Though largely debarred from public rhetorical performance as adult women, young women in the nineteenth-century US received rhetorical training and performed their original compositions before large public audiences as high school students. Their access to the academic platform stemmed in part from their politically contained position as students and “girls” in this context. But students used these opportunities to intervene in political debates and to comment on their experiences as women and students. These rhetorical interventions represent an important part of our rhetorical history, shedding light on a significant rhetorical opportunity for many young women across the US.

Introduction| April 01 2015 Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance Fran L. Lassiter Fran L. Lassiter Guest Editor Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 353–358. https://doi.org/10.1215/15314200-2845081 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Fran L. Lassiter; Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance. Pedagogy 1 April 2015; 15 (2): 353–358. doi: https://doi.org/10.1215/15314200-2845081 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

There's a saying, sometimes attributed as a French Proverb: "If you don't do politics, politics does you. " This seems a straightforward enough idea. Yet as a field, we seem hesitant to acknowledge our necessary and unavoidable role within political structures. Perhaps out of a sense of professionalism, we place a veneer of neutrality around our classrooms and scholarship that constrains our potential as rhetoricians, public writers, and educators. At such moments, we are reminded of Paulo Freire's "Letter to a North American Teacher": "The idea of an identical and neutral role for all teachers could only be accepted by someone who was either naive or very clever. Such a person might affirm the neutrality of education, thinking of school as merely a kind of parenthesis whose essential structure was immune to the influences of social class, of gender, or race" (211). That is, claims of neutrality are either naive of political conditions or a clever way of preserving an unjust status quo. Breaking free of this thinking allows us to ask what our teaching supports and challenges, what our scholarship maintains and combats. With these questions in mind and a recognition of the need to decide and to act, we developed this special issue.

Reviews 217 signposting and recapitulating his argument as it unfolds. In this and other ways he mirrors the qualities he values in Hume's own writing. Christopher Reid University ofLondon Hock, Ronald F., trans., The Chreia and Ancient Rhetoric: Commentaries on Aphthonins's Progymnasmata, (Society of Biblical Literature, Writ­ ings from the Greco-Roman World 31), Atlanta: Society of Biblical Literature, 2012. xii + 345 pp. ISBN 978-1-58983-644-0 This is the third and last volume of a trilogv, all three volumes of which present ancient and Byzantine texts and facing translations, equipped with extensive introductions and commentary, on the chrein, the third of the canon­ ical fourteen progymnasmata, the compositional exercises that began at the intermediate level of the Roman imperial literary-rhetorical education and extended into the advanced level. All three volumes have been published by the Society of Biblical Literature. The first two were co-authored by the late Edward N. O'Neil. O'Neill's scholarly partner Ronald F. Hock has brought the project to its conclusion and benefited from materials pertinent to the third volume that O'Neil left behind. The first volume (1986) presented mainly Roman imperial Greek and Latin discussions of the chreia from an­ cient theoretical works. The second volume (2002) offered ancient and Byzan­ tine classroom exercises in which chreiai were read, copied, declined, and, when the student was ready, elaborated. And now in this final volume Hock gives us the sections of six Byzantine texts that comment on the discussion of the chreia in the Progymnasmata of the late ancient rhetorical theorist Aphthonius , whose work, admitted to the so-called Hermogenic Corpus, became the authority par excellence on these compositional exercises. Hock's Byzantine commentaries on Aphthonius, intended for teachers or students, are by John of Sardis (ninth century), the so-called P-Scholia (ca. 1000), John Doxapatres (eleventh century), the Rhetorica Marciana (twelfth century), Maximus Planudes (thirteenth century), and Matthew Camariotes (fifteenth century). These commentators on Aphthonius, like Aphthonius himself, discussed all fourteen progymnasmata. Hock has excerpted from them only the sections on the chreia. Aphthonius's discussion of the chreia—a saying, an action, or a com­ bination of action and saying, ascribed to a person of note—is only a few pages long. It begins with some brief theoretical remarks. Aphthonius gives a definition and an etymology of the term. He explains the three kinds of chreia. And he lists the eight headings to be used for elaborating a chreia. But the greater part of his discussion is dedicated to the presentation of an elabo­ ration of the chreia "Isocrates said that the root of education is bitter, but the fruits are sweet." Aphthonius's short discussion of the chreia (as well as the 218 RHETORICA rest of his Progymnasmata) generated pages and pages of sequential Byzan­ tine commentaries. One thinks of the similar fate of better known canonized texts: Plato and Aristotle, Hippocrates and Galen. It is something of a déjà lu experience to read commentator after commentator on Aphthonius s spare treatment; indeed, Hock's introductions to each of the commentators, too, inevitably have some repetitiveness to them. Still, one does find peculiarities and idiosyncrasies in the various Byzantine texts, even "some independent analysis" (p. 28). Yet to expect to find much originality in this kind of material is to set oneself up for disappointment; to complain about its pedantry and triviality is to expect a pre-modern scholastic tradition not to be itself (cf. pp. 3, 6). Hock does well in his introductions to keep an eye on the whole work from which the particular chreia section is being excerpted, although his full discussion of Maximus Planudes on the progymnasma speaking-incharacter (pp. 285-92) in his introduction to Planudes on the chreia was perhaps unnecessary there. The commentators clarify, supplement, and illustrate Aphthonius. They have a "penchant... to build on one another" (p. 134). (Matthew Camariotes, though, is in a skimpy class of his own, briefer on the chreia even than Aphthonius.) They bring in material both from the ancient progymnasmatic theoreticians ps.-Hermogenes, Nicolaus of Myra, and Theon (a large portion of the P-Scholia, for example, is simply...

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“We advocate for a needed awareness on the criminalizing of brown and black bodies within the borderlands.”

Other| February 01 2015 Addresses of Contributors to This Issue Rhetorica (2015) 33 (1): 108–109. https://doi.org/10.1525/RH.2015.33.1.108 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 Addresses of Contributors to This Issue. Rhetorica 1 February 2015; 33 (1): 108–109. doi: https://doi.org/10.1525/RH.2015.33.1.108 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. © 2015 by The International Society for the History of Rhetoric. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Literacy research has not yet revealed how bilingual learners develop coherent and robust theories of language. Translation, however, provides emergent bilinguals (EL students) with opportunities to develop metalinguistic awareness, which can lead to a more complete conceptual framework for thinking about language and literacy. This preliminary research study sought to formulate an instructional approach (TRANSLATE: Teaching Reading and New Strategic Language Approaches to English learners) focused on using translation to ultimately improve ELL students’ reading comprehension. Using design research methods and qualitative analytical techniques, researchers asked middle school students described as struggling readers to work collaboratively and use various strategies to translate key excerpts from their required English literature curriculum into Spanish. Analysis of students’ statements, decision making, and interaction indicated that students’ conceptual understandings about language played an important role in their learning. Students reflected on the nature of vocabulary, syntax, and the ways that different languages communicate ideas. These findings extend conversations in literacy studies concerning the unique affordances of bilingualism to increase metacognitive and metalinguistic awareness, known contributors to higher levels of reading comprehension.

This issue’s symposium consists of what I call “critical retrospections” on a CCCC position statement from 1987, “Scholarship in Composition: Guidelines for Faculty, Deans, and Department Chairs.” The authors of the statement intended it to be useful to faculty and administrators called upon to justify or explain the work of composition studies as an academic and scholarly field. The statement calls attention to our field’s methodological “diversity” as well as to how our work “reach[es] outside the traditional methods of literary studies.” I invited several scholars and teachers from across the field to reflect on this statement, asking them if it still represents the range of interests and commitments within our discipline.

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This essay examines James Britton’s role in the development of composition studies as an academic discipline and considers the relevance of his work in the field today. It contends that his influence arose, paradoxically, through his construction of an antidisciplinary theory of the role of language in teaching and learning. Finally, in response to calls for composition studies to move away from its longstanding focus on instruction, it argues instead for an increased emphasis on pedagogical inquiry.

This poster brief describes ongoing research on user taxonomies in free internet pornography, examining tagging and filtering systems in two digital porn bulletin boards on the social network Reddit. These two communities.r/PornVids, a board for mainstream porn, and r/ChickFlixxx, a board for woman-friendly or feminist porn. offer unique insight into not only porn consumption patterns, but also ways of sorting pornography according to distinctly gendered preferences. The researcher concludes by describing future directions for empirical inquiry into internet pornography, making a case for the importance of affective considerations in user research and interface design.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDavida CharneyDavida Charney is a professor in the Department of Rhetoric and Writing at the University of Texas at Austin. Her latest project is a book, Persuading God: Rhetorical Studies of First Person Psalms, to be published by Sheffield Press.NotesSummer Smith Taylor's research career was too brief, cut short by her death from illness at age 39 in 2011.

AbstractYouTube allows activists to broadcast their missions and engage global audiences. “Mother’s Day for Peace,” a 2007 video, features American actresses who recite Julia Ward Howe’s radical 1870 Mother’s Day Proclamation and describe their personal thoughts on mothering. Analyzing this video with transnational rhetoric and disability rhetoric frameworks not only illuminates the persuasive possibilities and drawbacks for the video’s normative feminine gender performance and the spectacle of a war-injured Iraqi girl but also models an approach that prompts rhetoricians to examine larger rhetorical concerns revealed by the intersections of disability, race, gender, and globalization. Notes1 I am greatly indebted to RR peer reviewers Anne Demo, who helped me sharpen my focus, and Jay Dolmage, who both illuminated the broader implications of my analysis and introduced me to Meekosha’s invaluable work. Cindy Lewiecki-Wilson, Maggie LaWare, and Jason Palmeri also provided feedback that benefited my analysis during earlier stages of this project.2 Led by President Robert Greenwald, BNF produces film projects with activist causes, addressing such issues as improving US worker safety, ending petroleum drilling, revealing the power of billionaire Koch brothers, and uncovering US military spending. Greenwald has directed and produced numerous short films with his company Brave New Films, including exposés of Fox News, Walmart, and more. BNF’s activist videos clearly showcase their intention to inspire and create change toward progressive causes.3 For the description I draw on here, see http://archive.is/0RFII. For NMV’s updated website, see http://www.nomorevictims.org/newsite/about/.4 According to holiday historian Jones, Mother’s Day has facilitated a variety of political and social action. For example, in 1933 President Roosevelt issued a proclamation on Mother’s Day that called attention to mothers and children living in poverty (216), and in 1968 Coretta Scott King led a Mother’s Day march to support poor children and their mothers (217). Regarding peace-related political action, a “Mother’s Peace Day” parade was held in 1938, and decades later in the 1980s, Helen Caldicott founded the Women’s Party for Survival, organized against nuclear arms and proliferation. The Party led demonstrations on Mother’s Day. Most recently, on May 2, 2012, supermodel Christy Turlington’s organization, Every Mother Counts, which focuses on maternal mortality, uploaded the video, “No Mothers Day,” prompting mothers to be silent and “disappear” on Mother’s Day in order to “help raise awareness about the hundreds of thousands of women who die each year from complications during pregnancy or childbirth” (see http://www.youtube.com/watch?v=x0w669fZBH8).5 Established in 2002, CodePink (http://www.codepink4peace.org/) identifies itself as a grassroots peace and social justice organization. While not exclusively, its approaches and strategies are women-initiated, women-led, and often based on traditionally feminine tropes such as the color pink.6 Attending to the massive influence of Mother’s Day as a major cultural event in the US is beyond the confines of this article, but I encourage readers to look out for activist events that coincide with the holiday.7 This photograph can be viewed online: http://www.loc.gov/pictures/item/ggb2005018835/.8 Widely available online, the full document can be read at CodePink’s website: http://www.codepinkalert.org/article.php?id=217.9 As of this writing, the site includes broken links and brief information on 2010’s International Women’s Day, another example of a lack of using YouTube’s ability to maintain a presence and further the ongoing discourse regarding Mother’s Day’s potential for antiwar activism.Additional informationNotes on contributorsAbby M. DubisarAbby M. Dubisar is an assistant professor of English and affiliate faculty member in women’s and gender studies at Iowa State University, where she teaches classes on women’s/feminist rhetoric, gender and communication, and popular culture analysis. Her research analyzes the rhetorical strategies of women peace activists in a wide variety of contexts, from archival holdings to YouTube.

AbstractThis essay examines kairos and rhetorical situation theory in relation to scientific inquiry, particularly the quantitative and interpretive components of Samuel G. Morton’s Crania Americana. Morton’s text is a flashpoint of debate on the ability of the sciences to detach themselves from their social contexts. This essay seeks to elucidate the significant political and social influences on scientific practice by examining the impact of kairos on Morton’s data analysis, and thereby to demonstrate kairos as a model for analyzing the interplay of the subjective and objective elements in processes of scientific inquiry. Notes1 I thank RR reviewers Daniel Schowalter and James Zappen for their insightful and useful guidance. I am also grateful for the tremendous helpfulness of Theresa Enos and her staff.2 See http://plum.museum.upenn.edu/˜orsa/Welcome.html.3 See studies by Lyne and Howe and by Barahona and Cachon on the rhetorical dynamics of Gould’s theory of punctuated equilibria.Additional informationNotes on contributorsDaniel ColeDaniel Cole is an assistant Professor in the Department of Writing Studies and Composition at Hofstra University. His research explores Native American rhetoric and resistance writing, especially during the era of Indian Removal. He also researches theory and practice in writing instruction.

AbstractAtom Egoyan's film Ararat advances a rhetoric of mediated mourning that counters Turkish denial of the Armenian genocide. His characters' mourning is mediated in two senses: First, it expresses itself through the production or analy‐sis of visual texts; second, those texts interpose themselves between grieving subjects and the community with whom they identify. while Ararat attempts to visualize the unquenchable urge toward consubstantiality with an ancestral collective, the movie deliberately resists absorption by discourses that render Armenian post-exiles answerable to skeptics and to privileged audiences who appropriate narratives of atrocity for personal catharsis. Notes1. 1I dedicate this essay to my father, Phillip Dwayne Carter (1952–2014). I would also like to thank RR reviewers David Blakesley and Nathaniel Rivers for their trenchant commentary, and Theresa Jarnagin Enos for her guidance and support.2. 2See Siraganian (134) and Parker (1047). What Parker sees as Egoyan's insistence on "intergenerational embrace" also enters into Saroyan's film, which dramatizes young people struggling to support suffering parents as well as parents reaching helplessly toward lost children.3. 3Davis features the quoted passage from Burke's Language as Symbolic Action in her own Inessential Solidarity (33).4. 4See Romney (171) and Torchin (9) for discussions of Spielberg's translation of Holocaust testimony into epic spectacle.5. 5Theriault describes the circumstances of Gorky's emigration in Rethinking Arshile Gorky (15). She also observes that Gorky's ensuing work tended toward abstract experimentalism, as he experienced what Georgiana Banita describes as "an ambivalent relationship to figurative painting" (93). His simultaneous practice and suspicion of figurative representation make him an especially apt ally for Egoyan, who expresses a similar attitude toward mimetic film.6. 6See Inessential Solidarity 21. Although Davis elegantly describes Burke's grounding of identity in multiple, sometimes clashing affinities, she challenges his idea of a biological individual that precedes discourse and that engages in persuasion so as to overcome its originary division from other subjects (23–25). She posits intersubjective union as a constitutive condition rather than a frustrated aspiration.7. 7The Blanchot quotation appears in The Historiographic Perversion (10). In an intriguing turn in the same work, Nichanian also refuses to describe events in Armenia as genocide. He does so, however, from a position deeply opposed to the one adopted by Ali. Nichanian details how historians have demanded copious archival testimony to support the claim of genocide, yet argues that such testimony could never encompass the horror of what took place in Van during and after 1915. Insofar as the idea of genocide makes an intellectual commodity of unrepresentable violence, he finds it inadequate to a Catastrophe that has not ended but continues in the form of concerted denial by the government whose predecessors brought it about.Additional informationNotes on contributorsChristopher CarterChristopher Carter is Associate Professor of English at the University of Cincinnati, where he serves as Composition Director. He is author of Rhetoric and Resistance in the Corporate Academy (Hampton Press, 2008) and previous editor of Workplace: A Journal for Academic Labor. His essays have appeared in Works and Days, JAC, and College English, and he has written chapters for Tenured Bosses and Disposable Teachers as well as Narrative Acts: Rhetoric, Race and Identity, Knowledge. His second book, Rhetorical Exposures: Confrontation and Contradiction in U. S. Social Documentary Photography, will be published by the University of Alabama Press in 2015.

Faculty and writing center tutors bring expertise to writing as practice and process. Yet at many institutions, the two groups work in relative isolation, missing opportunities to learn from each other. In this article, I describe a faculty development initiative in a multidisciplinary writing program that brings together new faculty and experienced undergraduate tutors to workshop instructors’ comments on first-year writing. The purpose of these workshops is to assist faculty in crafting inquiry-driven written responses that pave the way for collaborative faculty-student conferences. By bringing together scholarly conversations on tutor expertise and the role of faculty comments in student learning, I argue for the value of extending partnerships between writing centers and programs. Such accounts are important to the field for challenging what Grutsch McKinney (2013) calls the “writing center grand narrative,” which limits the scope of writing center work by imagining centers primarily as “comfortable, iconoclastic places where all students go to get one-to-one tutoring on their writing” to the exclusion of lived realities (p. 3). In this case, I describe a writing center where tutors bring their expertise outside the center and into the faculty office, consulting in small groups with faculty with the aim of enriching the quality of instructor feedback in first-year seminars.

Welcome to the second issue of the Journal of Response to Writing! We are delighted with the warm response to this new journal and to our first issue, of which we are very proud. Thanks again to the authors who shared their work with us and to our Editorial Advisory Board.

My own interest in launching this journal arose in the spring of 2012 when I taught a new doctoral seminar on response to student writing. I had a very bright and engaged group of students who, for the major assignments in the course, reviewed the existing literature and made research proposals related to their own interests around the broad topic of response. Their topics and ideas were fascinating and on the cutting edge, but there was a problem: In several instances, there was little (or no) recent research for them to review.

In a conversation with an editor of the Journal of Second Language Writing, the question was asked, “What is the most popular topic of submitted manuscripts to the Journal?” The response was as decisive as it was quick, “That’s easy. Feedback or response to writing is by far the most commonly submitted topic.” That brief exchange triggered a number of questions that needed answers. First and foremost among those questions is, if response to writing is such a popular topic, might there be a need within our profession for another venue for such scholarship? Though the Journal of Second Language Writing is extraordinary at disseminating the highest quality research on broad aspects of second language writing, space within its pages is limited. Therefore, we determined to investigate whether there is indeed a need for another venue for quality scholarship on response to writing for international dissemination.

This commentary is an afterword and response to a cluster of essays on graduate education edited by Leonard Cassuto. Arguing for reform of the academic job system in which most PhDs will become contingent faculty members, the commentary engages principally with the work of David Downing and Marc Bousquet.

This response to the articles collected in this cluster observes that many analysts have constructed a “survivor” discourse surrounding graduate education, offering solutions at the level of individual choice and agency. The author argues instead for the critical importance of addressing academic employment structurally.

This introduction positions the essays in this special cluster as early entries in a necessary conversation about how to teach graduate school better and more attentively during these straitened and changing times. It is a conversation we need to begin.

The Minnesota Sex Offender Program (MSOP) offers treatment to sex offenders civilly confined after they complete their prison sentences. In this article, we enhance the notion of kairos in rhetorical situations with the perceptions of risk and the sociological concept of moral panic by tracing three kairotic moments involving MSOP: the 1992 Dennis Linehan civil commitment case; the 2003 murder of college student Dru Sjodin; and the 2012 provisional discharge of Clarence Opheim. We examine the political, public, and media response to these events and provide the results of 21 interviews with stakeholders. In doing so, we hope to illustrate how moral panic and risk perception can so influence what seems the right choice at the right time that stakeholders may get caught in what we call kairotic cycles, where solutions to a problem are stymied by competing perceptions and by entrenched positions that reoccur over time and without resolution.

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This article describes a series of community-based research projects, (Re)Writing Local Racial, Ethnic, and Cultural Histories, done in partnership with the local African American, Hispanic/Latino, and Jewish communities. The author argues that these projects are one substantive response to the ongoing, growing demand that English studies teacher-scholars and students participate in purposeful, impactful public work. These projects position students as rhetorical citizen historians who produce original historical and rhetorical knowledge and promote democracy through conscious, deliberate rhetorical historical work. But these partnerships also raise complex issues of unequal, fluid, and shifting discourses among community partners, students, and faculty and, consequently, inform ways to enact publicly shared meaning in community literacy partnerships.