Through classroom observations and semi-structured, text-based interviews, this study analyzes the impact of a service-learning first-year composition course on students’ rhetorical knowledge. Students’ own words are used to describe their transformative experiences related to academic writing and community service. As a result of what these students called their “investment” in community organizations, they began to see writing itself as advocacy. This article explains how this commitment to writing as advocacy motivated students to develop transferrable writing knowledge.

This article explored a community-engaged, first-year writing course that partnered students with student activist groups on campus at Northeastern University in Boston. Their placement with peers connected them with the campus network and illuminated the ways that they could advocate for social justice in their new community. Students wrote in multiple genres as they attended the meetings and events of different groups involved with environmentalism, food justice, adjunct rights, and more. As students connected their social-change work to the classroom, they learned more about different genres of writing, from scholarly inquiries to multi-modal “deliverables” supporting their student groups. These final “deliverables” included posters, videos, prezis, banners, and even original music to be played at meetings or events. The fact that student worked with peers alleviated some common challenges of community-engaged learning, such as a sense of saviorhood. Instead, students felt a sense of civic investment and developed rhetorical flexibility that they implemented in the classroom and with their groups. Students found the course meaningful and valued the opportunity to get involved with campus activism. As they developed as activists and writers, students felt that the classroom and community spheres overlapped and informed each other.

This article explores how “flatten the curve” (FTC) visualizations have served as a rhetorical anchor for communicating the risk of viral spread during the COVID-19 pandemic. Beginning from the premise that risk visualizations have eclipsed their original role as supplemental to public risk messaging and now function as an organizer of discourse, the authors highlight three rhetorical tensions (epideictic–deliberative, global–local, conceptual metaphors–data representations) with the goal of considering how the field of technical and professional communication might more strongly support visual risk literacy in future crises.

What expectations should professionals and the public place on visuals to communicate the uncertainties of complex phenomena? This article demonstrates how charts during the early months of the COVID-19 pandemic articulated visual arguments yet also required extended communicative support upon their delivery. The author examines one well-circulated chart comparing COVID-19 case trends per country and highlights its rhetoric by contrasting its design decisions with those of other charts and reports created as the pandemic initially unfolded. To help nonexpert audiences, the author suggests that professional communicators and designers incorporate more contextual information about the data and notable design choices.

At one of the last national conferences I attended, a panelist closed their presentation by stating that “ignoring X issue would handicap the field” The irony of using an ableist metaphor to argue ...

"Authoring Autism: On Rhetoric and Neurological Queerness." Rhetoric Society Quarterly, 51(1), pp. 71–72

Bisexual discourse is underexamined as such within rhetoric. So too are the historical practices of African American lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) communities. Responding to these forms of erasure, my essay advances the study of Black women’s bisexual rhetorics through a focus on the collected papers of a freeborn African American woman, Rebecca Primus (1836–1932). Specifically, the essay offers a comparative analysis of two archival collections containing letters to her: the widely studied Primus Family Papers and the more recently acquired Rebecca Primus Papers. Taken together, these collections offer an enlarged view of Rebecca’s epistolary relationships with people of more than one gender. In doing so, I argue, the new collection reveals a need for a bisexual archival framework, which redresses the limitations of any single collection of romantic letters as a necessarily partial and speculative source of information. This framework affirms Black women’s bisexual rhetorics while recovering a more diverse LGBTQ+ past.

When, after having registered for the ninth grade, I told my dad I was going to take Latin, he raised an eyebrow and a question: “Why?” Thinking it would be a reason a practical person like him wou...

In public discourse, lay cognitive precepts are invoked at every turn. People regularly speak of believing, thinking, knowing, and so forth, ascribing those states to themselves and others alike. This essay identifies the cognitive vernacular as a discernible dimension of public discourse, one that includes such regularly deployed lay precepts as well as popularized psychological and neuroscientific ideas. The cognitive vernacular may find expression in focal texts (e.g., a self-help book on positive thinking), but also pervasively, and somewhat elusively, takes shape in discussions that are otherwise overtly concerned. This essay takes the public discussion regarding the discovery of a teenage heroin ring in Centreville, Virginia, in 2008, a single episode within the large-scale and enduring American opioid crisis, as a focal site to investigate the cognitive vernacular. In doing so, it discerns how lay precepts concerning choice and knowledge are wielded as rhetorical resources to both cast and mitigate blame.

This essay addresses the public memory of the Boll Weevil Monument in Enterprise, Alabama, as an exemplar of Southern liberal kitsch, a memory practice articulating regional identity through a playful discourse of progress that secures whiteness and deflects confrontation with historical racial injustice. Through a combination of archival research and fieldwork during the centennial celebration of the Boll Weevil Monument in 2019, I identify three rhetorical quirks underwriting Boll Weevil public memory that inform broader efforts to reimagine the past in greater service to contemporary political exigencies.Editor Content Warning: This essay contains descriptions of racial violence.

This essay will demonstrate how both the cultural and temporal antecedents of classical rhetoric are linked to Mesopotamian writing by their shared use of similes, such as fable, aenigma, and parable as pardeigmae. Mesopotamian myths employed allegory and aenigma to advance a cultural argument that intersects with common theoretical topics in ancient rhetoric through analogical reasoning. Finally, this essay will introduce this obscure but highly relevant source of rhetorical thinking from Mesopotamia and their culturally transmitted theories in a neglected primary source, Enmerkar and the Lord of Aratta. This brief epic shares similar philosophical ground with ancient Greco-Roman rhetoric, and addresses rhetoric’s fundamental nature at a much earlier point in history than accounted for in existing histories of classical rhetoric.

This essay brings together scholarship in biometrics and disability studies with conversations in transnational rhetorical studies to build a theoretical framework that examines the (re)emergence and (re)circulation of biometric screening technologies and attends to the role of technologies in theorizing an ethics of encounter. I argue specifically that tracing biometrics—discursive, material, and technological practices—reveals how such discourses and their promises materialize on bodies of refugees and shape their encounters as “others and other-others.” Using this framework, I analyze rhetorically cultural artifacts that circulated following the 2015 and 2016 terrorist attacks in Europe and the United States to demonstrate how biometric screening discourses of progress have participated in immobilizing refugees physically and exacerbating conditions of biopolitical control and debilitation.

This article reports on a study that examined papers written by graduate students in the Physical Seminary course at Johns Hopkins University (1892–1913) to investigate how students reused various visuals of the interferometer to construct narratives of late-19th-century Ether research. Their representations of the interferometer focused on the mechanics of the devices by constructing a series of textual-visual relationships, requiring that the reader scan back and forth between the written text and the accompanying visual. These multimodal texts demonstrate how the students used writing activities to create a narrative of equipment development, which highlighted the centrality of trained vision in enculturating graduate students into disciplinary writing practices in the late 19th century. Through an analysis of the specific interactions and the network of visuals the students used to reconstruct a history of Ether investigation, scholars of writing and rhetoric can see how important inclusion of equipment and its detailed discussion was to graduate writing and disciplinary enculturation in the sciences.

Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.

This article offers a longitudinal computational-rhetorical analysis of biomedical writing on opioids. Using a corpus of 1,467 articles and essays published in the New England Journal of Medicine and the Journal of the American Medical Association between 1959 and May 2019, this study evaluates diachronic shifts in (a) the framing of opioid pharmacology, (b) the relative attention paid to pain management versus opioid dependence risks, and (c) the distribution of statements related to physicians’ primary ethical obligations. The results of these analyses largely disconfirm different current accounts of shifting physician rhetoric around opioids and pain management leading up to the recognition opioid epidemic. Most notably, the results also suggest that biomedical debates surrounding opioids are serving as proxy arguments for shifting primary bioethical obligations from individual patients to public health.

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This article discusses our work examining asynchronous eTutoring comments and how we determined whether tutor comments on papers submitted to our writing center were effective. Drawing from the fields of writing center theory, education, and rhetoric and composition, we define effectiveness as a combination of revision and improvement factors (Faigley and Witte; Stay; Bowden). Data collected consisted of initial and subsequent drafts of student papers submitted for eTutoring sessions, including the comments a tutor made on each paper. We categorized the comments and corresponding revisions to answer the following questions: which types of comments result in the greatest number of revision changes? And, do those comments, according to our definition, align with the types of comments we find to be the most effective? We found that frequency and effectiveness were not the only factors in determining a comment’s importance. We emphasize the necessity of instruction and scaffolding in tutor comments to potentially increase their effectiveness and student understanding.

This case study of students enrolled in a composition course at a large public university examines multilingual students’ application of multimodal composition practices to writing assignments that emphasize delivery and circulation. Assignments in which students remediate or translate a text in one genre or medium into another are widely used to foster transfer of writing knowledge from classrooms to public discourse. Remixing may be especially useful for multilingual writers by allowing them to draw on translingual meaning-making strategies. However, such assignments must be framed in ways that make explicit the rhetorical implications of how remediated or translated texts are taken up and circulated within larger ecologies and suggest how uptake can be measured and assessed to be useful. This article draws on Rhetorical Genre Studies and Translingualism to address this issue in Multimodal Composition by outlining a pedagogical approach that emphasizes delivery and measuring uptake.

As WPAs at a research institution without a WAC program, we embarked on this project to learn about the types of writing prompts faculty across the disciplines assign and their expectations for student writing. Although our first-year composition program is genre-based and focuses on teaching for transfer, we did not know what genres other faculty assigned nor which writing skills they hoped students could apply to their assignments. We also wanted to understand how they crafted writing assignment prompts and how they perceived students’ abilities to meet their expectations. We conducted semi-structured interviews with 10 faculty members from a range of disciplines about their writing assignments in courses in the major. We found that faculty (1) want or even expect students to take on certain disciplinary roles as writers in their assignments; (2) but they are not routinely making these expectations clear to students in their writing assignment prompts. To address these impediments to transfer, we present a three-part rhetorical framework for faculty that relies on genre to clarify expectations and allows for cuing to promote transfer for students in disciplinary writing contexts.

In this interview, Victor Villanueva and Tabitha Espina discuss, through a review of Villanueva’s publications, how the teaching of Composition has changed throughout the years to consider the needs and exigencies of the times. Using rhetorical analysis, particularly of purpose and audience, and application of some of Villanueva’s most influential texts, Villanueva and Espina discuss the field’s critical responses to the racial reckoning of this historical moment through translingualism, decolonial pedagogies, agonism, and pluriversality. While Villanueva observes much progress in the field in approaching what he has called “cultural multiplicity,” he interrogates the complexities and politics of Otheredness and critiques the disproportionate burden on academics of color. Villanueva and Espina affirm the significance of memoria as a conceptual framework that, not just includes, but essentially functions rhetorically as the means by which ideas and knowledge are experienced and communicated.

We report on a survey of students and alumni, examining their “rhetorical training”—their writing knowledge and experiences across multiple courses, campus employment, and workplace contexts. The survey asked participants to identify their most often written genres and their most valued type of writing, the rhetorical situations in which they compose their most valued genre, and the writing processes they have developed. We examined the multiple sources of rhetorical training that participants believe prepared them to write their most valued genre. Multiple rhetorical training experiences prepare writers for the writing they value, and both students and alumni describe robust writing processes and appreciate feedback from others. Yet alumni continue to express challenges adapting writing for new audiences and genres.

The writing process has helped define students as autonomous writers within the composition classroom. Yet, our writing identities are not stable and shift throughout the writing process. I argue that composition instructors should enhance students’ awareness to their own dynamic, writing subjectivities through a more expansive view of rhetorical invention, using posthumanism as a lens for composition pedagogy. This article presents a pedagogical practice utilizing concept maps and reflective prompts that help students recognize their ecological, writing landscapes. By tracking the human and non-human elements in their writer’s network, students can learn that writers operate within fluid, writing situations that continuously impact their writerly identities.

This essay examines the learning processes of writing center professionals through the lens of “networks of enterprise” (Wallace & Gruber, 1989), which reflects on the dynamic processes through which creative people, like writing center professionals (WCPs), bring together the diverse and complex tasks undertaken in their everyday work into a cohesive and satisfying career. While there is substantial turnover in the profession, some WCPs stay in writing center positions for decades. Drawing on information gathered through surveys and interviews with ten long-term WCPs (with an average of 28 years of experience), as well as reflecting on his own career, the author attempts to discern what long-term learning WCPs take away from work. This piece shares participants’ responses to the following questions: (1) What do writing center professionals learn from the diversity of their duties and long-term exposure to the ideas of writers from a multitude of disciplines? (2) Are the lessons, processes, or theories, WCPs encounter in the center of use in their own scholarly, administrative, or creative pursuits? (3) To what degree does such learning make WCPs better at their jobs and motivate them to spend years or even an entire career in the writing center? Though not unanimous, the participants’ answers indicate that WCPs do indeed gain and apply to their work —including their own creative and academic writing projects — a deep, broad, and ever-growing network of knowledge gained from tutoring, training tutors, teaching, and performing the many practical, rhetorical, political, and administrative tasks required in these positions. Most, though not all participants, cited the building of such knowledge as a key motivation for spending their career in or around writing centers.

The paper uses the rhetorical lenses to examine a neo-slave narrative The Book of Negroes by Lawrence Hill. The exploration of emotive, ethical, and political dimensions of the text allows the author to demonstrate its emotional and moral effects, deriving within the triad author-text-reader. The article particularly highlights gendered aspects of bondage, which have been traditionally marginalized. The female protagonist and the message that her story conveys prompt the readers to assume a position on the subject of slavery which transcends the story as such and condemns the legal institution of human chattel enslavement in all its representation.

This article aims to investigate narrative reports based on the use of reported speech frames from a pragmatic-cognitive perspective. As rhetorical means of image creation and (de)legitimisation, they are frequently employed to represent utterances that constitute integral elements of short narratives incorporated into American presidential speeches. This paper’s main objective is to propose an original taxonomy of sayers, namely speakers of words reported (Halliday 1981, 1985; Vandelanotte 2006) in political discourse and to investigate their potential for self- and other-presentation and (de)legitimisation of one’s stance, actions and decisions. The data used for illustrative purposes comprise extracts from Barack Obama’s speeches delivered during his presidency (2009 and 2016) and have been selected from a bigger corpus of 125 presidential speeches by three American presidents: Barack Obama, Bill Clinton and John F. Kennedy. Findings in this study indicate that specific sayer types have greater potential for effective image formation and contribute to (de)legitimisation of events.

The article considers the poetry of Objectivist poet Charles Reznikoff as informed by the frequent use of rhetoric of silence. The analysis is two-fold: first, it explains the two theoretical key terms, sincerity and objectification, as distinct features of the Objectivist verse, which are crucial in the thematic framework of the analysis, and, second, it gives examples of the practical use thereof by Reznikoff, who is viewed as the poet-witness.

The essay discusses rhetoric and multiple functions of silence as a means of remembering and forgetting in Domnica Radulescu’s novel Country of Red Azaleas as a typical example of exile fiction. Silence in the novel is presented as a blocker of traumatic memory transmission and expresses the untranslatability of trauma. Silence also becomes constitutive in the formation of characters’ new identity based on forgetting. The essay analyzes other forms of non-verbal/silent memory, such as memory of places and sensory memories and emphasizes their social and political dimension.

This article investigates the discursive production of “the silent majority” as a collective subject of Right-wing politics in the context of free speech controversies on U.S. college campuses. The discussion that follows examines the way the populist rhetoric, reified in the speech/silence dichotomy, focalizes partisan dissent and resentment and seeks to restore the nation’s past glory that was allegedly lost to political correctness and identity politics.

Despite Mary Deshazer’s affirmation that “living with cancer has become the topic of our times” (2005, 1), some cancers are still covered by a blanket of secrecy. This paper discusses Susan Gubar’s and Eve Ensler’s autopathographies about gynecological cancer in relation to silence. It explores their discussion of the possibility of finding words for their illness and their reflection about the unspeakability of the sick female body, concluding that they construct silence as undesirable and ineffective.

Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences&#x0D; This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives.&#x0D; This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017).&#x0D; The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg &amp; Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies.&#x0D; Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters.&#x0D; While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics.&#x0D; Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists.&#x0D; We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty.&#x0D; References&#x0D; Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., &amp; Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457&#x0D; Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. &amp; Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4.&#x0D; Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt &amp; A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press.&#x0D; Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., &amp; Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820&#x0D; Kellogg, R., &amp; Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600&#x0D; Poe, M., Lerner, N., &amp; Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press.&#x0D; Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114.&#x0D; Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates.

Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors&#x0D; This poster documents the bottom-up efforts leading to the establishment of an academic writing support program for doctoral students at an engineering university in the Czech Republic (CR).&#x0D; To defend their dissertation, by law Czech doctoral students have to have published their research. Moreover, many faculties require their doctoral students to publish in prestigious English-medium journals, which is a challenge even for the students’ supervisors. Although publication requirements prior to dissertation defence are becoming common in many countries (Kamler and Thompson, 2014; Kelly, 2017), Czech students often face a challenge of writing in the absence of any prior writing support, where insufficient knowledge of English only adds an extra hurdle to the already difficult task of argumentation absent in Czech schooling. CR has a comparatively high number of doctoral students, but also alarmingly high drop-out rates with more than 50% students not finishing their studies (Beneš et al., 2017). In part, this is due to the students’ difficulties to publish (National Training Fund, 2019). This challenge could be addressed with systematic writing development, but Czech educators and dissertation supervisors are not commonly aware of composition being teachable as we learned from our preliminary study on writing support in doctoral programs in several Czech universities (Rosolová &amp; Kasparkova, in press). While supervisors and university leaders tended to see writing development as a responsibility of the students, the doctoral students were calling for systematic support. &#x0D; We strive to bring attention to the complexity of writing development and introduce a discourse on academic writing that conceives of academic writing as a bundle of analytical and critical thinking skills coupled with knowledge of rhetorical structures and different academic genres. We show how these skills can be taught through a course drawing on the results from a needs analysis survey among engineering doctoral students, the target population for this course (for more information on the survey, see Kasparkova &amp; Rosolová, 2020). In the survey, students expressed a strong interest in a blended-learning format of the course, which we base on a model of a unique academic writing course developed for researchers at the Czech Academy of Sciences, but not common in Czech universities. Our course is work in progress and combines writing development with library modules that frame the whole writing process as a publication journey ranging from library searches, to a selection of a target journal and communication with reviewers. Because we are well aware that a course alone will not trigger a discourse on writing development in Czech higher education, we also plan on involving a broader academic community through workshops for supervisors and a handbook on teaching academic writing and publishing skills for future course instructors.&#x0D; Colleagues at EATAW 2019 conference commented on the poster sharing their difficulties from the engineering context and for instance suggested a computer game to engage engineers. This resonated with our plan to invite our engineers into the course through a geo-caching game – for more, see Kasparkova &amp; Rosolová (2020).&#x0D; References &#x0D; Beneš, J., Kohoutek, J., &amp; Šmídová, M. (2017). Doktorské studium v ČR [Doctoral studies in the CR].  Centre for Higher Education Studies. https://www.csvs.cz/wp-content/uploads/2018/10/Doktorandi_final_2018.pdf&#x0D; Rosolová, K. E., &amp; Kasparkova, A. (in press). How do I cook an Impact Factor article if you do not show me what the ingredients are? Educare. https://ojs.mau.se/index.php/educare&#x0D; Kamler, B., &amp; Thomson, P. (2014). Helping Doctoral Students Write (2nd edition). Routledge.&#x0D; Kasparkova, A., &amp; Rosolová, K. (2020). A geo-caching game ‘Meet your Editor’ as a teaser for writing courses. 2020 IEEE International Professional Communication Conference (ProComm), Kennesaw, GA, USA, 2020, pp. 87-91. https://doi.org/10.1109/ProComm48883.2020.00019&#x0D; Kelly, F. J. (2017). The idea of the PhD: The doctorate in the twenty-first-century imagination. Routledge.&#x0D; National Training Fund. (2019). Complex study of doctoral studies at Charles University and recommendations to improve the conditions and results. Report for the Charles University Management. Prague.

Surrender: Feminist Rhetoric and Ethics in Love and Illness, challenges scholars to see and write past the limits of their own methods and knowledges.She advocates for writing not only about what we know about rhetoric, but what we don't know.Restaino frames herself as a writer and researcher who is figuring out how to move forward after the loss of her friend Susan Lundy Maute to cancer, recognizing how experiences and people change us and deepen our understanding of ourselves and our ways of knowing and being.Restaino's writing values narrative in scholarly discourse, embracing the idea of emerging as a presence to readers; this idea manifests in her work because she writes as a witness to the declining health and death of her friend.Restaino draws on the works of Jim W. Corder often in her book, and her writing reminds me especially of his argument that emergence is a risk of going out alone in writing, an exposure of ourselves and our narratives to the other.He writes that this kind of writing "requires a readiness to testify to an identity that is always emerging, a willingness to dramatize one's narrative in progress before the other; it calls for an untiring stretch toward the other, a reach toward enfolding the other" (Corder 26).Restaino demonstrates Corder's idea of argument as emergence in her writing, but she also forwards a key concept attached to this process that comes from feminist theory, the notion of surrender.She explains that we have to let go of a facade of wholeness, to render our subjectivity and knowledge for what it always already is: fragmented.She further describes how, when we face illness and death, we reach the unknown, and we have to let go, or release, "not only of what we know how to do (practice) and what we think we know (epistemology) but also of our subjectivit(ies) as writers and researchers" (13).In her own release of these things, Restaino works to come upon a different way of knowing and being after loss that she communicates to us as readers in the themes of her book, which I outline in this review.

Background: Captions do important communicative work, but little research has investigated their content quantitatively. Literature review: Captions help facilitate learning and make retrieving information from databases easier. Yet, few studies have explored the rhetorical moves found in figure captions to better understand their communicative function. Research questions: 1. How do captions found in psychology, linguistics, biology, and technical and professional communication (TPC) journals differ in terms of length? 2. What are the rhetorical structures of figure captions in psychology, linguistics, biology, and TPC journals? 3. How do the rhetorical structures of captions in journals from these four disciplines differ? 4. To what extent does visual type interact with caption length and rhetorical structure? Research methodology: Using quantitative content analysis, I compared the frequencies of moves in captions across disciplines, determined whether the moves were conventional or optional, and identified patterns in the progression of moves in the captions that I analyzed. A supplementary analysis of the types of visuals that accompanied the captions offered insights into the findings of the caption-content analysis. Results: Results suggest a high degree of variation in the rhetorical structure of captions in academic journals. Biology captions were, on average, the longest and contained the most moves. TPC captions were the shortest and contained the fewest moves. Psychology and linguistics captions fell between the biology and TPC captions. Conclusions: Understanding variation in caption content can encourage a more rhetorical approach to caption writing. Researchers in disciplines where shorter captions are standard might consider writing elaborated captions.