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
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\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.”

This examines the complex relationship between plain language and ethical work in technical and professional communication (TPC). This book is a timely and needed reinvigoration of plain language within TPC research. The author asserts that plain language has been understudied in TPC recently, despite its increasing pervasiveness in engineering, law, health communication, business, and other fields. The author contributes a model to identify bureaucratic, unfamiliar, rights-oriented, and critical (BUROC) situations where using plain language can support ethical communication between writers and readers. To explore this model, he effectively balances TPC ethics theory with concrete descriptions of real-world applications of plain language. The book closely aligns scholarship and practice. TPC is viewed as a rhetorical and humanistic enterprise, and plain language can help to advance the profession's broader ethical commitment to clear, accessible communication.

Research problem: Organizations continue to rely upon virtual teams, yet knowing how, and for how long, individual members' computer-mediated communication (CMC) anxiety affects virtual team interactions and performance outcomes is not well-known. Research questions: (1) What is the relationship between CMC anxiety and virtual team participation? (2) How does this relationship influence the perceptions of individual performance? (3) Does this relationship persist over time? Literature review: A literature review including communication and media structures, input-mediator-output team effectiveness, and individual CMC anxiety elements indicate researchable negative effects upon virtual team interaction and participation in CMC environments. Higher levels of individual CMC anxiety could dampen participation quantity, participation type (task versus social), participation quality, and perceptions of individual performance. Further, the initial negative interactions and behaviors could persist over time. Methodology: This quantitative quasiexperimental study involved surveying, observing, and coding the interactions of 22 virtual project teams (consisting of a total of 110 individuals) over a span of four months. The teams used a CMC tool with shared file space and discussion boards to coordinate database design and implementation work. Data were collected from questionnaire surveys, individual message postings, and team project scores. Individual message postings were coded to measure participation quality (task focus and topic introductions) and participation quantity (message count and words per message). Data were analyzed using repeated-measures multivariate analyses along with follow-up univariate statistical testing. Results and conclusions: The results indicate that individuals with higher levels of CMC anxiety participated less, sent fewer task-oriented messages, introduced fewer novel topics, and were rated more poorly by team members on their performance compared to individuals with lower levels of CMC anxiety. The results also show that CMC-anxious individuals do send relatively more social-oriented messages, perhaps to compensate for typical apprehensive communication behaviors in a virtual team environment. In addition, participation quality and quantity and perceptions of performance by CMC-anxious team members do not significantly improve, even with repeated interactions over CMC. Although study participants evidenced high engagement with the project tasks, the study is limited by its use of student subjects. The study suggests the importance of team leaders and role definitions for virtual teams, to counteract potential unintended effects of CMC technology use masking actual participation and contribution of virtual team members. Future research could investigate the efficacy of interventions for reducing the negative impacts of CMC anxiety in virtual team performance, as well as the influence of individual structures such as CMC anxiety in the use of CMC and team structures in the virtual team environment.

Research problem: Partially distributed teams (PDTs) are virtual teams that consist of at least two distinct geographically dispersed subgroups that communicate mainly through information and communication technology (ICT). As such teams become increasingly prevalent, it is important to understand how to manage them to maximize team effectiveness. The perceptions of effectiveness of PDTs may be significantly decreased when they are characterized by ingroup dynamics, consisting of preferential attitudes and actions toward collocated members, with accompanying conflict and lack of trust in regard to the distant subteam(s). Research questions: Do ingroup dynamics negatively impact perceptions of effectiveness in PDTs and, if so, how strongly? What factors can lessen ingroup dynamics-specifically, can training or reliable ICT support decrease ingroup dynamics? Does organizational context affect these relationships? Does whether or not the PDT is international affect these relationships? Does the number of subgroups in a PDT affect these relationships? Literature review: Social identity theory suggests how ingroup dynamics may emerge and create fault lines between subteams in a PDT. Effectiveness is defined in terms of process performance, which refers to how well the teamwork process has been undertaken. Prior research suggests that ICT reliability and training for work in distributed teams may decrease ingroup dynamics and improve effectiveness. International members, the specific organizational context, and the number of subteams per team might moderate these relationships. Methodology: An online survey of professionals with experience in PDTs was conducted, with two subsamples-one from a single large telecommunications company and one from a mix of organizations. Partial least squares regression was used to build and test a model of the relationships among the variables measured. Results: Ingroup dynamics have a strong negative relationship with perceived effectiveness. Overall, technology reliability and training significantly reduce ingroup dynamics. In the telecommunications company, training increased ingroup dynamics; thus, training may not always be beneficial, depending on organizational culture and the modes and types of training provided by a specific organization. Neither international membership on the team nor the number of subgroups per team was a significant multigroup moderator on any path in our model. Conclusions: These results help to extend social identity theory into this domain as they elucidate specifically that ICT reliability and training promote effectiveness of PDTs and that ingroup dynamics affect the perceptions of effectiveness in such teams. The results give managers guidance on what issues of PDTs to focus on to promote the effectiveness of PDTs.

Research problem: Subgroup formation in global virtual teams could negatively impact team performance due to difficulties in coordination, trust, and team cohesion. Research questions: What role do trust and team cohesion play in the relationship between coordination effectiveness and team performance of global virtual teams with two distinct subgroups? Literature review: Prior research suggests that coordination effectiveness on team performance is most strongly impacted by coordination of knowledge. This effectiveness is mediated by trust and team cohesion. However, we have a poor understanding of trust and team cohesion dynamics on intergroup relationships in global virtual teams. Methodology: A survey was conducted with 14 teams with a total of 112 participants in the US and India. The teams were tasked with evaluating customer-relationship-management best practices for a global environment. Results and discussion: We evaluated how the process of effective coordination for teams composed of two colocated subgroups is mediated by individual perceptions of out-group trust and overall team cohesion. Our findings show that individual trust and team cohesion share a reciprocal impact on each other, suggesting that effective coordination in virtual teams can create a positive feedback loop with trust and cohesion, improving overall project performance. Implications for theory and practice include the virtuous cycle that trust and cohesion create in global virtual team coordination and the necessity of establishing appropriate project coordination systems and processes to promote both aspects and, thus, achieve excellent project performance for colocated subgroups.

Research problem: Web 2.0 applications, such as instant messengers and other social media platforms, are fast becoming ubiquitous in organizations, yet their impact on work performance is poorly understood. Research question: What is the relationship between Web 2.0 use, and work-based communication processes and outcomes in China? Literature review: Literature in the fields of information systems and media and communication research supports the value of Web 2.0 for organizations. However, how Web 2.0 can facilitate the organizational communication process and subsequently improve performance is under-investigated. By adapting and extending the communicative ecology framework and previously published work, we developed and tested a theoretical model to investigate these impacts in the Chinese workplace. Methodology: We conducted a quantitative study using the survey method, with participants randomly selected from a panel database in China. Results and conclusions: We analyzed survey data from 179 organizational employees and found that vertical and horizontal communication contribute significantly to individual and teamwork performance, with high levels of variance explained. In this study, we provide empirical evidence of how Web 2.0 applications enable employees to reach out to collaborators and business partners, thereby boosting individual productivity and team collaboration. The study also highlights the fit between Web 2.0 and the need for organizational horizontal communication in this era of knowledge, information, and creativity. Future researchers should verify the research model in different countries, including local contextual characteristics as either independent variables or moderators.

Reviews 465 In chapters 3 and 4 Cribiore works through the question(s) of Libanius' opinions of paganism and Christianity in his letters and speeches, showing convincingly that Libanius held a moderate cultural-conservative position that enabled him to genuinely be friends with Christians as well as pagans — which, after all, one would expect from a rhetorician who grasps the value of argumentum in utranique parton not only as a method of debate but also as a way of life, an ethic for a civilized, humane society. Despite these criticisms I do in fact like this book. I particularly like its refutation of the Gibbonesque judgment on Libanius, and its portrait of rhetoric in late antiquity as very much still alive and doing practical civic as well as cultural work (see in particular p. 36). In a sense this book is a sort of appendix to The School of Libanius, which I think remains the most impor­ tant of Cribiore's books for rhetoricians and historians of rhetoric. Different readers of this journal will want to read both Libanius the Sophist and Hellenistic Oratory for different reasons, and your responses likely will differ from mine, depending on your scholarly interests and orientation. Bottom line, these books give us a closer, better description of rhetoric in the Hellenistic age and late antiquity, and belong on the rhetorician's bookshelf. Jeffrey Walker, University of Texas at Austin Valiavitcharska, Vessela. Rhetoric and Rhythm in Byzantium: The Sound of Persuasion, Cambridge: Cambridge University Press, 2013. 243 pp. ISBN: 9781107273511 Midway through the introduction to Rhetoric and Rhythm in Byzantium, Vessela Valiavitcharska sets forth the book's aim, which is to "make a step toward contributing to" an understanding of "the argumentative and emo­ tional effects of discourse, and of the mental habits involved in its produc­ tion" (p. 12). That professed goal, enfolded in prepositions and couched in the incremental language of a step—and a single step at that—is modest. And while the framing of the book, and for that matter, Valiavitcharska her­ self, exude modesty, the rigor, disciplinary reach, and sheer brilliance of her study calls for less modest account. That is where I come in. In addition to its intrinsic value of reclaiming the Old Church Slavic homily tradition for rhetorical study, Rhetoric and Rhythm in Byzantium joins at least three rising trends in rhetorical studies. The first two are burgeoning interests in 1) Byzantine rhetoric and 2) the recovery of pre-modern class­ room practices. Thomas Conley and Jeffrey Walker have both pointed out the importance of Byzantine rhetoric and have done much to dismantle assumptions that this period presents merely a redaction of classical texts and teaching. Scholars in the U.S. (David Fleming, Raffaella Cribiore, Marjo­ rie Curry Woods, Martin Camargo) and Europe (Manfred Kraus, Ruth Webb, 466 RHETORICA María Violeta Pérez Custodio) have revived an interest in the progymnasmata and have developed new methods for identifying and extrapolating class­ room practices from extant artifacts. Valiavitcharska both makes use of those methods and extends them. These two contexts together mean that there ought to be a broad, interdisciplinary readership for Rhythm and Rhetoric in Byzantium. But there is still a third exciting context for this work, one that extends its reach past classical scholars and historians of rhetoric and to scholars concerned with sensory dimensions of rhetoric, specifically those facilitating rhetoric's sonic turn. Scholarship in rhetoric, communication, and commu­ nications have very recently seen an uptick in interest in how sound shapes thought, interaction, messages, and sociality. Scholars such as Gregory Goodale, Matthew Jordan, Joshua Gunn, Richard Graff, and Jonathan Sterne are leading the way here. This work, partly a response to what rhetoric scholar Sidney Dobrin (following Donna Haraway) calls the "tyranny of the visual," is cutting edge. Some of it is historical, but (with the important exception of Graff) the history is usually limited to the twentieth century, mainly because of its focus on sound-recording technologies, which are rela­ tively recent. Valiavitcharska's work promises to turn the heads of these scholars and their followers, to reveal to them the intricate and longstanding root system of sonic rhetoric, and to stretch...

From time to time, we will dedicate our review section to the discussion of a new work in rhetoric studies. In these more lengthy review sections, which we are calling “Book Review Forums,” we will invite scholars to write short responses to the chosen book and invite the author to respond to the reviews. We hope this will offer a robust space for discussion, debate, and deliberation over important book-length works as we think about advances in the history of rhetoric.Forum: James L. Kastely, The Rhetoric of Plato’s Republic: Democracy and the Philosophical Problem of PersuasionThis issue’s forum focuses on Professor James L. Kastely’s 2015 work, The Rhetoric of Plato’s Republic: Democracy and the Philosophical Problem of Persuasion (University of Chicago Press). Within rhetoric studies, Plato is often cast as rhetoric’s foremost critic, and, at least since Karl Popper included Plato as an enemy of the open society, as a foremost critic of democracy. In his book that is the subject of this forum, James L. Kastely offers a new reading of the Republic that challenges both of these characterizations. He argues that Plato’s goal in the Republic is to develop a rhetoric for philosophers that will persuade non-philosophers of the value of justice and the importance of living the moral life. On Kastely’s reading, Socrates presents this rhetorical approach to persuasion as an alternative to dialectic, which the interlocutors in the Republic judge to have failed to persuade the non-philosopher of much, except that philosophy is useless pettifoggery.The responses to Kastely’s book by Arabella Lyon, Bruce Krajewski, and Michael Svoboda, as well as Kastely’s response to their judgments that constitute this forum, were first presented at an ASHR session at the Rhetoric Society of American conference, May, 2016, Atlanta, Georgia. The panelists revised and shortened their original oral presentations for publication here

Books reviewed: Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms

Book Review| September 01 2016 Scientists as Prophets: A Rhetorical Genealogy Scientists as Prophets: A Rhetorical Genealogy. By Lynda Walsh. New York: Oxford University Press, 2013; pp. xii + 264. $105.00 cloth; $36.95 paper. John Lynch John Lynch University of Cincinnati Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (3): 514–518. https://doi.org/10.14321/rhetpublaffa.19.3.0514 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation John Lynch; Scientists as Prophets: A Rhetorical Genealogy. Rhetoric and Public Affairs 1 September 2016; 19 (3): 514–518. doi: https://doi.org/10.14321/rhetpublaffa.19.3.0514 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| September 01 2016 Walter Lippmann: A Critical Introduction to Media and Communication Theory Walter Lippmann: A Critical Introduction to Media and Communication Theory. By Sue Curry Jansen. New York: Peter Lang, 2012.pp. xi + 169. $131.00 cloth; $38.95 paper. Peter Simonson Peter Simonson University of Colorado, Boulder Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (3): 521–524. https://doi.org/10.14321/rhetpublaffa.19.3.0521 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Peter Simonson; Walter Lippmann: A Critical Introduction to Media and Communication Theory. Rhetoric and Public Affairs 1 September 2016; 19 (3): 521–524. doi: https://doi.org/10.14321/rhetpublaffa.19.3.0521 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| September 01 2016 A Century of Communication Studies: The Unfinished Conversation A Century of Communication Studies: The Unfinished Conversation. Edited by Pat J. Gehrke, William M. Keith. New York: Routledge, 2015; pp. 308. $49.95 paper. Sara C. VanderHaagen Sara C. VanderHaagen University of Nevada, Las Vegas Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (3): 505–508. https://doi.org/10.14321/rhetpublaffa.19.3.0505 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 Sara C. VanderHaagen; A Century of Communication Studies: The Unfinished Conversation. Rhetoric and Public Affairs 1 September 2016; 19 (3): 505–508. doi: https://doi.org/10.14321/rhetpublaffa.19.3.0505 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| September 01 2016 Burke in the Archives: Using the Past to Transform the Future of Burkean Studies Burke in the Archives: Using the Past to Transform the Future of Burkean Studies. Edited by Dana Anderson, Jessica Enoch. Columbia: University of South Carolina Press, 2013; pp. xi + 244. $49.95 cloth; $49.95 e-book. James F. Klumpp James F. Klumpp University of Maryland Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (3): 518–521. https://doi.org/10.14321/rhetpublaffa.19.3.0518 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 James F. Klumpp; Burke in the Archives: Using the Past to Transform the Future of Burkean Studies. Rhetoric and Public Affairs 1 September 2016; 19 (3): 518–521. doi: https://doi.org/10.14321/rhetpublaffa.19.3.0518 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.

Through a review of syllabi of LGBT literature courses and interviews with their instructors, this article investigates the rationales behind primary text selection and how texts and course objectives inform one another in the absence of a generally established set of readings. Through such an investigation, questions of canonization emerge, thus shedding a broader light on strategies behind successful means of reading, teaching, and assessing in a course with a generally self-selected group of students.

Reviewed books: Trained Capacities: John Dewey, Rhetoric, and Democratic Practice Brian Jackson and Gregory Clark, editors Columbia: U of South Carolina P, 2014. 256 pp. Political Literacy in Composition and Rhetoric: Defending Academic Discourse against Postmodern Pluralism Donald Lazere Carbondale: Southern Illinois UP, 2015. 342 pp. Producing Good Citizens: Literacy Training in Anxious Times Amy J. Wan Pittsburgh: U of Pittsburgh P, 2014. 232 pp.

Book Review| August 01 2016 Review: Spiritual Modalities: Prayer as Rhetoric and Performance, by William Fitzgerald William Fitzgerald, Spiritual Modalities: Prayer as Rhetoric and Performance. University Park: Pennsylvania State University Press, 2012. x+ 158 pp. ISBN 9780271056227 Steven Mailloux Steven Mailloux Steven Mailloux Loyola Marymount University Department of English University Hall 3849 Los Angeles, CA 90045 USA steven.mailloux@lmu.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2016) 34 (3): 325–328. https://doi.org/10.1525/rh.2016.34.3.325 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 Steven Mailloux; Review: Spiritual Modalities: Prayer as Rhetoric and Performance, by William Fitzgerald. Rhetorica 1 August 2016; 34 (3): 325–328. doi: https://doi.org/10.1525/rh.2016.34.3.325 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| August 01 2016 Review: The Renaissance Rediscovery of Intimacy, by Kathy Eden, Untutored Lines: The Making of the English Epyllion, by William P. Weaver, Rhetoric and the Familiar in Francis Bacon and John Donne, by Daniel Derrin, Uncommon Tongues: Eloquence and Eccentricity in the English Renaissance, by Catherine Nicholson and Five Words: Critical Semantics in the Age of Shakespeare and Cervantes, Roland Greene Kathy Eden, The Renaissance Rediscovery of Intimacy, Chicago and London: The University of Chicago Press, 2012. x, 149 pp. ISBN: 9780226184623William P. Weaver, Untutored Lines: The Making of the English Epyllion (Edinburgh Critical Studies in Renaissance Culture), Edinburgh: Edinburgh University Press, 2012. x, 219 pp. ISBN: 9780748644650Daniel Derrin, Rhetoric and the Familiar in Francis Bacon and John Donne, Madison: Fairleigh Dickinson University Press, with The Rowman & Littlefield Publishing Group, Inc., 2013. xii, 197 pp. ISBN: 9781611476033.Catherine Nicholson, Uncommon Tongues: Eloquence and Eccentricity in the English Renaissance, Philadelphia: University of Pennsylvania Press, 2014. iv, 218 pp. ISBN: 9780812245585Roland Greene, Five Words: Critical Semantics in the Age of Shakespeare and Cervantes, Chicago and London: The University of Chicago Press, 2013. x, 210 pp. ISBN: 9780226000633. Judith Rice Henderson Judith Rice Henderson Judith Rice Henderson University of Saskatchewan Saskatoon SK S7N 5A5 851 Temperance Street Saskatoon SK S7N 0N2 Canada Judith.Henderson@usask.ca Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2016) 34 (3): 328–335. https://doi.org/10.1525/rh.2016.34.3.328 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 Judith Rice Henderson; Review: The Renaissance Rediscovery of Intimacy, by Kathy Eden, Untutored Lines: The Making of the English Epyllion, by William P. Weaver, Rhetoric and the Familiar in Francis Bacon and John Donne, by Daniel Derrin, Uncommon Tongues: Eloquence and Eccentricity in the English Renaissance, by Catherine Nicholson and Five Words: Critical Semantics in the Age of Shakespeare and Cervantes, Roland Greene. Rhetorica 1 August 2016; 34 (3): 328–335. doi: https://doi.org/10.1525/rh.2016.34.3.328 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.

The Common Core State Standards accords great importance to close reading, but offers no specific guidelines for how it can or should be taught. This essay provides a critical review of existing instructional models of close reading and addresses issues related to their implementation in content area classrooms. It shows that current models of close reading offer different ways of engaging students in their interaction with complex texts, with some focusing on reading and rereading for understanding and others providing more intensive linguistic support. It argues that effective close reading practices must attend simultaneously to all key elements involved in the complex process of reading, including the reader, the text, the task, and the context, with a special emphasis on developing students’ understanding of how language and other semiotic systems construct meaning, embed ideology, and structure discourse in genre- and discipline-specific ways. The essay demonstrates that the contention about what close reading is and how it could be implemented stems from its varied interpretations by scholars with different theoretical and epistemological beliefs about reading, language, text, literacy, and schooling. It further suggests that an awareness of the critical issues that have been raised about close reading can help teachers avoid potential pitfalls and maximize effectiveness when implementing the practice.