Being an African American woman for almost 40 years, a secondary education teacher for three years, and a three-time college student, I am well versed in the micro aggressions that plague students in education, which is why I feel it's important to always be aware of new information meant to combat the systems of oppression found in learning environments. Through my research, I realize what is needed is a way to help individuals see and acknowledge discriminatory practices in the educational field, especially when it comes to writing and the writing process. Culture, nationality, beliefs, biases, and stereotypes are not like layers of clothing that one can check at the door and pick up later. We have all been exposed to the unfair dynamics that form the race relations in society, and we carry those understandings with us everywhere we go, even if we are not completely aware of them. However, awakening this awareness is prevalent to promote a beneficial learning environment for students both in the classroom and in the writing center.

Working in writing centers is a great gig. We get to lead units committed to making collaborative learning happen in a host of ways: students gaining access to or refining disciplinary literacies, faculty and administration discovering more effective ways for writing to demonstrate learning and transfer, and tutors becoming conscious of their voices as mentors of communities of practice, both disciplinary and sociocultural. Many of us "graduate" from being students who have been tutored in writing centers to serving as writing tutors ourselves; some of us inspired by all of that labor decide to pursue graduate education in and become directors of these amazing units, charged with sustaining and growing these amazing units and all those who teach and learn within While our field has plenty of resources for educating tutors, for coaching faculty across the disciplines on using writing for teaching

Since the 2016 release of the Modern Language Association’s new style guidelines, scholars and teachers—along with writing centers, libraries, and editorial staffs--have been familiarizing themselves with the changes. Based on a standardized approach to citation, the eighth edition of the MLA Handbook asks us to adjust some long-entrenched habits. Perhaps more pressingly, the new MLA format reminds us of enduring pedagogical challenges regarding students’ information literacy, habits of source citation, and understanding of knowledge-making. With this issue of Composition Forum marking the journal’s progression to the new guidelines, we asked two scholars to explore the MLA Handbook ’s significance for our field’s scholarly and teacherly work.

Review of Warrior Writers: A Collection of Writing & Artwork By Veterans editors Lovella Calica and Kevin Basl.

Review essay of When Johnny and Jane Come Marching Home: How All of Us Can Help Veterans by Paula Caplan and See Me For Who I Am: Student Veterans’ Stories of War and Coming Home by David Chrisinger.

The authors offer an introduction to the special issue on veterans’ writing, highlighting the four major areas of work that emerge in the issue: 1) veterans’ writing in extracurricular settings, whether in community projects and writing groups or specific programs based on veterans’ wellness, healing, and recovery; 2) veterans’ writing in the composition classroom on university campuses or at military bases; 3) faculty development initiatives that help prepare university faculty, instructors, and TAs for their work with veterans in the classroom. A fourth area centers around veterans’ creative works—poetry, in particular—and reviews of the literature of veterans studies and veterans’ writing.

Review of Generation Vet: Composition, Student-Veterans, and Post-9/11 University by editors Sue Doe and Lisa Lanstraat.

Research problem: Although labor statistics document a steady rise in contract, contingent, and entrepreneurial labor, knowledge about the professional communication practices that build and sustain independent careers in the field of technical communication (TC) largely emerges from broad survey analysis, cultural/social critiques, or individual anecdotes. From these statistics and stories, we already know that independent technical communicators face challenges ranging from legal issues to establishing marketing visibility when they start and maintain businesses. Drawing on thick qualitative description from semistructured interviews, this article responds to the need for more systematic research tracing the networking practices, technologies, and relationships that enable entrepreneurial work. Research question: How do established individual entrepreneurs in TC describe the social relationships, networking practices, and networking technologies that shape their careers over time? Literature review: This project extends prior research at the intersections of entrepreneurship, technical communication, and social networks. Entrepreneurial studies research indicates that strong social ties and embeddedness influence venture performance; however, systematic scholarship on the networks or networking practices of independent or entrepreneurial technical communication practice has been limited. Methodology: The project used semistructured interviews to analyze the professional communication practices of eight technical communicators with considerable experience working independently as consultants or small-business owners. We used an online search to identify experienced entrepreneurs in the interdisciplinary field of technical communication. After recruiting participants via email, we conducted semistructured interviews to gather employment narratives, while prompting participants to share information about career-relevant ties, networking practices, and networking technologies. We then analyzed data through two iterative qualitative coding passes. Results and conclusions: Our participants, made up of experienced TC entrepreneurs, have used networking over at least two decades to advance personal business outcomes and evolve technical communication as a field and profession. Findings detail how networking is central to professional social knowledge construction, as TC entrepreneurs establish transactional contact with others, practice learning, and enact exponential reputation-building that addresses the isolation of working outside traditional organizations. Since this is a qualitative study based on self-report, the results are not generalizable but provide a foundation for future larger-scale research building from these qualitative themes.

Research problem: Entrepreneurial passion has been shown to play an important role in venture success and, therefore, in investors' funding decisions. However, it is unknown whether the passion entrepreneurs personally feel or experience can be accurately assessed by investors during a venture pitch. Research questions: (1) To what extent does entrepreneurs' personal passion align with investors' perceived passion? (2) To what cues do investors attend when assessing entrepreneurs' passion? Literature review: Integrating theory and research in entrepreneurship communication and entrepreneurial passion within the context of venture pitching, we explain that during venture pitches, investors make judgments about entrepreneurs' passion that have consequences for their investment decisions. However, they can attend to only those cues that entrepreneurs outwardly display. As a result, they may not be assessing the passion entrepreneurs personally feel or experience. Methodology: We used a sequential explanatory mixed methods research design. For our data collection, we surveyed 40 student entrepreneurs, videorecorded their venture pitches, and facilitated focus groups with 16 investors who viewed the videos and ranked, rated, and discussed their perceptions of entrepreneurs' passion. We conducted statistical analyses to assess the extent to which entrepreneurs' personal passion and investors' perceived passion aligned. We then performed an inductive analysis of critical cases to identify specific cues that investors attributed to passion or lack thereof. Results and conclusions: We revealed a large misalignment between entrepreneurs' personal passion and investors' perceived passion. Our critical case analysis demonstrated that entrepreneurs' weak or strong presentation skills led investors either to underestimate or overestimate, respectively, perceptions of entrepreneurs' passion. We suggest that entrepreneurs should develop specific presentation skills and rhetorical strategies for displaying their passion; at the same time, investors should be wary of attending too closely to presentation skills when assessing passion.

Research problem: Studies how one entrepreneur acquired, applied, and fit frames to her startup venture and stakeholders over one year. Research questions: How do pitchers acquire frames for pitches? How do pitchers apply frames to existing pitches? How do pitchers gauge the fit between the innovation, frames, and stakeholders? Literature review: The literature examined-framing professional communication, developing pitches, and framing pitches-stresses the relationship between framing, agency, and deliberation. However, few studies approach data from the perspective of the pitcher and few frames outside of the problem-solution frame are considered. Methodology: This autoethnography analyzes data from more than 500 pages of field notes, 60 minutes of video-recorded pitch sessions, 25 interviews with pitch stakeholders, and various textual artifacts that pertained to Author 1's nonprofit startup organization, Hacker Gals. Themes in the data were identified and analyzed through the composition of analytic memos. Frames were identified and analyzed through close reading and holistic interpretation. Results and conclusions: The entrepreneur acquired the most influential frames through stakeholder discussion, applied these frames in a way that stacked and made salient multiple frames beyond the problem-solution frame, and judged frame fit by considering the degree to which catchers took up the frames. The study's results suggest that the practice of frame stacking might increase pitch effectiveness by mitigating troubled identifications.

Research problem: This study investigates entrepreneurship as a rhetorical practice and seeks to illustrate how narratives of individuals from different cultures create a discourse of entrepreneurship. We offer theoretical and methodological considerations for comparative international analyses in entrepreneurship research. Research questions: (1) How do the stories that are told by entrepreneurs from different cultures reveal their values? (2) What can those stories tell us about entrepreneurship in different cultures? Literature review: An emerging stream of authors proposes to study entrepreneurship from individual narratives, but studies on entrepreneurship rhetorics are scarce, seldom use an international approach, and rarely cover the cultural aspects. Methodology: We collected entrepreneurial narratives in the US, Spain, and China, and deployed a novel two-fold method to retain cultural nuances and validate translation accuracy. Narrative data were studied based upon the coding, constant comparison, and memo writing used in grounded theory. Results and conclusions: We identify three core metaphorical devices used by participants to structure their entrepreneurial journeys (action and learning, autonomy and money, and exceptionalism and networks), and we suggest that the use of these metaphorical pairs varies both within and across cultures. These findings offer preliminary evidence, for the first time in the literature, that building a rhetorical understanding of entrepreneurship requires that we consider two axes: the individual and the cultural.

Applied Pedagogies: Strategies for Online Writing Instruction, edited by Daniel Ruefman and Abigail G. Scheg. Boulder: UP of Colorado for Utah State UP, 2016. Print. Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew. Fort Collins: WAC Clearinghouse and Parlor Press, 2015. Print. A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI) by the CCCC Committee on Best Practices for Online Writing Instruction. Conference on College Composition and Communication. Mar. 2013. Web.

Book Review| December 01 2016 Mapping the Cold War: Cartography and the Framing of America’s International Power Mapping the Cold War: Cartography and the Framing of America’s International Power. By Timothy Barney. Chapel Hill: University of North Carolina Press, 2015; pp. Xiii + 322. $29.95 paper. Amber Davisson Amber Davisson Keene State College Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (4): 699–702. https://doi.org/10.14321/rhetpublaffa.19.4.0699 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Amber Davisson; Mapping the Cold War: Cartography and the Framing of America’s International Power. Rhetoric and Public Affairs 1 December 2016; 19 (4): 699–702. doi: https://doi.org/10.14321/rhetpublaffa.19.4.0699 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| December 01 2016 Voting Deliberatively: FDR and the 1936 Presidential Campaign Voting Deliberatively: FDR and the 1936 Presidential Campaign. By Mary E. Stuckey. University Park: Pennsylvania State University Press, 2015; pp. vii + 154. $64.95 cloth. Amos Kiewe Amos Kiewe Syracuse University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (4): 696–699. https://doi.org/10.14321/rhetpublaffa.19.4.0696 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Amos Kiewe; Voting Deliberatively: FDR and the 1936 Presidential Campaign. Rhetoric and Public Affairs 1 December 2016; 19 (4): 696–699. doi: https://doi.org/10.14321/rhetpublaffa.19.4.0696 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal Issue Section: Book Reviews You do not currently have access to this content.

Book Review| December 01 2016 Restorative Justice, Humanitarian Rhetorics, and Public Memories of Colonial Camp Cultures Restorative Justice, Humanitarian Rhetorics, and Public Memories of Colonial Camp Cultures. By Marouf Hasian Jr. London: Palgrave Macmillan, 2014; pp. x + 256. $105.00 cloth. Peter Ehrenhaus Peter Ehrenhaus Pacific Lutheran University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (4): 709–711. https://doi.org/10.14321/rhetpublaffa.19.4.0709 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Peter Ehrenhaus; Restorative Justice, Humanitarian Rhetorics, and Public Memories of Colonial Camp Cultures. Rhetoric and Public Affairs 1 December 2016; 19 (4): 709–711. doi: https://doi.org/10.14321/rhetpublaffa.19.4.0709 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| December 01 2016 War Had Transformed Them All: Coming to Terms with the Civil War The Abolitionist Imagination. By Andrew Delbanco. Cambridge, MA: Harvard University Press, 2012; pp. vii + 205. $24.95 cloth.American Oracle: The Civil War in the Civil Rights Era. By David W. Blight. Cambridge, MA: Harvard University Press, 2011; pp. 1 + 314; $27.95 cloth; $17.95 paper.Confederate Reckoning: Power and Politics in the Civil War South. By Stephanie McCurry. Cambridge, MA: Harvard University Press, 2012; pp. 1 + 449; $21.95 paper.Freedom National: The Destruction of Slavery in the United States, 1861–1865. By James Oakes. New York: W. W. Norton and Company, 2013; pp. ix + 595; $18.95 paper.Living Hell: The Dark Side of the Civil War. By Michael C. C. Adams. Baltimore, MD: Johns Hopkins University Press, 2014; pp. ix + 292; $29.95 cloth. Jeffrey B. Kurtz Jeffrey B. Kurtz Jeffrey B.Kurtz is Associate Professor of Communication at Denison University in Granville, Ohio. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (4): 679–692. https://doi.org/10.14321/rhetpublaffa.19.4.0679 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jeffrey B. Kurtz; War Had Transformed Them All: Coming to Terms with the Civil War. Rhetoric and Public Affairs 1 December 2016; 19 (4): 679–692. doi: https://doi.org/10.14321/rhetpublaffa.19.4.0679 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal Issue Section: REVIEW ESSAY You do not currently have access to this content.

Book Review| December 01 2016 Civic Jazz: American Music and Kenneth Burke on the Art of Getting Along Civic Jazz: American Music and Kenneth Burke on the Art of Getting Along. By Gregory Clark. Chicago, IL: University of Chicago Press, 2015; pp. 208. $75.00 cloth; $25.00 paper. Raymond Blanton Raymond Blanton Creighton University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (4): 712–715. https://doi.org/10.14321/rhetpublaffa.19.4.0712 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Raymond Blanton; Civic Jazz: American Music and Kenneth Burke on the Art of Getting Along. Rhetoric and Public Affairs 1 December 2016; 19 (4): 712–715. doi: https://doi.org/10.14321/rhetpublaffa.19.4.0712 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| December 01 2016 The Rhetoric and Politics of American Fundamentalism Superchurch: The Rhetoric and Politics of American Fundamentalism. By Jonathan J. Edwards. East Lansing: Michigan State University Press, 2015; pp. xvii + 249. $44.95 paper. Paul Stob Paul Stob Vanderbilt University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (4): 693–696. https://doi.org/10.14321/rhetpublaffa.19.4.0693 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Paul Stob; The Rhetoric and Politics of American Fundamentalism. Rhetoric and Public Affairs 1 December 2016; 19 (4): 693–696. doi: https://doi.org/10.14321/rhetpublaffa.19.4.0693 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| December 01 2016 Michael Moore and the Rhetoric of Documentary Michael Moore and the Rhetoric of Documentary. Edited by Thomas W. Benson, Brian J. Snee. Carbondale: Southern Illinois University Press, 2015; pp. 302. $35.50 paper. Teresa Bergman Teresa Bergman University of the Pacific Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (4): 702–705. https://doi.org/10.14321/rhetpublaffa.19.4.0702 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Teresa Bergman; Michael Moore and the Rhetoric of Documentary. Rhetoric and Public Affairs 1 December 2016; 19 (4): 702–705. doi: https://doi.org/10.14321/rhetpublaffa.19.4.0702 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal Issue Section: Book Reviews You do not currently have access to this content.

Book Review| November 01 2016 Review: Tecniche teatrali e formazione dell'oratore in Quintiliano, by Francesca Romana Nocchi Francesca Romana Nocchi, Tecniche teatrali e formazione dell'oratore in Quintiliano (Beiträge zur Altertumskunde 316), Berlin-Boston: de Gruyter, 2013. 232 pp. ISBN: 9783110324464 Giuseppe Aricò Giuseppe Aricò Giuseppe Aricò Università Cattolica del Sacro Cuore Viale Aretusa 19 20148 Milano Italy giuseppe.arico@unicatt.it Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2016) 34 (4): 455–458. https://doi.org/10.1525/rh.2016.34.4.455 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Giuseppe Aricò; Review: Tecniche teatrali e formazione dell'oratore in Quintiliano, by Francesca Romana Nocchi. Rhetorica 1 November 2016; 34 (4): 455–458. doi: https://doi.org/10.1525/rh.2016.34.4.455 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2016 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| November 01 2016 Review: Visual Rhetoric and Early Modern English Literature, by Katherine Acheson Katherine Acheson. Visual Rhetoric and Early Modern English Literature, London: Ashgate, 2013. 174+x pp. ISBN: 9780754662839 (hardback) Chris Dearner Chris Dearner Chris Dearner University of California, Irvine 2414 N.W. 32nd St, Oklahoma City, OK 73112 USA cdearner@uci.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2016) 34 (4): 458–460. https://doi.org/10.1525/rh.2016.34.4.458 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Chris Dearner; Review: Visual Rhetoric and Early Modern English Literature, by Katherine Acheson. Rhetorica 1 November 2016; 34 (4): 458–460. doi: https://doi.org/10.1525/rh.2016.34.4.458 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2016 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| November 01 2016 Review: Rhetoric and Rhythm in Byzantium: The Sound of Persuasion, by Vessela Valiavitcharska Valiavitcharska, Vessela. Rhetoric and Rhythm in Byzantium: The Sound of Persuasion, Cambridge: Cambridge University Press, 2013. 243 pp. ISBN: 9781107273511 Debra Hawhee Debra Hawhee Debra Hawhee Penn State University College of the Liberal Arts 435 Burrowes Building University Park , PA 16802 USA hawhee@psu.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2016) 34 (4): 465–467. https://doi.org/10.1525/rh.2016.34.4.465 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Debra Hawhee; Review: Rhetoric and Rhythm in Byzantium: The Sound of Persuasion, by Vessela Valiavitcharska. Rhetorica 1 November 2016; 34 (4): 465–467. doi: https://doi.org/10.1525/rh.2016.34.4.465 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2016 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| November 01 2016 Review: Hellenistic Oratory: Continuity & Change, edited by Christos Kremmydas and Kathryn Tempest, and Libanius the Sophist: Rhetoric, Reality, and Religion in the Fourth Century, by Raffaella Cribiore Christos Kremmydas and Kathryn Tempest, eds., Hellenistic Oratory: Continuity & Change, Oxford, 2013. 420 + x pp. ISBN: 9780199654314Raffaella Cribiore, Libanius the Sophist: Rhetoric, Reality, and Religion in the Fourth Century, Ithaca: Cornell, 2013. 260 + x pp. ISBN: 9780801452079 Jeffrey Walker Jeffrey Walker Jeffrey Walker Dept. of Rhetoric & Writing University of Texas at Austin Mailstop B5500 Austin, Texas 78712 USA JSWalker@austin.utexas.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2016) 34 (4): 460–465. https://doi.org/10.1525/rh.2016.34.4.460 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Jeffrey Walker; Review: Hellenistic Oratory: Continuity & Change, edited by Christos Kremmydas and Kathryn Tempest, and Libanius the Sophist: Rhetoric, Reality, and Religion in the Fourth Century, by Raffaella Cribiore. Rhetorica 1 November 2016; 34 (4): 460–465. doi: https://doi.org/10.1525/rh.2016.34.4.460 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2016 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Article abstract in English The article discusses the manifestations of linear logic in text structuring for academic book reviews, a genre in which structuring is both the subject of comment and a writing practice. By studying these two facets, the analysis contrasts two cultural contexts (Estonian and French) in two disciplines (history and language sciences) and observes their evolution on the time scale of the last ten years. The study considers whether the book review follows or rebuilds the structure of the commented book, figures out the maximum number of units mentioned, and analyses the vocabulary and comments which show discursive practices. Regarding the Estonian corpora, the structure of the commented book is often followed in the text reviewing the book whereas in French corpora a more synthesized presentation of books is common. Finally, the article analyses the most salient examples that use linear description in order to criticize and in order not to criticize.Le résumé en Français L’article discute les manifestations de la logique linéaire dans l’activité de la structuration de texte et du propos dans le genre du compte rendu de lecture académique, un genre où la structuration fait l’objet de commentaires et se pratique également dans l’exercice même de la rédaction. En exploitant ces deux facettes, l’analyse met en contraste deux contextes culturels – estonien et français – dans deux disciplines (histoire et sciences du langage) dans la perspective de ces dernières dix années. Par des indices comme le nombre maximal des chapitres énumérés, leur suivi ou leur restructuration dans le texte, le lexique ou les commentaires explicitant des pratiques discursives, le sondage montre un suivi plus marqué de la structure de l’ouvrage-objet dans les sous-corpus estoniens alors qu’une présentation plus synthétisée caractérise les corpus français. L’analyse de quelques exemples saillants discute d’une part l’usage de la linéarité pour critiquer et d’autre part pour ne pas critiquer.

Smith, J. and Wrigley, S. (2016) Introducing Teachers’ Writing Groups: Exploring the Theory and Practice. Abingdon: Routledge, pp.150, £95.00, 9781138797420 \n \n \nIntroducing Teachers' Writing Groups: Exploring the Theory and Practice, by Jenifer Smith and Simon Wrigley, is co-published by Routledge and the National Association for the Teaching of English (NATE) as the latest offering in a collaborative series. The Association is the professional body in the UK for all teachers of English in primary and post-primary schools and their series with Routledge is intended to promote ‘standards of excellence in the teaching of English’ by disseminating ‘innovative and original ideas that have practical classroom outcomes’, as well as supporting teachers’ own professional development. In this latest addition to the series, Smith and Wrigley address a key underlying question – indeed challenge – for English teachers: how can you teach students to write if, as a teacher, you can’t, or don’t, or won’t, write yourself? The authors introduce us to teachers’ writing groups as one compelling way to meet this challenge; such groups, the book demonstrates, encourage and support teachers as writers. Similarly, writing groups can also be of value in higher education settings for colleagues (Grant 2006, Badenhorst et al. 2013 and Geller and Eodice 2013), and for students (Aitchinson 2009), and it is the application of the book’s theory and practices in these contexts that may prove most useful for readers of the Journal of Academic Writing.

Academic writing courses and subject-matter courses have been taught independently to a large extent at many European universities following a ‘study skills model’ (Lea and Street 1998). An integrated approach, however, both in students’ L1 (or their language of instruction) and in English (if this is not their L1), in accordance with Lea and Street’s ‘academic literacies model’ has a number of advantages. Introducing an academic literacies model, however, is difficult to implement since it requires the joint effort of both subject-domain teachers and language teachers and involves deviating from familiar teaching methods. To implement the changes required, a three-level approach has been developed at Justus Liebig University (JLU), Giessen/Germany, as one of several measures in a university-wide project. In this approach, the university’s writing centre and teaching centre take over the role of ‘motors’ of literacy development in all disciplines. The macro-level of this three-level approach encompasses central services provided by these centres as well as university-wide literacy development policies. The meso-level addresses programme development, and the micro-level, curriculum and syllabus adaptations for individual courses. The article provides insight into the measures to be taken at each of these levels based on a review of prior research on Integrating Content and Language in Higher Education (ICLHE) (Gustafsson 2011, Gustafsson and Jacobs 2013 and Wilkinson and Walsh 2015) and the central role that writing centres and teaching centres can play in this process.

Although multiple studies have found that peer review is an effective instructional practice for the teaching of academic writing in K–12 settings, little research exists that documents students’ views of peer review and the features that make peer review tasks useful or challenging for writing development. In this study, we investigated high school students’ perceptions of peer review through a questionnaire administered to 513 students from four schools who had used SWoRD, an online peer review system. Data were analyzed both quantitatively and qualitatively. Our findings demonstrate that most students viewed peer review as helpful to their writing development and that students consistently viewed three features of the SWoRD peer review system as most beneficial: anonymity of writers and reviewers, opportunities to review other students’ writing, and feedback from multiple readers. Students reported difficulty with managing conflicting reviews and wording their feedback. Our study contributes to existing research on peer review of writing by suggesting that secondary peer review activities would be more helpful to students if they considered students’ concerns about social positioning and face-saving, allowed writers to receive feedback from multiple reviewers, and taught students how to manage conflicting reviews. Additionally, our study suggests that the benefits of reviewing have been greatly underestimated in existing research and that students would benefit from more opportunities to give, as well as receive, feedback on academic writing.

“Throughout the book, Owens recognizes and values the agentic moves of first-time mothers who leverage educational knowledge in their birth plans and those who draw from their own experiential knowledge of childbirth. In doing so, she resists privileging either knowledge.”