This study comparing Spanish and Danish negotiation styles suggests that culture-specific factors are critical in understanding multicultural communication. Although the two groups received identical training in negotiation styles, they retained key differences in terms of topic allocation, verbal immediacy and topic progression; the Spanish were substantially more people-oriented, whereas the Danish were substantially more task-oriented. These results suggest that the two groups of negotiators would view each other's negotiating styles critically because of the differences in their cultural styles.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

ur Ptolemaic system of literary categories goes creaking and groaning onward, in spite of the widely acknowledged need overhaul it in response multiculturalism. This is not say that there have not been attempts revise course design in light of new materials and methods. For example, G. Douglas Atkins and Michael L. Johnson's Writing and Reading Differently (1985), Susan L. Gabriel and Isaiah Smithson's Gender in the Classroom (1990), and James A. Berlin and Michael J. Vivion's Cultural Studies in the English Classroom (1992) address the pedagogical consequences of deconstruction, feminist literary theory, and cultural studies, respectively, and also incorporate more diverse literatures. these attempts foster innovation in the individual classroom still leave the basic structure of English studies intact. In Kristin Ross's description of the multicultural world and cultural studies program at the University of California at Santa Cruz, she comments indirectly on this problem when she identifies as one stumbling block the Santa Cruz program the faculty's unwillingness to depart from their specialized fields (668). They fended off demands diversify their course material with plaints like But I don't have a PhD in South African literature (668). Ross gives good reasons for forging ahead in spite of such protests, but she doesn't say much about the underlying structure of English studies that still makes us think our scholarship must be organized along national or chronological lines, even though these are inimical the process of integrating new materials and methods because devised serve and protect the old ones.

Many authorities have come to recognize the critical importance of the Greek notion of kairos (right timing and due measure) in contemporary rhetoric. But Aristotelian scholars have generally ignored or demeaned Aristotle's use of kairos in his rhetoric, often contrasting it especially to Plato's full treatment in the Phaedrus. This lack of attention has been partially due to faulty indexes or concordances, which have recently been corrected both by Wartelle and programs like PERSEUS and IBICUS. Secondly, no one has hitherto attempted to go beyond the root kair- and examine the concept as expressed in other terms. This article will attempt to meet both of these concerns. It will first examine carefully the 16 references to kairos in the Rhetoric and show that the term is an integral element in Aristotle's own act of writing, in his concept of the pathetic argument, and in his handling of maxims and integration. There are also important passages using kairos in his treatment of style, often in conjunction with his use of the notion of propriety or fitness (to prepon). Possibly the two most important indirect uses of the concept of kairos can be seen in his definition of rhetoric and in his treatment of equity in both the Rhetoric and in the Nicomachean Ethics, probably the two most important treatments of the concept in antiquity.

The workplace is becoming increasingly diverse in ways that are changing our understanding of who our readers are and how we can make effective communication choices to bridge the gaps between us. Communication problems arise because of differences in world experience, in the amount of common knowledge shared within cultures, in the structure of societies and the workplace, in culturally specific rhetorical strategies, and even in differences in processing graphics. Most textbooks provide little information on these topics, so the technical writing teacher needs to find ways to incorporate issues of international and multicultural communication into the classroom.

John Trimbur, Robert G. Wood, Ron Strickland, William H. Thelin, William J. Rouster, Toni Mester, Maxine Hairston, Responses to Maxine Hairston, "Diversity, Ideology, and Teaching Writing" and Reply, College Composition and Communication, Vol. 44, No. 2 (May, 1993), pp. 248-256

Responses to Maxine Hairston, “Diversity, Ideology, and Teaching Writing” John Trimbur, Robert G. Wood, Ron Strickland, William H. Thelin, William J. Rouster, and Toni Mester Reply Maxine Hairston Responses to the Editor’s Column on Reader Reactions to “Diversity, Ideology, and Teaching Writing” Ralph F. Voss and Laurence Behrens

Research by linguists and educators confirms the observation that aspects of the African-American experience are reflected in the grammatical, phonological, lexical, and stylistic features of African-American English and in the patterns of language use, including narrative, found in African-American speech communities. This study goes beyond prior research to investigate and characterize what Hymes refers to as the preferred patterns for the “organization of experience” among African-American adolescents. The results of the study revealed that, although subjects from several ethnic backgrounds stated a preference for using vernacular-based organizational patterns in informal oral exposition, African-American adolescents, in contrast to a group of Hispanic-American, Asian-American, and European-American adolescents, reported a strong preference for using vernacular-based patterns in academic writing tasks as they got older. These findings suggest that the organization of expository discourse is affected by cultural preference and years of schooling and that preference for organizational patterns can be viewed as an obstacle to or as a resource in successful literacy-related experiences.

In classes ranging from Advanced Expository and Women and at the undergraduate level to Gender, Language, and Writing Pedagogy and Classical and Contemporary Rhetoric at the graduate level, I have invited students to imagine the possibilities for new forms of discourse, new kinds of academic essays. I do because I believe that writing classes (and the whole field of composition studies) must employ richer visions of texts and composing processes. If are to invent a truly pluralistic society, must envision a socially and politically situated view of language and the creation of texts-one that takes into account gender, race, class, sexual preference, and a host of issues that are implied by these and other cultural differences. Our language and our written texts represent our visions of our culture, and need new processes and forms if are to express ways of thinking that have been outside the dominant culture. Finally, I believe that teaching students to write involves teaching them ways to critique not only their material and their potential readers' needs, but also the rhetorical conventions that they are expected to employ within the academy. Work in composition has been expanded enormously by theories of cognitive processes, social construction, and by the uses of computers and other forms of technology, yet, as Adrienne Rich writes, we might hypothetically possess ourselves of every recognized technological resource on the North American continent, but as long as our language is inadequate, our vision remains formless, our thinking and feeling are still running in the old cycles, our process may be 'revolutionary,' but not transformative (Rich 247-48). David Kaufer and Cheryl Geisler argue that freshmen composition and writing across the curriculum have remained silent about newness as a rhetorical standard, as a hallmark of literacy in a post-industrial, professional age. They do not believe that this silence can be justified on either intellectual or pragmatic grounds . (309).

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The rationale behind teaching native English speakers to be sensitive to the cultural differences they will find when they communicate with nonnative speakers in the classroom and in the professional marketplace is considered. A teaching strategy that technical writing instructors can use in their classrooms to foster cultural awareness is described in detail. It is concluded that such an educational strategy is important for a future in which interaction with multicultural colleagues becomes inevitable and essential for business success.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

The application of work force diversity and business ethics to advance employee growth and satisfaction while improving production and profits for corporations is described. An ethics/diversity synergy model that involves accommodation of change and assimilation into the organizational environment is discussed. A comprehensive, targeted corporate communication program combining consistency, continuity, and content that serves as a vehicle for the ethics/diversity synergy model is described. Activities and communication channels that enhance the ethics/diversity synergy model are examined.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

Arthur Inman was a very strange man. Part of this strangeness has to do with his massive, engrossed, graphic legacy-a sprawling diary of well over sixteen million words, filling one hundred fifty-five manuscript volumes, omnivorously chronicling the wreck of the Hindenberg and the only known 'Petrified Ham,' the rise of Hider and the crash of the stock market, the depression and Mr. Farnsworth's Flea Circus, the sexual life of his domestics, the Lindberg baby-snatching, the Coconut Grove fire, Joe Louis' heavyweight tide defeat of Max Baer, the tribulations of stockpiling rations during the war, the perils of a small-time dancer in Hollywood, the deaths of Joe McCarthy and Franklin Roosevelt, the menu of the Jackson Day benefit dinner for the Democrats, the escapades of an oily little picaro, and, always, his own distorted, phobic, neurotic life, his rantings, ragings, and assaults, his aches, pains, compulsions, his enemas, stomach pumpings, and bromide ingestions, his delusions, desires, and hatreds, his pettiness, his machinations, his racism, his vicious nightmares, his consuming failures at poetry, at business, and at suicide, and what he considered his two crowning successes, his diary and, finally, his death. Why? Why would Arthur Inman devote his life to this monstrous fungoid growth (Gross, 1985)? The long answer is an involved psychological study, one that might be too short of external evidence to reach a satisfactory conclusion. For all his incessant self-probing, strapping his childhood and his nightmares to the examining table and poking them until they twitch, Inman provides neither and adequate account of his condition nor a solid grounding on which to base one. He places tremendous emphasis on a speech his father delivered on the dangers of masturbation (a human life, in those few minutes ... was-and I do not exaggerate-as much as ruined [90]).1 He was tortured for most of his life by dreams of the taunts and tensions he endured at an all-male private school. He resented his mother's moral injunctions. But surely others suffered these Victorian vestiges in turn of the century childhoods and lived normal, less obsessed, less self-absorbed lives. There is no trauma, no single event that explains Inman's peculiarities-at least none that he records-and the complex of all that he reports does not seem

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The author compares 1970 and 1990 versions of the US Army publication PS: The Preventive Maintenance Monthly. it is seen that visual communication becomes dated even more quickly than does textual communication. The later version of PS offers a visual design that has been toned down, tamed, subdued; what had been a visual rhetoric with clear (in hindsight) sexist assumptions has yielded to a rhetoric with more professional, more inter-racial, and more neutral assumptions that reflect the changed demands of contemporary culture. Nevertheless, it is asserted that a rhetoric of visual attractiveness will probably continue to exploit gender, and that attempts to neutralize gender bias are likely to fail (to some extent), for only the distance of time allows sexism to be seen.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

This article takes the position that teaching writing effectively to diverse students of non-English background will require an examination of existing views about the nature of writing and a critical evaluation of the profession's ability to work with bilingual individuals of different types. In order to explain this view, the article is divided into three parts. Part 1 describes the nature of bilingualism, identifies the population of students who can be classified as American bilingual minorities, and suggests that existing compartmentalization within the composition profession cannot address the needs of this particular population. Part 2 of the article reviews trends in current scholarship in second-language writing and points out that most of this research has focused on ESL students rather than on fluent/functional bilinguals. Finally, Part 3 lists and discusses a number of research directions in which the involvement and participation of mainstream scholars would be most valuable. In presenting an outline of questions and issues fundamental to developing effective pedagogical approaches for teaching writing to bilingual minority students, this final section argues that involvement in research on non-English-background populations of researchers who generally concentrate on mainstream issues would do much to break down the compartmentalization now existing within the English composition profession. It further argues that by using bilingual individuals to study questions of major theoretical interest, the profession will strengthen the explanatory power of existing theories about the process and practice of writing in general.

This essay is about resistance, mine and my students', and about the angered and impassioned writing that arises when texts challenge the ideologies of readers. It's been two years now since I taught the particular section of freshman English that gives rise to my story and my writing. course was the second semester of Northern Illinois University's two semester freshman sequence, a course that emphasizes documented writing, the sort that baptizes students into academic discourse. My course was thematically organized and designed to sensitize students to some of the larger problems in our culture; in fact, we were looking at institutions of all sorts-education, religion, politics, and so on. I should say that this sort of ideological consciousness-raising is very much part of our faculty's concern; ours is a largely blue-collar student body where white suburban students meet inner-urban ethnic diversity, sometimes for the first time. And so I felt that having a thematic section on The Status of Women was a good and strong part of my syllabus. class had read three essays in this unit, and after minimal discussion and minimal direction, they adjourned to the computer lab to write their readings of one of the essays. I asked them to react in writing for several pedagogical reasons, the first of which is purely pragmatic-I wanted the class to begin to compose at the computer terminal rather than to transfer handwritten text to disk. Second, I wanted them to interact with the text, to cite it, to struggle with it, to read in another way than they may have been accustomed to reading. Third, I wanted their writing to produce reading that would subvert their assumptions about gender roles, that would allow them to sort out what is biological from what is gendered.

What Is English?, Peter Elbow Sheryl Finkle and Charles B. Harris The Right to Literacy, Andrea A. Lunsford, Helene Moglen, and James Slevin Marilyn M. Cooper Textual Carnivals: The Politics of Composition, Susan Miller David Bartholomae Rhetoric and Philosophy, Richard A. Cherwitz James Comas Rhetoric in American Colleges, 1850–1900, Albert R. Kitzhaber Sharon Crowle A Short History of Writing Instruction: From Ancient Greece to Twentieth-Century America, James J. Murphy Sue Carter Simmons Politics of Education: Essays from Radical Teacher, Susan Gushee O’Malley, Robert C. Rosen, and Leonard Vogt Myron C. Tuman Not Only English: Affirming America’s Multilingual Heritage, Harvey A. Daniels Perspectives on Official English, Karen L. Adams and Daniel T. Brink Alice M. Roy Textbooks in Focus: Cross-Cultural Readers Across Cultures: A Reader for Writers, Sheena Gillespie and Robert Singleton American Mosaic: Multicultural Readings in Context, Barbara Roche Rico and Sandra Mano Emerging Voices: A Cross-Cultural Reader, Janet Madden-Simpson and Sara M. Blake Intercultural Journeys Through Reading and Writing, Marilyn Smith Layton Writing About the World, Susan McLeod, Stacia Bates, Alan Hunt, John Jarvis, and Shelley Spear Nancy Shapiro Textbooks in Focus: Great Ideas Readers Current Issues and Enduring Questions: Methods and Models of Argument, Sylvan Barnet and Hugo Bedau Theme and Variations: The Impact of Great Ideas, Laurence Behrens and Leonard J. Rosen The Course of Ideas, Jeanne Gunner and Ed FrankelA World of Ideas: Essential Readings for College Writers, Leo A. Jacobus Great Ideas: Conversations Between Past and Present, Thomas Klein, Bruce Edwards, and Thomas Wymer Casts of Thought: Writing In and Against Tradition, George Otte and Linda J. Palumbo Eleanor M. Hoffman Teaching Writing that Works: A Group Approach to Practical English, Eric S. Rabkin and Macklin Smith Janis Forman Released into Language: Options for Teaching Creative Writing, Wendy Bishop Will Wells

The study was conducted in a classroom that used a process approach to literacy. Ten case studies examined the ability of 6th grade Hispanic bilingual students to construct meaning in dialogue journals and literature logs in first and second language. Journals and literature logs were coded and analyzed for language code (L1/L2), topic, codeswitching, sensitivity to audience, writer’s voice, spelling, and grammatical structures. Findings indicate that students were more effective in constructing meaning in dialogue journals than in literature logs. Success in the journals revealed positive self-images while failure with literature logs evoked poor self-concepts. Findings also suggest that implementation of process approaches can pose its own set of instructional problems that need to be addressed, especially when effectiveness is judged in terms of the particular students involved. For example, although the students in this study were able to write in English before having complete control of the language, their development of complex ideas and the construction of meaning suffered considerably. The length and quality of the writing also degenerated when the topic was imposed, when students found no relevance in the literacy activity, and when they were not assisted in contextualizing writing tasks in their own terms. Overall, mere exposure to standard writing conventions did not improve the students’ use of them. The practice of implementing popular instructional programs without incorporating appropriate social, cultural, and linguistic adaptations appears to be ineffective with L2 learners.

Despite forecasts of the increasing use of cross-functional project teams in industry, too little is known about how such teams function and how they might come to function more effectively. One organization, a small manufacturing firm in the Southeast, and members of a selected cross-functional project team consented to have a researcher present during the life cycle of a single project. Reflections based on the resulting case study highlight three overarching areas of concern in cross-functional designs: first, equity as an evolving blueprint for project-team work; secondly, trust as the foundation upon which solid progress depends; and thirdly, authority as the visible framework of the process and products of the team's work.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

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The failure of the melting-pot, far from closing the great American democratic experiment, means that it has only just begun. Whatever American nationalism turns out to be, we see already that it will have a color richer and more exciting than our ideal has hitherto encompassed. In a world which has dreamed of internationalism, we find that we have all unawares been building up the first international nation. Randolph Bourne

The triple focus of my title reflects some problems I've been concentrating on ás I thought about and prepared for the opportunity to speak last week at the Midwest Writing Centers Association meeting in St. Cloud, and here at the Pacific Coast/Inland Northwest Writing Centers meeting in Le Grande.Til try as I go along to illuminate -or at least to complicate -each of these foci, and I'll conclude by sketching in what I see as a particularly compelling idea of a writing center, one informed by collaboration and, I hope, attuned to diversity.

All of us involved in writing ccnters (indeed, all of us in education) must recognize that the educational community of the 1 990s will continue to grow more diverse culturally, linguistically, scholastically. Given this diversity, students, teachers, and tutors will become more, not less, interdependent. The ready, predictable answers and assumptions that existed once in a monocultural classroom or university don't exist anymore. "Success" will not be meted out by one authoritative figure, but will be measured by the mutual nature of the success, hinging on the degree to which all members of this threesome of tutor, student, and teacher can become what Paulo Freire calls the "subjects" of their own learning process. Our hopes for these redefined social relationships in the writing center carry with them hopes for a redefined sense of academic literacy as well. Multi-cultural student populations will not only change social relationships but challenge monolithic conceptions of academic literacy. We will need to seek out views of student literacy that will emphasize interdependence, such as the ones articulated in David Blcich's The Double Perspective , Marilyn Cooper and Michael Holzman's Writing as Social Action^ and Deborah Brandt's Literacy as Involvement. By situating literacy in social relationships and communal action, these studies have begun, as the title of a recent article by Bleich makes

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In her opening address, Composing Ourselves: Politics, Commitment, and the Teaching of Writing, Andrea Lunsford challenged the participants at the 1989 CCCC to tell the story of the teaching of writing in multiple voices which encourage differences and diversity. Cautioning against definition by others, particularly by those who would describe writing instruction in reductive terms or define writing instructors in limiting ways, Lunsford warned those present that we could be composed in the discourses . . . of others (75). For those of us teaching in two-year colleges, Lunsford's descriptions of historical precedents of marginalized voices writing themselves into being were particularly evocative. Her imperative for composition studies to remain inclusive, interdisciplinary, collaborative, nonhierarchical, and dialogic was a further articulation of the CCCC 1989 theme of empowerment and of interdependence. Furthermore, the 1990 CCCC theme, community through diversity, includes a strand on English in the two-year college. This focus recognizes the significance of teaching writing in two-year colleges and should provide the opportunity for participants to explore and articulate the strength in diversity among two-year institutions of higher education. Indeed, two-year schools are the largest single sector of higher education in the United States, with approximately one half of all students taking composition in two-year colleges (Facts 3). These 1,224 accredited schools serve more than five-million credit students, and many of those students transfer to four-year schools (AACJC Commission vii). The numbers of students taking composition in community colleges alone indicate the significance of community-college English departments (Raines 29). Yet no major study has been published since the 1965 NCTE and CCCC report, English in the TwoYear College. A follow-up to this report could be a critical contribution to an evolving text on the teaching of writing. In fact, the Association of Depart-

Persuasive discourse, either as a separate mode of discourse (Kinneavy 1971) or as a distinctive part of argumentative discourse,2 frequendy remains part of the overall writing assignment for our composition students. Although we may disagree as to how to define exactly or teach persuasive discourse in writing classrooms, we have more or less followed the tradition of Western classical rhetoric with respect to our basic understanding of it--although few of us would now restrict ourselves only to discovering in the particular case what are the available means of persuasion (Aristotle 1960: 7). For example, we teach our students different sub-types of persuasive discourse and ask them to apply ethical, emotional (pathetic) and logical proofs to their own persuasive essays; we select political speeches, polemic essays or modern advertising materials as prime examples of how different persuasive strategies and techniques can be most effectively invoked to achieve their respective objectives of winning. To varying degrees, many composition text books have adopted, and thus perpetuated this normal way of doing things with persuasive discourse.3 In so doing, however, we have--perhaps unknowingly--imparted to our students two problematic notions, which underlie much of what has been believed to be persuasive discourse. The first assumes that persuasive discourse is grounded in or predicated on conflict or confrontation, which it aims to overcome or eradicate. The second perceives audience as both external4 and oppositional, whom persuasive discourse is intended to transform or convert. It is these two notions and their probable consequences that I will discuss first in this essay. Following this discussion, I will draw upon, respectively, Grice's cooperative model of conversation (1975; 1989) and Burke's concept of (1962) to propose a new heuristic model5 of persuasive discourse, one that takes cooperation through identification as a core constituent and provides a dynamic setting that is conducive to rhetorical diversities. Finally, I will consider some potentials of this new model in our writing classrooms.

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Eloquence in an Electronic Age: The Transformation of Political Speechmaking. Kathleen Hall Jamieson. New York and Oxford: Oxford University Press, 1988. Reviewed by Martin J. Medhurst. T. S. Eliot and the Philosophy of Criticism. New York: Columbia University Press, 1988. 236 pp. Reviewed by Warren Rubel. The Sophists. Harold Barrett, Novato, CA: Chandler and Sharp Publishers, 1981. 85+ix pp. Reviewed by William Benoit Electric Language: A Philosophical Study of Word Processing. Michael Heim. New Haven & London: Yale University Press, 1987.305 pp. Reviewed by Ronald A. Sudol. Thoreau's Comments on the Art of Writing, Richard Dillman, editor. Lanham, MD: University Press of America, 1987. Reviewed by J. L. Campbell. Rhetoric in the Classical Tradition, Winifred Bryan Horner. New York: St. Martin's, 1988. Reviewed by James Leonard. Racial Hygiene: Medicine under the Nazis, by Robert N. Proctor. Cambridge: Harvard University Press, 1988. Reviewed by Allen Harris. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science, Charles Bazerman. Madison: University of Wisconsin Press, 332 pages. Reviewed by David S. Kaufer.

Although Canadian literature is part of a complex known as New World literatures, it differs from other American literatures in its historic recognition of both French and English as official languages. Finally-and this fact is often overlooked, even in Canada-the federal government's multicultural policy provides a climate in which other literatures are permitted to flourish in a variety of ways. Taken together, these facts have certain implications that merit exploration.

R.W.B. Lewis' biography of Edith Wharton mentions with her other late works the 1934 short story Fever as a masterpiece of rhetorical coherence, but insists that in writing the piece Wharton was unperturbed by news from Europe of a terrible ... at hand (Biography 527). He suggests that the pervading tone of calm and repose in the story underscores her virtual mastery of history, of the past-both Wharton's own past and, in particular, the question of her paternity-as as the past of the species represented by the Roman ruins. Yet her Fever questions origins, persecution, and sexual violence-Rome itself a powerful site of primal violence. Her story interrogates society's periodic demand for an ultimate return to origins: whether it be racial purification or sexual housekeeping. Lewis writes that the possibility of Wharton's illegitimacy must have edged its way into Mrs. Wharton's mind over the years that followed [1908-09: the years in which the rumor began]. . . . situation of Grace Ansley's whole lifetime is revealed in a single phrase, and just possibly, with all obliqueness, one phase of Edith Wharton's situation as well (Collected Stories xxv). question of race and origin, which is central to Fever, also centers the moment of history-the terrible revolution brewing in Europe. Many critics would agree with Lewis about Wharton's apolitical, serene, and new state of being in the thirties (Biography 524). Cynthia Griffin Wolff does not deal with Wharton's politics at all, while, at worst, other critics label Wharton an anti-Semite. Cynthia Ozick writes that Edith Wharton was compliant in the face of her friend Paul Bourget's openly-declared anti-Semitism (293). Sol Liptzin's in American Literature cites Wharton's caricature of the bounder Jew as an example of her anti-Semitism (154); Wharton's name also appears as evidence of a general cultural anti-Semitism in Florence Kiper Frank's 1930 Bookman essay, The Presentment of the in American Fiction (274; see Dobkowski 177-80). At best, Wharton is considered a social critic with her own ideological blindspots, racism and anti-Semitism among them. (She condemns Carl Van Vechten's Nigger Heaven, along with all nigger society in Harlem, in an April 1, 1927 letter to Gaillard Lapsley.)

This question, the engine humming at the center of Bakhtin's vision, generating alien words like heteroglossy and polyphony, is one that rhetoricians do not ask. And our work is poorer for the silence. We make inquiries, sometimes very probing ones, into ethos, and occasionally we investigate some rhetor in great detail. But we take identity for granted. It is Plato or Socrates or Burke doing the speaking. we fail to notice is that these labels do not designate autonomous, univocal entities. They designate composites-collections of voices, some in harmony, some in conflict. Mikhail Bakhtin, then, has something to tell us: listen. Listen and you will hear a verbal carnival of such depth and diversity, of such extravagance and exuberance, that your ears will never be the same again. The most immediate consequence of this newfound affluence is that the traditional triangular paradigm of rhetorical events becomes lopsided. The speaker's corner becomes very heavy. But two questions, in parallel with Bakhtin's obsessive probe, present themselves-Who is listening? and What is being said? -and they find similarly multivocal answers. This additional plurality does not so much balance the triangle as burden it. That is, as soon as we start to listen more carefully, the paradigm proves hopelessly inadequate. It simplifies interactions to the point of insignificance, it undervalues or ignores essential elements, and it effects an artificial closure on an inherently openended process. Applying it to any rhetorical event, once we are fitted with our new ears, reveals this inadequacy, but, to keep things in the family, consider how the paradigm fares in an examination of multivalence in the Phaedrus.

Distribution of documents in electronic form, often called soft copy, permits more rapid sharing of information and the acceleration of new knowledge; however, barriers to soft-copy document distribution have arisen out of the diversity of the tools currently available in publishing technology. The authors address solving these problems by means of the development of a public font standard, and novel tools and services. They describe a cooperative effort now under way among graphic arts professionals, representatives of industry, and national and international standards-making organizations to develop such a standard along with the associated tools and services.

This book contains all the plenary addresses from the 1984 International Federation for the Teaching of English Seminar on Schooling, and Society held at Michigan State University in November, 1984. These include addresses by Anthony Adams (U.K.), Garth Boomer (Aus), Frances Christie (N.Z.), John Dixon (U.K.), Mary Maguire (Can.), James Moffett (U.S.A.), Robert Pattison (U.S.A.), Ian Pringle (Can.) and Louise Rosenblatt (U.S.A.).In addition, the book contains the reports of the five Commissions that met several times daily during the Seminar: Language, Politics, and Public Affairs; and Schooling; and the New Media; Literature, and Human Values; and Language and Multicultural Education.It is these that give the book its great importance, as the leaders of English education in the five member countries of I.F.T.E. unite in a ringing cry for genuine implementation of a learner-centered growth model of English at all levels of the English language arts curriculum, and a united opposition to those external societal pressures which impede the work and the professionalism of English/language arts teachers.

NCTE 1986 Task Force on Racism and Bias in the Teaching of English, Policy Expanding Opportunities: Academic Success for Culturally and Linguistically Diverse Students, College English, Vol. 49, No. 5 (Sep., 1987), pp. 550-552

Introductions to research articles (RAs) have become an important site for the analysis of academic writing. However, analysts have apparently not considered whether RA introductions typically include statements of principal findings. In contrast, this issue is often addressed in the manuals and style guides surveyed, most advocating the desirability of announcing principal findings (APFs) in RA introductions. Therefore, a study of actual practice in two leading journals from two different fields (physics and educational psychology) was undertaken. In the Physical Review 45% of the introductions sampled contained APFs (with some increase in percentage over the last 40 years), while in the Journal of Educational Psychology the percentage fell to under 7%. These figures are at variance with the general trend of recommendations in primary and secondary sources. Thus preliminary evidence points to (a) a mismatch between descriptive practice and prescriptive advice and (b) diversity in this rhetorical feature between the two fields.

Increasingly, documentation for computer systems and products addresses diverse audiences, ranging from professional computer engineers to novice readers who have never used a computer. This diversity presents a challenge to the computer documentation professional: how to address the needs of both novice and sophisticated users? Effective user documentation must be procedure-oriented: how to combine this goal with the fact that different user audiences have different goals and face different problems? A discussion is presented of the challenge of audience diversity in computer documentation. Using case studies (i.e. an accounting product, a database management system, and a decision support system), it reviews and recommends different ways to meet the needs of various audiences.

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I. GROWING UP. Elizabeth Wong, The Struggle to Be an All American Girl. Gary Soto, The Jacket. Maya Angelou, Graduation. Harry Mark Petrakis, Barba Nikos. Maxine Hong Kingston, Girlhood Among Ghosts. Maria Laurino, Scents. Grace Paley, The Loudest Voice. Lindsy Van Gelder, The Importance of Being Eleven: Carol Gilligan Takes on Adolescence. Vendela Vida, Bikinis and Tiaras: Quinceaneras. Countee Cullen, Incident. II. EDUCATION. Sun Park, Don't Expect Me to Be Perfect. Daniel Meier, One Man's Kids. Sherman Alexie, Indian Education. Mike Rose, I Just Wanna Be Average. Marcus Marby, Living in Two Worlds. Martin Espada, Who Burns for the Perfection of Paper. III. FAMILIES. Dan Savage, Role Reversal. Susan Douglas and Meredith Michaels, The Mommy Wars. Jane Howard, Families. Stephanie Coontz, Where Are the Good Old Days? Ruth Breen, Choosing a Mate. Alfred Kazin, The Kitchen. Theodore Roethke, My Papa's Waltz. IV. DEFINING OURSELVESS. Gish Jen, An Ethnic Trump. Robin D.G. Kelly, The People in Me. Roxane Famanfarmaian, The Double Helix. Tony Morrison, A Slow Walk of Trees. Nicolette Toussaint, Hearing the Sweetest Songs. Judith Ortiz Cofer, The Myth of the Latin Woman: I Just Met a Girl Named Maria. Malcolm X, Hair. Nell Bernstein, Goin' Gansta, Choosin' Cholita: Teens Today Claim a Racial Identity. Wendy Rose, Three Thousand Dollar Death Song. V. AMERICAN ENCOUNTERS. Bette Bao Lord, Walking in Lucky Shoes. Michel Guillaume St. Jean de Crevecoeur, What Is an American? Recapture the Flag: 34 Reasons to Love America. Brent Staples, Night Walker. Piri Thomas, Alien Turf. Walter White, I Learn What I Am. Malcolm Gladwell, Black Like Them. Jeannne Wakatsuki Houston and James D. Houston, Arrival at Manzanar. Dwight Okita, In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers. VI. CHANGING PLACES. Bharati Mukherjee, Two Ways of Belonging in America. Anton Shammas, Amerka, Amerka: A Palestinian Abroad in the Land of the Free. Mark Salzman, Teacher Mark. John David Morley, Living in a Japanese Home. Laura Bohannan, Shakespeare in the Bush. George Orwell, Shooting an Elephant. Jamaica Kincaid, On Seeing England for the First Time. Jonathan Swift, A Modest Proposal. Gloria Anzaldua, To Live in the Borderlands Means You. VII. HOW WE LIVE. Geraldine Brooks, Unplugged. Pico Iyer, Home Is Every Place. Robert Levine, Tempo, The Speed of Life. Lars Eighner, On Dumpster Diving. Barbara Brandt, Less Is More: A Call for Shorter Work Hours. Michael Pollan, Town-Building Is No Mickey Mouse Operation. Aurora Levins Morales, Class Poem. VIII. COMMUNICATING. Gloria Naylor, The Meaning of a Word. Amy Tan, Mother Tongue. Eva Hoffman, Lost in Translation. Ian Buruma, The Road to Babel. Jack G. Sheehan, The Media's Image of Arabs. Alexis Bloom, Switched on Bhutan. Jasua Gameson, Do Ask, Do Tell. Lisel Mueller, Why We Tell Stories. Credits. Author/Title Index.

This study examines children's use of conjunctions.Three major issues are addressed: linguistic complexity, developmental differences, and ethnic differences.The subjects for the study--third, sixth, and ninth graders-were of Anglo, Black, or Hispanic ethnicity.They completed sentence fragments ending in the conjunctions and, but, because, and even though.These conjunctions can be paired, and-but and because-even though, where the second member of each pair is basically the negative of the first.The data indicate that the positive member of each pair was easier than the negative one; the complete order of difficulty for the four conjunctions was because < and < but < even though.The order of difficulty was constant across grades and ethnic groups.For all ethnic groups there was improvement in the use of conjunctions between third and ninth grade.However, the grade by which effective mastery of each conjunction was reached differed for the three ethnic groups, being in general earliest for Anglos and latest for Hispanics.

(1985). Multicultural literacy for faculty: Accommodating non‐native speakers of English in content courses. Rhetoric Review: Vol. 4, No. 1, pp. 100-107.

When I sat down to consider what I remember about the past of the National Council of Teachers of English, I came up with some admirable positions it advocated during the 1960s and 70s, and some admirable actions it took during that same period. I am, of course, using my own definition of admirable. Sometimes, it seemed to me, NCTE was influenced by and echoed the moods of the more general society, and sometimes it tried to influence those -noods. When newspapers, magazines, and television reported that literacy was at a low ebb, that the schools were doing a lousy job and something better be done about it quick, NCTE responded with resolutions opposing the worst of the so-called solutions and set up committees to demonstrate that the so-called crisis was greatly exaggerated. I remembered that NCTE has spoken out for the rights of racial minorities and made sure that they and their views were included in its own programs and committees. It has spoken out for the rights of women and-I can't say included them because we have always been a majority of NCTE's membership-but it has at least shown that it meant what it said by adopting a policy on sexism in language and by putting some muscle behind its support of ERA while that proposed amendment was still alive. It has spoken out for the rights of lesbians and gay men. It has spoken out against censoring books and against the abuses of testing. And I remembered that NCTE had acted admirably by forming three new sub-groups during those years. Through its related organization, the Conference on College Composition and Communication, NCTE formally recognized the importance of junior colleges in the educational system. Regional community college conferences were set up across the country and given financial assistance to help them along. As a result of that action large numbers of English teachers who had been existing in a kind of professional nobody's land became more professional. They met to talk about mutual problems, and more of them subscribed to and read professional journals. Eighteen years later two of those conferences are strong and vigorous, earning their own way. One, at least, is ailing and not