output. We include both instructors’ and students’ evaluations to reflect on whether the inclusion of such exercises can aid in achieving the course’s learning outcomes. We share three key takeaways: (1) there is value to having students work with AI; (2) critical evaluation of AI output is key; (3) activities with AI should be evaluated against learning goals.

The reports the United Nations Global Compact (UNGC) requires of its members provide an opportunity to study the shifting role of the private sector within the regime of human rights discourse. Using British Petroleum as a case study, I combine technical communication theories of power with Foucault's concept of governmentality to examine the rhetorical strategies in UNGC-BP communications, finding a disconnect between human rights principles and company reporting that validates rather than rejects corporate violence.

Abstract This article recounts the partnership between university and high school colleagues to advocate for what the authors call mindful collaboration. Mindful collaboration is a term they use to describe a two-pronged approach in which high school and college partners (1) prioritize learning and understanding their collaborators’ lived realities, and (2) work toward equitable power dynamics between collaborators. The authors support their argument for mindful collaboration based on data from site visits to four high schools; focus groups and interviews with students, teachers, and other stakeholders at those schools; and surveys of students in ELA classes at those schools.

This study uses grounded theory to explore Korean professionals' experience with communication in Business English as a lingua franca (BELF). The author collected data for the study by conducting semistructured interviews with 12 Korean professionals, resulting in 120 concepts, 33 categories, and 14 main categories in the coding process. The findings highlight the significance of accommodation, which affects the success of BELF communication and serves as a major action for resolving problems. The study emphasizes that BELF dynamics should be understood as a multifaceted and interactive process in which various factors are intricately interconnected, giving rise to fluid and complex BELF phenomena.

This article presents a critical account of one teen’s sense of audience as she enacted literacies on social media platforms and provides strategies that can inform the teaching of audience and purpose in ways responsive to teens’ digital literacies. Informed by case-study research and insights gained from interviewing, observing, and collecting digital artifacts, I discuss how Samirah X, a self-described teen actress and social justice advocate, engaged in writing practices on social media for three different main perceived audiences: cultural and racial community audience, socially conscious audience, and parental audience. Other sub-audiences from Samirah X’s case narrative are presented: audience as Black people, culture, and identity; audience as Black women and girls; and audience as Blacks who experience injustice and acts of violence. At the conclusion of this article, I provide implications for teaching English Language Arts focused on how social media work can fulfill state standards.

The author analyzes two different meanings of the words debate and debating in Polish: as process of collective thinking, searching the best solution of certain problem of community and as a „battle”: confrontation of two opinions. These two faces of debates could be connected with two rhetorical exercises (suasoriae and controversiae), two rhetorical genres (genus deliberativum and genus iuridicum) and two models of modern debates: deliberative debate and Oxford debate. Then two education projects, based on these concepts of debates are presented debates about plastics among pupils of secondary schools in Płock (case study of use the concept of Oxford debate) and Gdańsk Academy of Debate (based on the concept of deliberative debate). Then the author discusses numerous advantages and disadvantages of the use of Oxford debate and deliberative debate as a tools of rhetorical and civil education. Probably these two concepts of using debates in rhetorical education are complementary and should be used together, or a new format of debate, combining „battle” and „brainstorming”, should be invented.

ABSTRACTInspired by challenges we faced in an undergraduate community-literacy cohort, we theorize “epideictic listening” as an important concept for articulating the range of listening strategies necessary both for our work in local public schools and for sustaining the cohort’s internal cohesion. Through critical reflection, we (faculty and student coauthors) offer a definition of “epideictic listening” that draws from, but also distinguishes itself from, other theoretical frameworks, such as rhetorical listening and community listening. We situate epideictic listening within the larger rhetorical tradition of epideixis. We end with a concrete application for epideictic listening—the debrief—and gesture toward the larger significance for epideictic listening in community settings.KEYWORDS: Debriefepideictic listeningepideixisethosrhetorical listening Disclosure StatementNo potential conflict of interest was reported by the author(s).

Using the Indiana Medical History Museum’s (IMHM) “Rehumanizing the Specimens” project as a case study, this essay explores the impact of language on rehumanizing human specimens in medical museums. The individuals represented by these specimens are often dehumanized because they are reduced to specific illnesses or injuries and/or because they are viewed as curiosities rather than representations of actual people. Further, the specimens at the IMHM were obtained from former patients of Central State Hospital, a psychiatric facility in operation from 1848 until 1994, so these individuals experienced additional dehumanization due to the stigma surrounding their mental illness diagnoses. To resist these forms of dehumanization, the IMHM launched the “Rehumanizing the Specimens” project, which used historical records and documents to develop narratives outlining the lived experiences of the 48 people represented by the specimens. Particularly, the narratives engaged rehumanizing rhetoric (Winderman & Landau, 2020) and recuperative ethos (Molloy, 2015), and I argue for the effectiveness of these rehumanizing strategies. In addition to offering suggestions for how these strategies can be adopted by other medical museums, I extend the discussion to healthcare providers, applying what was learned from the case study to the contemporary study and practice of medicine.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Technical communication job advertisements can indicate current and future trends for pedagogy and practice, and for the development of the profession. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Although recent research has explored US technical communication job ads, no study to date has examined advertisements specifically for technical writer roles based in the UK. The unique academic and industrial context in the UK warrants such a study. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. What role do educational qualifications play in the UK technical communication job market? 2. What skills and competencies do employers see as part of technical communication roles in the UK job market? 3. What are the sectors in which technical communicators are employed in the UK? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</b> This study involves a quantitative and qualitative analysis of job advertisements collected over a one-week period from LinkedIn and Indeed, and two prominent job search aggregator platforms in the UK. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> Despite the absence of formal third-level technical communication academic programs in the UK, the terms “technical writer” and “technical author” are prominent in the job market. Where educational requirements are included in advertisements, these tend to be domain-specific. Software development is the leading employment sector, with available jobs distributed across a range of additional sectors. Personal characteristics and competencies required are broadly in line with previous research. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> Our findings suggest key competencies associated with the specific job title “technical writer/author.” They are a springboard for further qualitative research—e.g., using interviews—to explore the profiles and boundaries in technical communication in the UK. A mixed-methods study that includes job ads, questionnaires, and in-person observations would enable further classification of technical communication roles.

A lack of cultural intelligence (CQ) creates a lack of trust in global virtual teams (GVTs). Study findings examine how leaders demonstrate CQ, trust in GVTs, and provide strategies for organizations. This qualitative single-case study explores how leaders of US-based GVTs in the financial industry demonstrate CQ and trust and strategies to develop trust. This study applies the social interaction theory, uncovering group identity and behaviors. Participants included GVT members and leaders having at least 1 year of experience on a GVT. The emerging themes were demonstrating CQ, demonstrating trust, and strategies to build trust.

This ethnographic case study provides authentic insights into the intertextual negotiation processes for a particular merger-and-acquisition (M&A) transaction in the context of international legal practice, involving interdisciplinary legal and business professionals. Using genre and discourse analytical methodology, this study focuses on the interactional discourse practices and textual products used for negotiation of the primary sale and purchase agreement. By providing sociolinguistic insights into the M&A negotiation process, these research findings can promote a better understanding of the professional discourse activities and interactional role behaviors for this very important area of international business law practice.

As part of the Association for Business Communication Student Case Competition, this article features a case study written by ABC member Rachel Dolechek. The case was blind reviewed and selected by the ABC Student Competition Committee. ABC membership utilized the case in their classrooms throughout 2024 and submitted top student examples for the 2024 Case Writing Competition. A submission from Addie Hileman, sponsored by Kelley O’Brien, was selected as the top student case writer after evaluation by the ABC Student Competition Committee and a marketing business professional. The student’s message serves as a teaching example within this article.

This case study tries to diagnose the intercultural communication challenges besetting the Indian IT industry, which has become a major IT hub globally, so as to map the relevance of the theories proposed by prominent interculturalists in the contemporary work settings. The article explores answers to the research questions formulated on the basis of intercultural theories by analyzing the responses of 178 IT managers collected over a period of 38 months of rigorous field work. The article closes with implications of this case study for the executive training needs of the Indian engineers requiring an ethno-relative focus in intercultural communications.

In the globalized labor market, skills gaps between industry expectations and university preparation are becoming more prevalent. English communication skills (ECS) are vital soft skills in all workplaces, particularly in international business, where English is commonly used as a lingua franca. This case study examined the nexus between academia and industry regarding the instruction of ECS and their applicability to meet the requirements of the globalized business landscape by collecting data from 43 personnel in the international ready-made garment (RMG) industry in Bangladesh. The research reveals that English courses in higher education do not adequately address the communication needs of the international RMG business, which requires practical experience in the workplace, trade-specific vocabulary, intelligibility, and clarity rather than a high level of fluency. The study recommends promoting the teaching of English for general business purposes in Bangladesh by integrating theoretical and practical learning in the classroom and workplace as part of the curriculum.

• Hispanic women engage more in check-in assignments than men. • Hispanic enrollment (37.71 %) exceeds community college average. • Main themes: course perceptions, personal challenges, faculty-student relations. • Check-in assignments enhance engagement and faculty-student bonds for Hispanic women. • Advanced course students report more personal challenges, greater faculty reliance. While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.

The article explores the prevalence of for-profit tutoring services contracted by four-year and two-year colleges and the perceptions writing center professionals have about for-profit tutoring services. Applying a grounded theory approach, the researchers found five main themes that emerged from an open-ended survey sent to writing studies and writing center listservs in fall 2022. The article concludes with suggestions modeled after not-for-profit tutoring initiatives such as the Western eTutoring Consortium.

In The Center Cannot Hold: Decolonial Possibility in the Collapse of a Tanzanian NGO, Jenna N. Hanchey delves into the intricate and often contradictory world of international nongovernmental organizations (NGOs), focusing on their operations in Tanzania. Blending decolonial and psychoanalytic theory, Hanchey explores the political and social forces that govern the operations of NGOs in Africa. Hanchey's central theoretical contributions are, first, the concept of “liquid agency,” which refers to the fluid ability of individuals to act in varying contexts (17). Such an ability project serves as an interconnection between personal agency, external influences, and environmental circumstances that could cause human agency to shift. Second, the concept of “liquid organizing” refers to the flexible and adaptive approach NGOs take to prioritize relationships with Indigenous people beyond rigid engagement structures (21). This focuses on the collaboration and spontaneity of Western donors to respond to the needs of stakeholders. Hanchey, in weaving the threads of these theoretical ideologies and proving their practicalities, draws on rhetorical fieldwork, ethnography, and rhetorical criticism to examine how Tanzanian NGO workers and communities navigate and resist colonial systems, frequently creating their own “fluid” response to the inflexibility they encounter.The book is made up of two sections. In Part I, comprising the first three chapters, Hanchey explores the theoretical foundations of Western subjectivities, mainly how leaders and volunteers participate in “haunted reflexivity,” as defined by Hanchey (31, 56). This idea draws attention to the struggle between the volunteers’ attempts to distance themselves from neocolonialism and their awareness of their involvement. These silent conflicts demand the volunteers’ acknowledgment of “hauntings” or lingering issues, especially those that unsettle the sense of self or familiar systems of control. Part II, also divided into three chapters, turns to the NGO itself, discussing the conflict between Western organizational theories and the more flexible, relational organizing styles of the Tanzanian people. The chapters examine leadership and land ownership tensions and conclude that when the NGO “falls apart,” the collapse creates new opportunities. The book's primary metaphor—the “center cannot hold”—indicates how neocolonial and decolonial ideas are incommensurate. However, the transformational and adaptive potential that arises from the NGOs’ disintegration, what Hanchey calls “fluidity,” becomes the unifying theme of the conversations across the book.Hanchey's critical examination of how a Tanzanian community was made to embrace modernization principles prompts NGOs to recognize and be mindful of presenting programs that reflect a Westernized gaze. She argues that Western donors provide incentives that eventually lead aid workers to adhere to ideas of altruism and use irony or detachment to avoid responsibility and a confrontation with structural problems. Hanchey states that international aid “offers the opportunity to resecure masculinity through neocolonial relationship” (34). Thus, the core of the first chapter exposes readers to how international aid not only assists but also functions as a means of maintaining power, reinforcing gender hierarchies, and perpetuating unequal relationships between the Global North and South. The rhetoric of help also affirms the provider's sense of masculinity, tied to dominance and control. According to Hanchey, Western subjects—men in particular—reproduce hierarchies under the impression of beneficence. Through the second chapter, Hanchey calls readers to think of how the “subjectivity of Western volunteers is constructed through foreclosure of the neocolonial self” (60) and “how white supremacist and neocolonial attitudes underlie the fantasy of white saviorism counterintuitively providing grounds for volunteers to avoid recognizing themselves as partakers of fantasy” (73). Thus, Hanchey examines how white volunteers perpetuate colonial power dynamics while avoiding self-awareness or accountability. To avoid culpability, these volunteers use denial, which is discussed in subsequent chapters as a means of maintaining subjective coherence.Chapter three concentrates on the haunted reflexivity that leads to the internal change of Western subjects, and focuses on how Tanzanian NGO staff members implement flexible organizing techniques within the inflexible frameworks. Hanchey poses critical questions that challenge “what being reflexive means” (89). By doing this, she compares the effect of colonialism on both the colonized and colonizer: “Haunted reflexivity requires choosing not to turn away, choosing subjective dismemberment over a reprisal of fantasy, choosing to give up the fiction of control” (101). This means that there is a necessary “haunted reflexivity” to be faced due to the abhorrent legacy of colonialism for both the colonized and the colonizer. Hanchey argues that the erasure and pain imposed on their identities must be faced by the colonized, and they must resist the need to romanticize their victimization or pre-colonial pasts. Conversely, the colonizer has to give up moral and political superiority and acknowledge their past and present involvement in oppressive regimes. To do this, Hanchey states that both must relinquish illusions of control or innocence, embrace the discomfort of unresolved histories, and take on the challenge of reevaluating authority, identity, and responsibility.The Center Cannot Hold makes evident that Tanzanian employees are already managing significant inconsistencies through liquid organization, while Western volunteers are “haunted” by their conflicts. The fractures in organizational structures are similar to the breakdown of cohesive Westernization in Tanzania. Hanchey underscores the necessity of these fractures for decolonial transformation in chapters three and four, whether in organizational structures or subjectivity. She alludes to the lack of understanding among the Western organization and Tanzanians, noting that, “without understanding, donors would continually be unable to apprehend how their ideas for the project and control of funds lead to atrophied” relations and disaster (139). Thus, the cracks created by misunderstanding cause foreign organizations to realize the weaknesses of their top-down approach to communication with Indigenous people.Hanchey narrates how the NGO's collapse brings colonialism's fluidity to a logical end. Here, she uses the term “fluidity of colonialism” to describe how the effects of colonialism endure and evolve into other forms, such as neocolonialism, in which outside forces—typically Western governments or organizations—continue to impact former colonies. It might be noteworthy, however, that in grasping liquid agency, Africans have to realize that colonialism's “epistemic injustice is much deeper” than what academics or methods of inquiry have proven (143–5). On this note, Hanchey invites readers to reflect on how colonization has not only disoriented African political, economic, and social structures but also affected Indigenous ways of knowing, appreciating Indigenous practices, and epistemic autonomy. The reflexivity of the NGO presented in chapters four and five serves as a means of negotiating colonial structures that propel the NGO's demise in chapter six. To Hanchey, for “marginalized subjects,” “solidity cannot be trusted” (169). Instead, “organizational ruination figures the possibility for decolonial transformation” (177). In this possibility lies the impetus to create entirely new forms of organization independent of colonial and imperial power dynamics. Hanchey's approach asks readers to view organizational collapse as an opportunity rather than a failure. The collapse of NGOs allows local Tanzanian workers to redefine their positions, reject extra-organizational control, and set a new course in line with their needs, priorities, and values.The Center Cannot Hold's last section explores how “decolonial dreamwork” becomes possible when Western subjectivities and organizational structures finally collapse. As part of this dreamwork, Hanchey argues that “Youth Leaders Tanzania is the product of decolonial dreamwork, and it desires a future where the spark of decolonial dreamwork lights innumerable fires—fires that catch, spread, and change the face of the future” (193). In this, Hanchey highlights the potential of Youth Leaders Tanzania as part of a larger movement towards decolonization, one that envisions a radically different, more inclusive, and more just world. She urges readers to envision and construct previously unthinkable futures due to colonial structures. Thus, Tanzanians need to imagine and actively create alternative realities and systems of existence that colonialism made impossible or suppressed. This is what Ngũgĩ wa Thiong'o refers to as “decolonizing the mind,” which emphasizes the necessity of dismantling colonial ideologies (52).1These ideologies include gender binaries, racial hierarchies, and patriarchal governance structures that limit how people imagine their lives, relationships, and identities. Ultimately, Hanchey calls for non-Western societies to uphold their Indigenous knowledge and cultural practices to reshape social norms.Regarding the power tension between Western actors and Tanzanian peoples in particular, The Center Cannot Hold offers an extensive and original perspective on the operational difficulties faced by NGOs in postcolonial contexts. Hanchey's work is stimulating, provocative, and timely, as it challenges the underlying assumptions of the role of NGOs in post-colonial societies. It critically explores the dynamics and weak connections between non-governmental organizations and Indigenous societies. Hanchey contributes to growing scholarship on decolonization and empowerment within various sectors, including development and humanitarian aid, especially in Africa. She draws attention to the fact that, although not all NGOs contribute meaningfully to postcolonial societies, they must undergo a decolonial transformation. This involves moving away from a one-size-fits-all approach and fostering genuine partnerships that elevate Indigenous voices, cultures, and knowledge systems.Readers unfamiliar with the decolonial and psychoanalytic theories used by Hanchey may appreciate the book's theoretical richness, which is easy to understand, especially considering how Hanchey infused these frameworks in her analysis to critique the operation of Western NGOs in Tanzania. Hanchey navigates complex territory as a scholar doing valuable work in an understudied African country. Her reflexivity is an advantage as it enables her to expose the hypocrisy of Western benevolence. This self-reflection allows her to critically engage the power dynamics that she encounters in the operations of the NGOs. While she spotlights local and Indigenous perspectives, Hanchey's positionality enables her to critique the Westernized exploitation of African development narratives without obscuring African people's ingenuity and ability to build and sustain the continent. In this way, Hanchey opens a space for vital conversation about the potential for decolonial transformation within the development sector, encouraging readers to reimagine the possibilities of a future untethered from colonial systems of power. The book encourages practitioners, policymakers, and scholars to reconsider traditional paradigms and explore innovative models prioritizing Indigenous agency, sustainable partnerships, and community-driven outcomes.

This teaching practice paper shows how students may choose to work with ChatGPT, generative AI and Large Language Models (LLMs) to produce essays and written assessment solutions in a manner that may be considered as either acceptable or as a breach of academic integrity depending on individual and institutional views. Following a brief introduction to how chatbots work, case study examples show how modified prompts can be used to generate writing in alternative styles, how a writing tutor review can be simulated, and how LLMs can be run locally and without Internet access. The paper is intended to inform academic writing tutors, instructors, and assessors what is possible using generative AI for writing as of January 2024. It is not positioned to make a judgement regarding what is acceptable, but rather to illustrate how technically proficient users can accomplish more than is often indicated by writing beginner level prompts for a chatbot. Such techniques are accessible to many students and the Academic Writing Development community will need to consider its response.

Linguistic modeling of the writing process has gained in importance in recent years. Existing models, both from a linguistic perspective focusing on syntactic analyses as used in natural language processing and from writing research, are insufficient to actually linguistically explain what authors do when writing and revising. Writing is linear in time, but writers are free to move to any point in the text produced so far whenever they want, thus producing specific parts (e.g., sentences) in a non-linear fashion. However, the final product is a linear sequence of sentences. We therefore can interpret writing texts as a sentence-driven process. In this new framework, this article proposes a model of the production of sentences during writing. This sentence-centric model builds on existing considerations of transforming sequences, bursts and revisions, and takes into account aspects of linearity and non-linearity on the sentence level. We present a working implementation (available as open source software) and show which information can be gained by the resulting analyses in a small case study.

This paper draws on Bakhtins notion of heteroglossia to expand theorizations of community translanguaging. Ethnographic and practitioner inquiry methods are used to explore the multiple voices that multilingual elementary students adopted and adapted in their digital, translingual texts. Findings illustrate how children drew from multiple voices, including popular media, family collective memories, the school/teacher, peers, and heritage languages, and how they used those voices to recontextualize ideologies about language, literacy, and schooling and to participate in the social and academic work of the classroom. Implications for emerging theorizations of community translanguaging as well as design of more equitable pedagogical practices for multilingual learners are discussed.