This essay looks at the articulation of Black identity in personal and online contexts. Following Omi and Winant's argument that racial formation is a matter of racial representation within social structures, I examine the Internet as a "third place" for the online representation of Black identity by Blacks and by non-Blacks following two critical incidents in recent public culture: Kanye West's Hurricane Katrina speech and the Rev. Joseph Lowery's inauguration benediction. As a third place, the Internet encourages intimate discursive interaction, similar to the way Black barber shops and beauty salons allowed private spaces for identity discourses between Black men and women. The Internet also opens these formerly private spaces to non-Blacks, who contribute to the articulation of Black identity online.

A creative essay exploring efforts towards racial integration in an Iowa mining town and in an Iowa college town a hundred years later.

Most discussions of service-learning focus on the potential pitfalls of working with students who inhabit relatively privileged positions. While this crucial concern deserves attention, it has limited our focus by encouraging students to cross borders, to encounter people different from themselves rather than to encounter something different within themselves or within their own communities. This approach may be particularly problematic for students of color whose education for social justice, citizenship, and historical consciousness might best be furthered by a writing, or might I say a “re-writing,” pedagogy that emphasizes recursive spatial movement through place over time—a “writing as the community” service-learning paradigm.

This article questions how professional communication genres already well established in print form have been changing as they are transplanted into digital media like the Web. Whereas some technology-oriented genre research has sought how a new medium provides genres with new technological features, this article argues that a more insightful approach would seek how a new medium, together with its users, provides genres with new rhetorical situations. To operationally define rhetorical situations, I adapt Lloyd Bitzer's three situational dimensions of exigence, audience, and constraints. Then, to illustrate how the new rhetorical situations of the Web can influence a genre, I explore the genre of the résumé. Drawing on a survey of 100 Web résumé authors and an analysis of their sites, I show that as each of the three dimensions of the résumé's traditional rhetorical situation has opened itself to greater diversity on the Web, the Web version of the résumé genre has correspondingly reoriented itself. Hence, genres change in response not just to the new medium's technology per se but to the new rhetorical situations that the medium hosts.

A significant problem for practitioners of technical communication is to gain the skills to compete in a global, multicultural work environment. Instructors of technical communication can provide future practitioners with the tools to compete and excel in this global environment by introducing heuristics of cultural dimensions into the service-level classroom. By practicing how to use these heuristics in “real-world” contexts, instructors can prepare students to function as both information architects and symbolic-analytic operators within this global work environment. In this article, I first examine common cultural heuristics as they pertain to business communication. Next, I articulate how technical communicators can benefit from incorporating these heuristics into the classroom. Finally, I offer a pedagogical approach to introducing heuristics of cultural dimensions into the service-level technical communication classroom.

The border rhetorics that Latino/a students bring into the classroom can help them and other students resist being appropriated by academic discourse. For example, the corrido involves a mimicry of conventions that enables students to envision a fluid identity rather than exchange one identity for another.

Drawing on the work of Eduardo Bonilla-Silva, the author examines how—in order to explain their positions in the academy—many students of color (including those who are both first-generation Chicano/a and first-generation college students) unfortunately rely on dominant color-blind ideology concerning freedom of choice and equal opportunity.

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Moving Out/Moving In: A Multidisciplinary Exploration of the Immigrant Experience is a service-learning course created and taught by Mirta Tocci in the Institute for Liberal Arts & Interdisciplinary Studies at Emerson College in Boston, MA. Tocci describes the five-year history of her collaboration with community partner, lnquilinos Boricuas en Acción, focusing on how Emerson students' study of the psychosocial effects of the immigrant experience inspires art projects created by Emerson students and Latino children aged 5-12 enrolled in IBA's Cacique after-school program.

Victor Villanueva studies the intersections of rhetoric and racism. He is the recipient of the 2009 CCCC Exemplar Award, which honors scholars whose work represents the best our field has to offer. Villanueva also won NCTE's David H. Russell Award for Distinguished Research in the Teaching of English and CEE's Richard Meade Award for Research in English Education for his book, Bootstraps: From an American Academic of Color, an autobiographical tale that exposes the problems with literacy education in America based on his own experiences as a Puerto Rican growing up in New York. Though Villanueva does not often write specifically about immigration, his work illuminates the connection between rhetoric, racism and xenophobia, and encourages all of us in the field to consider how our conceptions of literacy oppress those not of the dominant culture.

It is time for Latino immigrants in the United States to take back their stories-stories that have been rewritten by people in a campaign to drive them out of the United States. The revised stories read in the press and heard on the streets, promulgated by mayors and legislators and citizens who have a vision of America the Way It Used to Be, go something like this: our towns are being taken over by brown-skinned immigrants who drive our crime rate up and overwhelm the criminal justice system; these immigrants drain our economy, sucking our resources for schools, healthcare and welfare programs; they take away jobs from Americans and drive our wages down; they don't really want to be American-they stick to themselves, won't learn English, and are only here to take advantage of our way of life while refusing to contribute to it; and now, post 9/11, they are a terrorist threat. Citizens, we are being invaded; take back your communities before it's too late.

This paper reports the process and outcomes of a multidisciplinary service-learning project in a major metropolitan area in southwestern Indiana that focuses on determining, then meeting, the needs of our growing Latino/a population. We discuss three service-learning courses involved with this project - one completed, one in progress, and one being planned. Deploying a theoretical apparatus emerging from sociology and intercultural rhetorical theory, we discuss our students' interaction with this rhetorical borderland and the processes of becoming and hybrid thinking that occurred in the process.

Research on early Latino/a immigration in the deep South is minimal largely because of the Black and White racial dichotomy that pervades the South. New Orleans has a rich Latino/a and Spanish presence, yet little research covers Latino/a immigration from the 1700s to the mid- 1900s. This paper will trace the early history of Latino/a immigration in New Orleans to help foster deep Southern Latino/a "roots" for this growing immigrant population. The paper will also focus on the largest New Orleans Latino/a community, Hondurans, tracing their early history and current immigrant experiences after Hurricane Katrina.

We introduce the need for scholars interested in literacy, geography, and cultural studies to examine the role of English language literacy in shaping assimilation experiences of recent immigrant groups. We consider a case study of English language self-efficacy among ethnic Chinese immigrants in the Philadelphia metropolitan area to suggest how language, place, and economic participation are mutually constructed. We conducted interviews with 21 individuals to gain insights about how they perceived this relationship. We also considered the effects of English language self-efficacy on the geographic extent of their daily activities. Perhaps it is not surprising that those who reported stronger English language skills had larger activity spheres in the metropolitan region. Among those who did not note strong language skills, Philadelphia’s historic Chinatown remained prominent as a place of economic participation and center for daily activities and cultural cohesion. We suggest that more attention to the role of literacy and language self-efficacy is warranted among geographers interested in migration studies, assimilation experiences, and workforce participation issues related to immigrant groups.

This article describes specific language experiences of three college writing teachers and the classroom practices that have resulted from these experiences. The authors want to raise awareness of linguistic diversity in writing classes and to help teachers connect with their own language experiences in order to integrate policies and practices that value students' own language varieties.

This article positions letters of recommendation as important and troubling indicators of faculty beliefs about diversity and access in higher education. I focus on the disclosure of disability, both by examining the history of disclosing stigmatized difference and by analyzing five letters of recommendation for an aspiring graduate student with a traumatic brain injury. I suggest that faculty must revise their letter-writing practices and engage in a type of rhetorical forecasting that questions well-intentioned disclosures of difference and imagines how various letters form a composite sketch of a candidate.

Reviews 225 aggiornata bibliografía, offrono un panorama orgánico e articolato della straordinaria vitalita della forma declamazione e della sua adattabilitá ai contesti storici e cultuiali piú vari. 1 risultati della ricerca, innovativi e propositi\i, confeimano la finalitá dei seminari, di esplorare la complessitá di un filone di studi particolarmente fertile e ricco di spunti. Graziana Brescia Università di Foggia Delphine Reguig-Naya, Le Corps des Idées: Pensées et Poétiques du Langage dans l'Augustinisme de Port-Royal. Arnauld, Nicole, Pascal, Mme de La Fayette, Racine. Paris: Honoré Champion, 2007. 836 pp. Hannah Dawson, Locke, Language, and Early-Modern Philosophy. Cam­ bridge: Cambridge University Press, 2007. 361 pp. Alberto Bordogna, Gli Idoli del Foro: Retorica e Mito nel Pensiero di Giambattista Vico. Rome: Aracne, 2007. 171 pp. Recently, a number of books have appeared that restate more precisely the terms of the debate that enveloped rhetoric in the period of its occlusion between approximately 1650 and 1800. For decades historians of rhetoric have been conscious of the broad and virulent attack on rhetoric, both as practice and as theory, in the seventeenth and eighteenth centuries. In com­ parison to its centrality in the Renaissance and its conspicuous reinvention in late modernity, the decline of rhetoric in the intervening period is striking. Yet increasingly scholars have begun to show that any history of rhetoric in this period must go beyond the headline critiques of the art of persuasion mounted by many of the leading philosophical authorities of the age. Indeed, a number of sophisticated studies have begun to appear that trace the ironic afterlife of rhetorical categories in intellectual projects that both emblematize eighteenth-century inquiry and eschew any overt allegiance to rhetoric as a disciplinary formation (see David L. Marshall, "Early Modern Rhetoric: Recent Research in German, Italian, French, and English," Intellectual History Review 17 (2007): 75-93). This review examines some of the issues involved in the problem of language in early modern thought by tracing them through recent work on Port-Royal, Locke, Vico, and—briefly—Herder. As Delphine Reguig-Naya attests time and again in her recent treatment of Port-Royal writers on the subject of language, the ideal for thinkers such as Antoine Arnauld and Pierre Nicole is often a kind of transparency in which language becomes a window on the mind free from distortion (p. 35). Thought is presumed to exist independently of its expression and, as a result, the task of expression is to render faithfully something already fully formed internally. This basic assumption about the separability of thought and language is related to a series of other points of departure that mark the Port-Royal school and figure prominently in many early modern critiques of 226 RHETORICA rhetorical assumptions about language: that the word and not the sentence is the more basic linguistic unit (p. 39), that syntax ought to mirror the structure of thought (p. 73), that representations arrived at arbitrarily are preferable to the lines of inquiry set in motion by the myriad formulations of resemblance (p. 93), that the mind moves much more quickly than speech and on a different track (p. 187), and that the equivocation of terms is the most dangerous problem posed by the embodiment of thought in signs (p. 195). Yet precisely because Port-Royalist anthropology owed so much to the Christian sense of the fall, rhetoric is also understood to be inevitable. If the sensuality of rhetorical address is suspect, it can (and must) be used on behalf of the good. Thus, even if enthymemes are characteristic of the kind of compromises and abbreviations that the tongue must make in order to keep pace with the brain, they are also so natural that they cannot simply be legislated out of existence (p. 63). Likewise, despite its reliance on the equivocating quality of resemblance, metaphor is endemic in language (p. 470). If the traditional domain of rhetorical self-consciousness—direct oral exchange—is more dangerous because of the diversity and potency of the various sensual media in play, the Port-Royalists place an equally rhetorical emphasis on the particular form of language that was the staple of hermeneutic activity—namely, textual...

This essay reports on an effective approach to teaching both rhetorical skills and white racial awareness by using historical moments when racial definitions were asserted and defended, allowing students to see their constructed racial identities through a nonthreatening rhetorical lens.

The author explains how principles of cognitive science can help teachers of literature use texts as a means of increasing students’ commitment to social justice. Applying these principles to a particular work, Uncle Tom’s Cabin, he calls particular attention to the relationship between cognitive science and literary schemes for building reader empathy.

102 RHETORICA brevemente su: a) origine ed evoluzione dei panegirici (pp. 11-13); b) il corpus dei Panegyrici Latiui dei secoli III e IV d. C. (pp. 13-19); c) la Gratiarum actio di Claudio Mamertino a Giuliano, con particolare attenzione al contesto storico (pp. 19-22), all'autore e alia circostanza storica (pp. 22-4), all'immagine dell imperatore Giuliano che emerge dal panegírico (pp. 24-9), al carattere funzionale di alcune figure retoriche a cui fa ricorso Claudio Mamertino (pp. 29—37); d) la tradizione manoscritta del testo dei Panegyrici, con una rapida rassegna di informazioni sulla scoperta in etá umanistica, sui manoscritti e sulle edizioni (pp. 38-43); e) sulla presente edizione (pp. 43-4). Le pp. 48-97 sono occupate dal testo latino con una traduzione in castigliano , che sostanzialmente rispetta le caratteristiche e i moduli espressivi del testo antico; successivamente (pp. 101-56) si sviluppa il commento. Concludono il volume una bibliografía (pp. 157-61) e un indice dei nomi propri (p. 163). Nella presentazione (p. 7) LA. dicbiara di aderire alia convinzione di chi ritiene che, per realizzare un contributo plenamente valido sul piano scientifico , sia necessario affiancare al commento storico quello letterario; in realtá, le pagine dedícate al commento dimostrano come LA. preferisca concentrarsi soprattutto sugli aspetti storici che emergono dal testo della Gratiarum actio; il confronto con le fonti parallele considérate, soprattutto Ammiano Marcellino , forse avrebbe meritato un maggiore approfondimento e una sinossi critica, con cui evidenziare relazioni, affinitá o divergenze. II volume, che in piü di un'occasione presenta non trascurabili erron tipografici e citazionali, dimostra nel suo insieme di nascere da una familiarit á con il testo di Claudio Mamertino e piü in generale con le principali tematiche sviluppate dalla tradizione panegiristica latina. Claudio Buongiovanni Universíta degli Studi Federico IL Napoli Michael Grunbart, ed., Theatron: Rhetorische Kultur in Spatantike und Mittelalter/Rhetorical Culture in Late Antiquity and the MiddleAges (Mil­ lennium Studien zu Kultur und Geschichte des ersten Jahrtausends n. Chr. 13), Berlin/New York: Walter de Gruyter, 2007. xiii+516 pp. This collection of 23 scholarly papers is a Festschrift marking the eightieth birthday of George Fatouros, a prominent scholar of Byzan­ tium, whose achievements include editions of the letters of Michael Gabras (Vienna: Ôsterreichische Akademie der Wissenschaften, 1973) and Theodore Studites (Berlin: Walter de Gruyter, 1992), as well as translations into German of some of the imperial orations of Libanios (Stuttgart. Hiersemann, 2002). Two of the papers bear directly on the gatherings of scholars, members of aristocratic families and otherwise literate devotees of the Hochsprache of Byzantine authors that the title of the collection refers to. Przemyslaw Marciniak, in "Byzantine Theatron—A Place of Performance?" (pp. 277-85) Reviews 103 attempts to cast the performance aspect of the theatron in language borro­ wed from information theory, as a "cybernetic unit" comprised of "feedback between sender and receiver." Such an approach casts little light, I am afraid, on the social dimension of performances that were meant not just as enter­ tainments, but as a means of gaining upward social mobility and patronage. Ida Toth also sees the theatron as a performance space in "Rhetorical Thea­ tron in Late Byzantium: The Example of Palaiologan Imperial Orations" (pp. 429-48). Major orations performed in theatron settings for liturgical feasts, commemorative occasions, or even, e.g., on the occasion of the return of the emperor from a military campaign, called for invitations to officially appointed orators such as Nicephoros Gregoras and Demetrios Kydones to compose and deliver speeches marking such occasions. Toth's analysis of a number of autograph manuscript copies of speeches from this period (12611453 ) suggests that they were meant not only to record the performances but to be circulated and commented on as well, thus offering us a peek into the rhetorical network, so to speak. I will return to Toth's paper later. There are several pieces on works that were probably also performed before audiences, although not necessarily in a theatron setting—for instance, speeches delivered by Arethas in the court of Leon VI (see Marina Loukaki's "Notes sur l'activité d'Aréthas comme rhéteur de la cour de L...

Reviews 101 promotion of building activities (p. 227). Over the years, Cribiore speculates, Libanius came to realize that "although a veneer of rhetoric was important [for a youth] to show that he belonged to the same world as an official whose entourage he sought to enter," an intensive study of the art was optional and did not guarantee success (p. 228). Despite the abundance of material from Libanius, Cribiore acknowl­ edges that what we have is still quite fragmentary: the data "are neither complete nor binding" (p. 80). She makes the reader vividly aware that con­ structing a story or argument about the era is a risky and tentative operation. Cribiore's strengths are the accumulation and rigorous examination of ex­ tremely diffuse pieces of evidence, as well as an abiding interest in the scene of education. For this labor, scholars of rhetoric owe Cribiore a debt. The view of rhetorical education in late antiquity ventured here, and particularly the translations of Libanius' teaching letters, provide the material for many more analyses of this vibrant and perplexing period of rhetorical history. Susan C. Jarratt University of California, Irvine M.a Pilar García Ruiz, Claudio Mamertino: Panegírico (Gratiarum Actio ) al Emperador Juliano, introducción, edición, traducción y comen­ tario (Mundo Antiguo—Series Minor 4), Pamplona: Ediciones Uni­ versidad de Navarra, 2006, pp. 163. In poco meno di trenta anni, tra il 1964 e il 1992, R. A. B. Mynors, P. Fedeli (che portava a termine il lavoro intrapreso dal suo maestro V. Paladini) e D. Lassandro hanno pubblicato tre edizioni del corpas dei Panegyrici Latiai che, partendo da quelle fondamentali di E. Baehrens del 1874 e del figlio W. Baehrens del 1911, hanno senza dubbio apportato significativi miglioramenti al testo, assestandolo in una forma pressoché definitiva e unánimemente accolta dalla comunitá scientifica. Avvalendosi dell'ottimo lavoro svolto da tali illustri precedenti, come ella stessa dichiara nella presentazione del volume (p. 7), M.a Pilar García Ruiz pubblica ora una nuova edizione critica con introduzione, traduzione in castigliano e commento del Panegírico aU'iniperatore Giuliano, composto da Claudio Mamertino e pronunciato il 1° gennaio del 362 d.C.; LA. é arrivata a tale risultato dopo aver gia prodotto alcuni articoli sulla raccolta dei panegirici latini e sulla figura dell'imperatore Giuliano, nell'ambito di un piü ampio progetto sugli aspetti storico-letterari del rapporto tra paganesimo e cristianesimo "nell'ultimo secolo dell'impero romano." Dopo la presentazione (pp. 7-9), il volume presenta una introduzione (pp. 11-44) in cui sono fornite al lettore alcune notizie preliminari necessarie ad un adeguato inquadramento storico e letterario del testo in esame, nonché dei principali temí in esso riscontrabili. Nello specifico, 1 A. si sofferma 102 RHETORICA brevemente su: a) origine ed evoluzione dei panegirici (pp. 11-13); b) il corpus dei Panegyrici Latiui dei secoli III e IV d. C. (pp. 13-19); c) la Gratiarum actio di Claudio Mamertino a Giuliano, con particolare attenzione al contesto storico (pp. 19-22), all'autore e alia circostanza storica (pp. 22-4), all'immagine dell imperatore Giuliano che emerge dal panegírico (pp. 24-9), al carattere funzionale di alcune figure retoriche a cui fa ricorso Claudio Mamertino (pp. 29—37); d) la tradizione manoscritta del testo dei Panegyrici, con una rapida rassegna di informazioni sulla scoperta in etá umanistica, sui manoscritti e sulle edizioni (pp. 38-43); e) sulla presente edizione (pp. 43-4). Le pp. 48-97 sono occupate dal testo latino con una traduzione in castigliano , che sostanzialmente rispetta le caratteristiche e i moduli espressivi del testo antico; successivamente (pp. 101-56) si sviluppa il commento. Concludono il volume una bibliografía (pp. 157-61) e un indice dei nomi propri (p. 163). Nella presentazione (p. 7) LA. dicbiara di aderire alia convinzione di chi ritiene che, per realizzare un contributo plenamente valido sul piano scientifico , sia necessario affiancare al commento storico quello letterario; in realtá, le pagine dedícate al commento dimostrano come LA. preferisca concentrarsi soprattutto sugli aspetti storici che emergono dal testo della Gratiarum actio; il confronto con le fonti parallele considérate, soprattutto Ammiano Marcellino , forse avrebbe meritato un maggiore approfondimento e una...

Abstract This study features the activist rhetoric of early African American clergyman Richard Allen. Through chronological analyses of four late eighteenth- and early nineteenth-century texts, we explore how Allen establishes individual and corporate agency and furthers an African American community consciousness. Allen's rhetoric, we argue, demonstrates the ways material and rhetorical opportunities affect textual production that, in turn, enables freedom and community to emerge. Paying particular attention to the strategy of the narrative account, we demonstrate how Allen's advocacy, which both works within and challenges the limitations imposed by white society, reflects and develops his identity as a black community leader.

This article investigates the status of orality in the history of technical communication. The article calls for orality as an integral part and driving force of technical writing. The article brings to light the misconceptions that have led to a diminished role of oral communication in technical writing. The article shows the implications of oral skills for improved effectiveness of technical communicators. The article outlines the challenges and promises of teaching oral communication in technical writing.

Using the African American women’s intellectual tradition as a framework, this essay investigates a special topics graduate-level course design. It also positions the special topics course as an enabling sight for revising how graduate courses are commonly designed in rhetoric and composition. Through the study of Black women’s intellectual tradition, the author emphasizes a focus on the intellectual processes, including an understanding of the pedagogies and research methodologies that Black women explore.

Abstract As the City of Houston's Bureau of Air Quality Control embraced new policies, technologies, and rhetorical strategies, they simultaneously moved through Lukensmeyer and Torres's "four levels of public involvement," which include the information, consultation, engagement, and collaboration levels (Lukensmeyer & Torres, 2006 Lukensmeyer, C. J., & Torres, L. H. (2006). Public deliberation: A manager's guide to citizen engagement. IBM Center for the Business of Government Collaboration Series. Retrieved November 2007 from http://www.businessofgovernment.org/pdfs/LukensmeyerReport.pdf [Google Scholar]). Because of the technical and scientific nature of air quality inspections, increasing public involvement, especially the involvement of those in a predominantly African American and a predominantly Hispanic neighborhood, has been a challenge. This article describes the Bureau's journey through the information level, where the Bureau opens public access and participation in the investigation and reporting process; the consultation level, where Bureau staff go door-to-door in poor and minority neighborhoods collecting citizen feedback regarding perceived environmental hazards; the engagement level, where the Bureau conducts monthly environmental meetings with neighborhood residents; and the collaboration level, where citizens are taught to collect evidence of environmental violations.

The field of adult literacy is complex. This complexity poses many challenges for literacy programs. This paper addresses the challenges of collaboration, diversity, attendance, assessment and professional development as they apply to adult literacy programs. Recommendations for increasing the success of literacy programs are provided.

I argue that literacy studies needs to define the role of peace in our efforts to pursue social justice. Drawing on the work of Vietnamese Zen Buddhist teacher Thich Nhat Hanh, I show that promoting peace is the means, as well as the end, of working toward social justice. Further, I demonstrate that the process of transforming alienation into connection is a crucial step in fostering peace. Using this framework, I analyze ethnographic data on one highly successful writing instructor's classroom literate practices to illustrate a pedagogical approach that helped shift both students and teacher from alienation to connection.

This article explores the collaborative experience of a university professor and the coordinator of a local hate crimes project as we developed and taught a service-learning course on public dialogue. We begin by describing dialogic communication and suggest that it can be integrated into other forms of public discourse, such as deliberation and advocacy, in order to enrich them. We then describe our course and analyze data we gathered during the semester to assess how the course affected our students. Our analysis suggests that although we missed some opportunities to optimize our students' learning, the course successfully prepared them to plan and facilitate public dialogues on diversity issues, and motivated most of them to become more engaged with their community as democratic citizens and promoters of social justice. We end with lessons learned and ideas for future research and practice.

This conversation among five activists in Brooklyn, New York, explores the intersections between local anti-war organizing efforts and recent response to issues of gentrification, development, and displacement. Four of the five participants are university professors and members of a neighborhood peace group formed after 9/11; the other participant is an organizer for Families United for Racial and Economic Equality. All five live in the same diverse neighborhood. The central contradiction that emerges in the conversation is between the potential for building a more diverse movement around issues of gentrification and the equally great potential for gentrification to reproduce and deepen the very social divisions that have historically hampered organizing multi-racial movements across class lines.

“When Readers Disagree”, Kip Strasma, Review Editor; “Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions” by Cristina Kirklighter, Diana Cardenas, and Susan Wolff Murphy, Reviewed by Kip Strasma; “Engaging Grammar: Practical Advice for Real Classrooms” by Amy Benjamin with Tom Oliva, Reviewed by Kimme Nuckles; “Educating English Language Learners: A Synthesis of Research Evidence” by Fred Genesee, Kathryn Lindholm-Leary, William M. Saunders, and Donna Christian, Reviewed by Mercè Pujol.

Author Sue Monk Kidd, who is white, employs stereotypes of African Americans and problematically appropriates features of black writing in her novel “The Secret Life of Bees”. Nevertheless, this book is worth teaching, not only because it has acquired much cultural capital but also because it offers students a way to examine relationships between whites and blacks in American literature and culture.

This article explores the emotioned dimensions of racist discourses at an all-white public high school. I argue that students’ racist assertions do not always or even often originate in students’ racist attitudes or belief. Instead, racist language functions metaphorically, connecting common racist ideas to nonracist feelings, values, beliefs, and associations that are learned in the routine practices and culture of school.

This essay analyzes the ways in which subtly but powerfully racist ideologies of language and literacy shaped the institutional development of one writing program for “high-risk” African American college students during the late 1960s and early 1970s. It further theorizes the value of such institutional analysis for counteracting racism within present-day writing programs.

In this article I use a double theoretical lens of Bourdieuian (1985, 1991) and Bakhtinian (1981, 1986) perspectives on social space and the dialogism of everyday literacy events to analyze and discuss a classroom literacy event. In this event, which takes place in a diversely populated classroom with a social justice language arts curriculum, four boys read aloud intertextual stories while managing the shifting power dynamics of their social hierarchies.

Abstract Giorgio Trebisonda era un emigrante Greco che già nel suo paese aveva imparato molto bene la grammatica e la retorica. Arrivò a Venezia molto giovane per lavorare nella biblioteca di Francesco Barbaro e passò gran parte della sua vita in Italia insegnando. Nell'ultimo libro del suo manuale, Rhetoricorum Libri V, egli, dedicando un'attenzione particolare all'elocutio, elabora un insieme molto interessante di precetti, intrecciando la teoria degli stili con la dottrina ermogenea delle ιδεαι fino ad allora sconosciuta agli autori di manuali latini. Giorgio Trebisonda aveva già trattato brevemente questa questione, una prima volta, in una lettera indirizzata al suo maestro Vittorino da Feltre e concernente esplicitamente i genera dicendi, una seconda volta, in una lunga lettera mandata a Girolamo Bragadin per dargli consigli su come ottenere la suavitas dicendi. Lamentando di non potere fare riferimento a fonti latine e di conseguenza di trovarsi nella duplice difficoltà di dovere tradurre in latino la terminologia specifica della dottrina Ermogenea e di dovere trovare esempi latini per illustrarla, Giorgio Trebisonda cerca di superare questa difficoltà sostituendo a Demostene, l'autore paradigmatico in Ermogene, Cicerone, dalle cui opere attinge la maggior parte del materiale che inserisce nella dottrina Ermogenea con un risultato veramente eccezionale.

We discuss how studying and creating zines in our composition classes allows our students to negotiate and explore the complexities of writing without the compulsions of many of the politically problematic commonplaces of composition pedagogy. We use zines to examine the unique ways in which their rhetorical devices address conflicts around questions of audience and diversity, as well as the particular questions that the zines raise about the politics of persuasion, our own writing practices, writing strategies that the zines suggest to us, and the construction of alternative communities.

Becoming “publicly active” as a Ph.D. student in English and Education at the University of Michigan was a slow and at times bewildering process, with periods of frustration punctuated by moments of exhilaration. Consistently I encountered exciting opportunities for public scholarship and then saw these efforts dismissed or ignored. On one hand, I was fortunate to collaborate with scholars such as Buzz Alexander, whose Prison Creative Arts Project facilitates theater and writing workshops in prisons throughout Michigan and puts on a stunning exhibition of artwork by Michigan prisoners every spring. At the other extreme, multiple professors admonished me to pursue social justice in other forums—in other words, they believe the academy simply is not geared for such work. In short, graduate school gave me both the desire for public engagement and considerable anxiety about whether to pursue it within academia.

This essay argues that a pedagogy of “dialogue across differences” should be infused into the core curriculum and function as the link joining multicultural education to service learning. Close examination of student reflections and journal writings reveals how such dialogue can enhance learning, strengthen community partnerships, and enrich antiracist pedagogy.

This essay discusses the history of American literature anthologies from the early nineteenth century to the late twentieth century; examines their racial and gender inclusions and exclusions; and argues that literary anthologies have played an important role in the production of the American, and more recently multicultural, national narrative.

Literate Lives in the Information Age profiles technological literacy autobiographies of boys, girls, men, and women of various ethnic, educational, social, economic, technological, and geographica...

Giorgio Trebisonda era un emigrante Greco che già nel suo paese aveva imparato molto bene la grammatica e la retorica. Arrivò a Venezia molto giovane per lavorare nella biblioteca di Francesco Barbaro e passò gran parte della sua vita in Italia inse-gnando. Nell’ultimo libro del suo manuale, Rhetoricorum Libri V, egli, dedicando un’attenzione particolare all’elocutio, elabora un in-sieme molto interessante di precetti, intrecciando la teoria degli stili con la dottrina ermogenea delle ἰδέαι fino ad allora sconosciuta agli autori di manuali latini. Giorgio Trebisonda aveva già trat-tato brevemente questa questione, una prima volta, in una lettera indirizzata al suo maestro Vittorino da Feltre e concernente espli-citamente i genera dicendi, una seconda volta, in una lunga lettera mandata a Girolamo Bragadin per dargli consigli su come ottenere la suaυitas dicendi. Lamentando di non potere fare riferimento a fonti latine e di conseguenza di trovarsi nella duplice difficoltà di dovere tradurre in latino la terminologia specifica della dottrina Ermogenea e di dovere trovare esempi latini per illustrarla, Giorgio Trebisonda cerca di superare questa difficoltà sostituendo a Demostene, l’autore paradigmatico in Ermogene, Cicerone, dalle cui opere attinge la maggior parte del materiale che inserisce nella dottrina Ermogenea con un risultato veramente eccezionale.

Preventing Plagiarism: Tips and Techniques Laura by Hennessey DeSena, Reviewed by Moira Casey; English Studies: An Introduction to the Discipline(s) by Bruce McComiskey, Reviewed by Carolyn Brown; English Studies: An Introduction to the Discipline(s) by Bruce McComiskey, Reviewed by Eric Bateman; Multicultural Hybridity: Transforming American Literary Scholarship and Pedagogy by Laurie Grobman, Reviewed by Edith M. Baker; First Time Up: An Insider’s Guide for New Composition Teachers by Brock Dethier, Reviewed by Linda Houston.

Through analyzing specific examples, the author identifies recurring themes of the genre known as the food memoir, calling attention in particular to its value as multicultural literature

Review Essays: Defining Dialect David Johnson American Voices: How Dialects Differ from Coast to Coast Ed. Walt Wolfram and Ben Ward Do You Speak American? Robert MacNeil and William Cran A Teachers’ Introduction to African American English: What a Writing Teacher Should Know Teresa M. Redd and Karen Schuster Webb.

Review Essays: The Literacies of Hip-Hop Nancy Effinger Wilson Roc the Mic Right: The Language of Hip Hop Culture H. Samy Alim “Gettin’ Our Groove On”: Rhetoric, Language, and Literacy for the Hip Hop Generation Kermit E. Campbell Hiphop Literacies Elaine Richardson Word from the Mother: Language and African Americans Geneva Smitherman.

Abstract Drawing on the insights of psychoanalysis and deconstruction, this article argues that the fixation of some scholars on the status, size, and identity of rhetorical studies is symptomatic of an apocalyptic perversion. An attention to the apocalyptic tone of recent discussions about "Big Rhetoric" in conference papers and journal articles bespeaks a characteristically phallogocentric ideology of discrimination between insiders and outsiders. An examination of the ubiquity and character of this tone, I suggest, forever precludes a united rhetorical studies for two reasons: (1) we enjoy our apocalyptic too much; and (2) apocalyptic is central to the identity of rhetorical studies because it is central to disciplinarity as such. Insofar as the urgency of the apocalyptic tone is sometimes a pragmatic and political necessity, an argument is made in favor of a more playful, polytonal apocalypticism that can help us better reckon with—and sometimes avoid—rhetoric that excludes. Acknowledgments The author thanks Carole Blair, Diane Davis, Debbie Hawhee, and the blind reviewers for their helpful suggestions and wise counsel. Notes 1Arguably, the first love object is not the mother's breast, but the mother's voice; the implications of this article of faith will be detailed in my later remarks on the apocalyptic (see Silverman; and Schwarz). 2I mean to suggest that the exodus was sanctioned in both senses: there are consequences for the enjoyment rhetoric's supplementarity, a point Gaonkar earlier developed in terms of the uncanny (also see Gaonkar, "Rhetoric and Its Double" 341–366). 3That is, he is both celebrated and cursed for establishing order in the idiom of the negative. I should indicate that by "Big Rhetoric" I refer not only to the globalization of rhetoric (or what is sometimes termed the rhetoric of inquiry), but all the related issues that are collected under that name via anxiety about disciplinary identity, including: (1) how ought we define "rhetoric"? (2) how should we define rhetorical studies as a field? by object or recourse to method, or by pedagogical mission? (3) who "owns" rhetoric or where is rhetoric better situated, in departments of English or Communication Studies? (4) is there such a thing as a "rhetorical tradition?" if so, what constitutes that tradition? (5) who does or does not have the authority to define rhetoric and rhetorical studies? (6) is rhetoric inclusive or mutually exclusive of cultural studies? and so on. These many questions all speak to the fundamental anxiety about what rhetoric is and who we are as rhetoricians, and I am focused on the whole of this anxiety vis-à-vis discipline, not any one question in particular. 4The primal horde refers to a mythic scenario developed by Darwin and elaborated by Freud to explain the emergence of the social contract and incest taboo: the idealized and primal father seizes all the women for himself, driving the sons away when they reach maturity. The sons, resentful of the father's despotism but desiring his love, agree to band together, kill the father, and eat him. They do so, however, only at the price of indigestion, for they find that their ideal leader is dead and are haunted by him; consequently, they agree to live as equals and to dispossess "the women" and practice exogamy (See Freud, Totem 201–204). 5This article is the most accessible and, in my view, most accurate description of the debate surrounding rhetoric and discipliniarity. I will nevertheless take issue later with what I think is a misreading of Dilip Gaonkar's positions. 6Of course, "criticism in crisis" is a tired hat, about which more shortly, but for the moment, we can trace it to Paul de Man's "Criticism and Crisis" (in Blindness 3–19). 7For the different ways in which a more interdisciplinary yet coherent, text- or practice-centered and historically mindful rhetorical studies has been called for, see Aune, "The Politics of Rhetorical Studies" 69–76; Fuller, "Globalization"; Keith, "Identity, Rhetoric, and Myth" 106; Leff, "Rhetorical Disciplines" 83–93; Mailloux, "Disciplinary Identities" 5–29 (also see his Disciplinary Histories for a revised version); Mailloux, "Practices, Theories, and Traditions" 129–138; and Mailloux, "Places in Time" 53–68. For arguments in favor of "Big Rhetoric" or globalization, see Simons, "Rhetorical Hermeneutics" 86–109; and Simons, "Globalization" 260–274. For a diversity of views on the issue of disciplinarity, see Herbert W. Simons' edited collection, The Rhetorical Turn, as well as the edited collection by Alan G. Gross and William M. Keith, Rhetorical Hermeneutics. Finally, one consequence of this decade-long discussion was the formation of the Alliance of Rhetorical Societies—initiated by Fred Antczak, Gerard Hauser, Robert Gaines, Michael Leff, and many others associated with the Rhetoric Society of America—which brought together a diverse group of rhetoricians for three days in Evanston, Illinois in the fall of 2003. Descriptions of the discussions at the conference are printed in the third issue of volume 24 of Rhetoric Society Quarterly (2004). 8For a rumination on the "death" of rhetoric, see Bender and Wellberry, The Ends of Rhetoric, especially the introductory essay by the editors, which argues that in modernity "rhetoric" has given way to the delightfully more-syllabic "rhetoricality." 9My argument, however, is deliberately elliptical, as it attempts to underscore the performative dynamics of the debate over "Big Rhetoric" performatively. By "performative" I mean to suggest that the frequent masturbatory, petulant tone and prose of the present essay is both "fun and games" as well as argumentative, a point that will become clearer as the essay progresses toward the analysis of "tone" as a rhetorical device. From time to time I use the word "playful" to denote this approach. As an aside, an important if sadly over-critiqued element of both deconstruction and psychoanalysis is their playful tone and wildly associative writing techniques, which are deliberately employed to accompany the more traditional, syllogistic argument (and sometimes in Derrida's case, against the syllogistic argument). Slavoj Žižek's work is perhaps the most accessible example of performative writing in this sense, but for a full-throttle example of this "style" of performance, see Laurence A. Rickels, Nazi Psychoanalysis, Volume One: Only Psychoanalysis Won the War (Minneapolis: University of Minneapolis Press, 2002). "All you consumer fascist types, you know who you are," opens Rickels on the topic of his style of writing, "cannot be stopped from policing the middlebrow beat to which intellectual discourse was condemned a long time ago" (xv). Although Rickels insists that his "obscurity" is less a "style of writing or argument" than the juxtapositional demand of the objects of his analysis, his rhetoric is unquestionably strategic. 10Most breaks with Freud among psychoanalysts were a consequence of disagreements about drive theory. Some thinkers believed that the drives were not sexual but something else; for example, Jung believed the drives were spiritual in nature, whereas Adler eventually argued humans are driven by self-esteem. Others advocated a complete abandonment of the drive model in favor of more "relational" model, which generally goes under the name of "object relations theory." For the classical textbook on the latter, see Greenberg and Mitchell, Object Relations. 11The better explanation here, however, is that he does not seem to give a shit, when he understands his obstinacy and petulance to be precisely what the Other wants! He very much gives a shit (by hoarding his stuff, as it were) and wants to be disciplined! See Karl Abraham, "Contributions" 370–392. 12Initially Freud believed that the drives always aimed toward pleasure and the avoidance of pain in accord with "the pleasure principle." Eventually, however, Freud changed his mind to suggest there is a "death drive," or a pursuit of something beyond pleasure and life (see Freud, Beyond the Pleasure Principle). Freud's thinking in this respect would lead Jacques Lacan to suggest that, in the end, all drives are death drives. I will discuss this later in terms of "jouissance" or "enjoyment." 13The late James P. McDaniel's recent article, "Speaking Like a State," identifies "political enjoyment" as the problematic jouissance of our time. He argues that only by owning up to satisfactions of sadism, cruelty, and pain that all of us harbor through the processes of self-knowledge and "ironic self-suspension" can we start to counter and avoid the terrible political events (and the destructive, local responses to those events) in these "times of terror" (346). In a certain sense, the critique I advance here shows how the same "psychosocial economy of enjoyment" is in play in our discussions of disciplinarity as well. 14I acknowledge that such a shift from the psychoanalytic theory of the individual psyche to the "group behavior" of rhetoricians is controversial to some readers. In his understudied monograph Group Psychology and the Analysis of the Ego, Freud links the two levels via the function of the "object" (understood as another person) in the individual psyche: "In the individual's life someone else is invariably involved, as a model, as an object, as a helper, as an opponent; and so from the very first individual psychology…is at the same time social psychology as well" (3). My approach is similarly informed (that is, that groups behave in an analogous manner to individuals; e.g., class behavior often reflects Oedipal arrangements). For a more thoroughgoing discussion of this important theoretical tangle, see Jameson, "Imaginary and Symbolic" 338–395. 15I would be remiss not to point out that this some who enjoy tend to be gendered male, a point well made by Carole Blair, Julie R. Brown, and Leslie A. Baxter at the same disciplinary moment that Big Rhetoric became a concern. I will return to their essay later (see Blair, Brown, and Baxter, 383–409). 16For more on this evangelical riff, see Lundberg and Gunn, "'Ouija.'" 17The most recent are Steven Mailloux ("Places in Time") and James Arnt Aune's ("The Politics of Rhetorical Studies") essays in the February 2006 Quarterly Journal of Speech, which are revised versions of papers each delivered at the inaugural Alliance of Rhetorical Societies meeting in Evanston, Illinois in 2003. As the present essay attests, the theme of the 2006 meeting of the Rhetoric Society of America guarantees there are yet more and more to come. 18The keynote address by Steven Mailloux, "One Size Doesn't Fit All: The Contingent Universality of Rhetoric," revisits the Big Rhetoric debate, as did a number of papers on the 2006 RSA Convention Program. 19For the bottom feeders such as me, the suggestion here is that tone marks an intersection of psychoanalysis and rhetoric; tone is unquestionably a rhetorical quality, but it is not a word. Tone also registers the sound of desire and enjoyment. 20 For a Lacanian riff on a similar point ("mode"), see Dolar, "The Object Voice" 19–20. 21"Voice" is a mediating, sister concept to tone, and has received closer scrutiny in rhetorical studies (see Vivian, Being Made Strange; and Watts, "'Voice'" 179–796). 22If "mourning" is "a feeling-tone perhaps unique in the modern university," as James Arnt Aune has suggested ("Politics" 71), then apocalypticism is what the discourse of the modern university shares with the current administration of George W. Bush. The difference between the academic and federal apocalyptic, suggests Ellen Messer-Davidow, is that conservatism truly mourns and moves on, whereas the academic Left seems stuck in its nostalgic weeping. Space limits expanding the argument I offer later beyond the local, however, I would suggest inability of rhetorical studies to "get over itself" or "its death" is the same problem of the academic humanities as well; we simply cannot reckon with our dehabilitating and discriminatory perversity (see Messer-Davidow 1–35). 23For context, the complete comment from the blind reviewer was as follows: "Blair et al., despite the circulation their essay has gotten, struck me as simply whining, and generalizing on the basis of a highly limited sample." 24For a more modest reengagement with the project of defining both rhetoric and rhetorical studies as a field, see Graff, Walzer, and Atwill's The Viability of the Rhetorical Tradition. 25James Darsey has suggested that erring too much on the side of deliberation emasculates protest politics and reformist rhetorics of social change (see Darsey 199–210). 26Once we recognize from the start that forging a contract or agreement among very different kinds of parties only threatens the hidden premise of exclusion, then we are led to a renewed responsibility to re-read our written work and be ever wary of tone. Just like a drug addict, the pervert must own her perversion to stop hurting the self and others. Owning up to one's role in the continuance of oppressive ideological norms is difficult, but as many of those who critique ideology have argued, the systemic character of ideology requires a degree of reflexivity. 27That the latter is the founding motto of any academic department was an argument often told by Robert Lee Scott to his students during many of his rhetoric seminars. My thanks to Dr. Scott for this humorous truism. 28In other words, my argument is that a recourse to a traditional apocalyptic tone—one that tempts the logic of the Same at the expense of the other—may be justifiable as a political strategy to save lives. It seems to me less justifiable as a tone in academic discussion. This would imply not taking a side with either "little rhetoric" or "Big Rhetoric," but rather, taking up the question of definition and disciplinarity solely in the institutional or political context (e.g., how to keep the program getting axed by the dean, and so on). 29Stylistically, Nietzsche famously yoked the feminine to tonal hollows (wombs), water, and the oceanic (see Derrida, Spurs; and Irigaray, Marine Lover). Additional informationNotes on contributorsJoshua Gunn Joshua Gunn is Assistant Professor of Communication Studies at the University of Texas at Austin

Cooks describes how she incorporates her personal experience viewing Without Sanctuary: Lynching Photography in America, a traveling exhibit from 2000 to 2005, in her art history and ethics studies classes. For the purpose of analysis alone, she divides the photographs into four categories: crowd, crowd with lynching victim(s), lynching victim(s) alone, and souvenirs. Students respond in speechless and somber disbelief when confronted with the shameless desire to document and openly celebrate the destruction of the human body. However, the lynching photographs (four of which are included in the essay) are a catalyst for a complex system of varied responses beyond the immediate paralyzing effect. The history of lynching and the continued threat of racial violence are difficult subjects to teach, but the engagement with this history through lynching imagery and the exhibition history of Without Sanctuary has proven to be an important life experience for both Cooks and her students.

Young children are growing up in a time when literacy practices and textual productions are in flux. Yet literacy curricula, particularly for those deemed “at risk,” are tightly focused on the written language “basics.” What are the potential consequences? In this article, the author considers this question, drawing on an ethnographic study of child writing in an urban school site. Using a sociocultural and dialogic frame, she examines first graders' interpretations and negotiations of official writing practices, detailing how these (a) shaped their written language use, including use of time and space, multimodal tools, and expected voices and modeled ideologies and (b) pushed to the sidelines or left in the unofficial child world aspects of their knowledge and know-how, including a breadth of communicative practices and a diversity of graphological symbols. The author concludes with reflections on instructional links among official writing practices, children's literacy experiences, and the “basics” in contemporary times.