In recent decades, academic outcomes for English Language Learners (ELLs) have become a major focal point of research in English education. Much of the scholarly discourse on this topic reinforces a deficit orientation toward ELLs, constructing them as an educational “problem” rather than an asset (e.g., Crumpler, Handsfield, & Dean, 2011; Gutiérrez & Orellana, 2006; Mitchell, 2013). This article examines how ELLs at one high school in New England perceived and resisted this deficit discourse by analyzing statements these students made during public protest and personal interviews. I employ Critical Race Theory (Kubota & Lin, 2006; Ladson-Billings, 1998; Solórzano & Yosso, 2002) as a framework for understanding how these students—all Black, former refugees from African countries—experienced the effects of deficit discourse in their lived experience at school and in the community. Focusing on four themes—Essentialization, Educational Deficit, Intellectual Inferiority, and Resistance—I show how students came to link deficit discourse with limited educational opportunity, and how particular schooling practices—such as language/literacy testing and academic tracking into low-level English classes—came to be seen by students as an outgrowth and reinforcement of deficit discourse. In the discussion of findings, I highlight alternative forms of representation (i.e., “counter-stories”) that were put forth by the students, and outline a number of implications of this study for teaching, research, and advocacy in English education.

“we can prepare students for the complexities that arise in working with real-world clients by teaching them flexibility in approaching this type of work”

This coauthored article argues that a team-taught format can make the literature survey more engaging and meaningful for students while also addressing some of the course’s traditional challenges. The article fills a gap in team-teaching scholarship, which emphasizes interdisciplinary and/or loosely collaborative arrangements over intensely collaborative models like the one the authors propose.

The outsider ethos established by Ken Macrorie, Peter Elbow, and Donald Murray in their early books is a driving force behind process pedagogy. Close textual analysis of these theorists can help writing instructors better understand the role of ethos in process pedagogy and in their own teaching.

While Engineering values direct communication, indirect communication produces a kind of literacy salient for engineers that direct communication may not offer in the way indirect communication does. This article emphasizes the inadequacies of overly emphasizing direct communication for Engineering majors and explains how teaching indirect communication in the form of literature has the potential to cover some of the inadequacies one can encounter if one were to overly emphasize direct communication.

Communication skills are an increasingly important component of college students’ education because these skills are in high demand from employers. This study provides a close examination of communication instruction in both a typical landscape architecture class and a modified one (i.e., with the addition of formalized communication instruction that is grounded in design), analyzing changes in students’ perceptions of their own communication abilities (self-efficacy). The study reveals that in the typical class, students had a decrease in self-efficacy whereas in the modified class, students had a significant increase in self-efficacy. Viewing these results through the lens of self-efficacy and situated learning provides a complex understanding of the influences on students’ experiences. For both teaching and research in communication across the curriculum, this study has implications about the importance of the nature of instruction.

Reviews 197 Walker completes his work with a subtle admonition coupled with a call to return to what has worked and what matters—an Isocratean model of training rhetors that eschews the place of impractical (high) theory (p. 280). While it's nearly impossible to pin down the most significant contribu­ tion from The Genuine Teaehers of This Art, Walker's opus goes a long way to resolve what Alan Gross has termed the "historical discontinuity" of the rhetoiical tradition, which results from what George Kennedy labels the technical, sophistic," and "philosophic" traditions by arguing at least in the Isocratean model, a tradition rooted in pedagogy, the tripartite distinction is a false one-all three coexisted happily and, importantly, effectively (Gross, pp. 32-33).' After all, as Walker not so subtly reminds us, "what makes rhetoric rhetoric is its teaching tradition, its function as an 'art of producing rhetors'" (p. 285). Kathleen Lamp Arizona State University Francesco Berardi, La dottrina dell'evidenza nella tradizione retorica greca e latina (Papers on Rhetoric. Monographs 3), Perugia: Editrice zzPliniana ", 2012, 242 pp., ISBN 978-88-97830-01-6 L'esigenza di una nuova monografía dedicata al tema studiatissimo dell'evidenza è opportunamente giustificata da Francesco Berardi (di seguito F. B.), che rileva due prospettive altrettanto parziali nella cospicua bibliografía sull'argomento: l'una, critico-letteraria, incentrata sulla tradi­ zione alessandrina; l'altra, tecnico-retorica, frammentata nelle tassonomie polimorfe ed eterogenee dei manuali greci e latini. Scopo del volume è dunque fare ordine in questa complessa tradizione e classificare le diverse forme dell'evidenza secondo le rispettive funzioni, seguendo il modo in cui sono state concepite e si sono quindi sviluppate nella precettistica antica (pp. 11-17). La distinzione terminológica preliminare tra ¿vspyaa, vivificazione del messaggio attraverso l'uso di metafore e similitudini che animano referenti inanimati, ed ¿vápyeia, evidenza pittorica realizzata mediante l'arcumulo di descrizioni denotative (pp. 19-39), permette di comprendere perché l'evidenza sia considerata virtù fondamentale della narrazione, improntata a descrizioni minuziose e realistiche. Ribaltando la communis opinio sulla base di una cronología rigorosa, F.B. dimostra come questo apporte giunga alia ]Alan G. Gross, "The Rhetorical Tradition," in Richard Graff, Arthur E Walzer, Janet M. Atwill, eds. The Viability ofthe Rhetorical Tradition (Albany: State University of New York Press, 2005). See also, George Kennedy. Classical Rhetoric and Its Christian and Secular Tradition (Chapel Hill: University of North Carolina Press, 1980). 198 RHETORICA retorica dalle teorie poetiche e storiografiche, e non vice versa (pp. 41-49). Nel quadro dello stile semplice e disadorno, tale forma di evidenza pud trasformarsi, da semplice virtú narrativa deWinuentio, in qualité specifica delYelocutio. Questo processo tende poi a estendersi, al punto che, adop­ tando la dottrina dell'ornato stilistico e della figura-lumen, nelle Partitiones oratoriae Cicerone avrebbe per primo elevato chiarezza, brevità, crédibilité, evidenza, etopea e decoro al rango di parametri principali del discorso ora­ torio. Con Dionigi di Alicarnasso e Quintiliano questa evidenza si sarebbe ulteriormente connotata come frutto della collaborazione del destinatario del messaggio alla costruzione dell'illusione visiva (pp. 51-73). Infine, dallo schema accademico delle uirtutes elocutionis è probabile che sia germogliata la teoria delle categorie stilistiche (lôéoei) ove, nella prospettiva degli esiti finali dell'effetto visivo, l'evidenza è intesa essenzialmente come vigore espressivo funzionale alla purezza, alla bellezza, allô splendore, ecc. (pp. 75-88). E B. circoscrive a ragione tutti questi ambiti della dottrina retorica alio studio dell'evidenza corne effetto e li distingue dai casi in cui essa è causa di una rappresentazione mentale subordinata alla mozione degli affetti o all'ornato stilistico. Dopo aver ricordato i legami cognitivi tra cpavTaaioc e tolOoç secondo Aristotele e Quintiliano, E B. ricostruisce con grande precisione il ruolo delle circostanze (wpewpew), intese come forma più po­ tente di argomentazione e progressivamente adottate ai fini dell'amplificatio nell'esercizio di scrittura definito xoivôç tôtcoç dai progymnasmata. Poiché riguarda fatti gié accertati, quest'ultimo si colloca dopo la dimostrazione e tende dunque a corrispondere alla perorazione finale di un discorso. E B. istituisce cosí una convergenza tra i due settori, distinti dai fatto che, a differenza di quanto accade ne! zluogo comune', Pepilogo di un'orazione riguarda sempre...

Reviews Walker, Jeffrey. The Genuine Teachers ofThis Art. Columbia: University of South Carolina Press, 2011.356 pp., ISBN: 978-1-61117-016-0 Walker s 1 he Genuine Tenehers of This Art takes its title from a line in Cicero s De orntore in which Antonius attempts to delineate "inexperienced teachers ' who do not train rhetors like Aristotle from sophists like Isocrates who train skilled speakers (pp. 5,44). The title line frames the major argument of the book—that training rhetors, that is, teaching is the unifying element of rhetoric that brings together strains of "discourse, practices, analysis, [and] teaching" (p.l). Walker claims scholars of rhetoric have much overlooked the "school masters." His attempt to correct this omission establishes Isocrates as the founder of the sophistic paideia, which Walker traces from the fourth century BCE, through the Hellenistic period and stasis theory, the late Repub­ lic in Cicero's De orntore, and finally into the Second Sophistic in the works of Dionysius of Halicarnassus. Through this pedagogical history, Walker ar­ gues, that for Isocrates the "handbook" (teehne) and sophistic traditions were one, effectivelv decentering the "philosophic" tradition. There are too manv high points in The Genuine Teachers of This Art, particularly' for scholars of the history of rhetoric and teachers of rhetoric and composition, to summarize here but permit me to try to touch on a few. Walker's first chapter, a (counter) reading of Cicero's De orntore, begins by classifying Aristotle's rhetoric as primarily interested in "judgment and theory" as opposed to "civic deliberation" and therefore largely outside the realm of training rhetors (pp. 19, 22). Walker makes a brief but interesting argument that Antonius' topics are not from Aristotle but rather are closer to Isocrates' ideai, arguing Aristotle is primarily referenced for the sake of authority (pp. 23, 30-1, 48). Ultimately, Walker argues what Cicero's Crassus and Antonius finally agree on—broad experience—is fundamentally Isocratean (pp. 41, 53, 56). The claim that "there was a teehne of Isocrates, and that it probably was the ancestor of the later sophistic technai” concludes Walker's second chapter (p 90). In order to advance the possibility of an Isocratean teehne, Walker must refute several lines of argument prevalent in the field, specifically that if Isocrates did write a teehne, it was more likely a collection of example speeches, that the teehne attributed to Isocrates was written by a "younger Rhetorica, Vol. XXXII, Issue 2, pp. 195-211, ISSN 0734-8584, electronic ISSN 15338541 . C2014 by The International Society for the History of Rhetoric. All rights re­ served. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions website, at http://www.ucpressjournals.com/reprintlnfo.asp. DOI: 10.1525/RH.2014.32.2.195. 196 RHETORICA Isocrates/' and that it was against Isocrates' own philosophy to write a handbook of precepts. These lines of argument, predominantly advanced by Karl Barwick, though fairly broadly accepted, are refuted by Walker at length, in part, by using parallel case based on other sophistic technai and, most interestingly, by suggesting two definitions of techne, which Walker distinguishes with a subscript to differentiate a non-creative, rule driven art with a more or less guaranteed product from a creative, methodological driven art with the possibility of a successful outcome produced by a skilled practitioner (pp. 63-75). The following chapter takes in an in-depth look at what a techne of Isocrates might have looked like with Walker concluding that the techne likely had two main parts, "the pragmatikos topos [concerned with inquiry and invention] and the lektikos topos [concerned with style] and possibly ... an organized set of progymnasmata" (p. 154). While many of Walker's conclusions in this chapter suggest the techne probably looked similar to the Rhetoric to Alexander, this third chapter is a fascinating look inside Isocrates' pedagogy. These two chapters on Isocrates are likely the most controversial in the book, and while Walker admits he has offered no "irrefutable" evidence of a techne of Isocrates, he does marshal a persuasive case based on available evidence, however scant. The Fourth Chapter, "In the Garden of...

In this paper I examine the application of the status-theory in some controversiae of Seneca the Elder's declamatory collection. The analysis of a number of significant examples shows that the declaimers not only perfectly mastered this complex rhetorical doctrine, but were also able to discuss some points of it and in case modify it, adapting the rules given by the rhetorical handbooks to the specific requirements of each single case. This leads us to the conclusion that the didactic value of the declamatory exercise never failed entirely, and in the rhetorical schools of the early imperial age it remained the fundamental instrument by which future orators learnt to put into practice the precepts transmitted in the rhetorical teaching, not only for the elocutio, but also and especially for the inventio.

Multimodal Composing in Classrooms Learning and Teaching for the Digital World. Edited by Suzanne M. Miller and Mary B. McVee (2012) New York and London, Routledge. pp. 161 ISBN: 978-415-89747-1

This article is addressed to those interested in integrating social media, as a collaborative component, into Business and Technical Writing courses. Educators find themselves under the false impression that digital natives’ familiarity with these tools will result in their embracing them as part and parcel of coursework. The reality is that today’s students need help in moving beyond the familiar applications of these virtual spaces in their personal lives and toward their uses as dynamic components of the educational experience. Relearning Facebook to do more than “friending” people, “liking” activities, and announcing one’s status involves an emphasis on the professional role of this developing medium of communication. These professional applications, therefore, must be fully integrated into the academic experience. Most Business and Technical Writing courses at Rutgers University culminate with each student submitting a research proposal, developed throughout the course of a 15-week semester. The justification for the plan of action in each proposal is based upon scholarly research. In our Collaborative Writing Practices course, the students develop their proposals in teams and are instructed to use various social networking platforms to communicate with each other, as well as with their instructor, as a supplement to the face-to-face classroom environment. In addition, each researched plan is required to advance a solution that utilizes social media. Our “triangulated” approach to instruction immerses students into social networking and helps them understand that, to be successful, collaborative writing must occur on a variety of levels. We also integrate social media into several of our online classes, where it is used to replace key elements of face-to-face courses, such as formal presentations. We have found that implementing a social media project instead of the traditional PowerPoint presentation encourages a greater level of interaction and participation among students.

Greetings from Rutgers, The State University of New Jersey, where a central part of our mission is to anticipate and create model classrooms and pedagogies that might inspire universities around the world as they reinvent themselves in the face of technological innovation. We have been particularly inspired by our colleague, Professor Richard Miller, who is at the forefront of research and practice on how digital technologies have come to bear on the future of education. In his article, “The Coming Apocalypse,” Miller (2010) explains that the “paradigm shift” occurring in higher education, once based solely on the scholarly production of copyrighted print documents, confronts the realm of resources and information open to us on the Web. He writes:

While composition has become more open to issues of world Englishes and more aware of how English writing is taught and learned in countries other than the United States, one of the issues that needs further investigation concerns the influence of increasingly powerful and accessible technologies for translation on the teaching of English writing in places where English is not the language of local communication. The most widely available technology for translation, Google Translate, can quickly convert large amounts of text from one language to another, though it does it with varying amounts of accuracy. Despite its sometimes egregious mistakes, however, it is fast becoming a tool not only for people who want to read online texts written in another language, but for composing texts. How students of English as a foreign language (EFL) might use translation technologies such as Google’s translation function when composing is an important question because it stretches (perhaps uncomfortably) the boundaries of what it means to “write in English.” How should EFL writing teachers integrate the use of such technologies into their teaching? In this article, I will explore the context of Google translation use in one country where English is not a language of local communication. Finally, I will suggest ways to use this phenomenon to rethink the notion of what it means to teach EFL writing in an age of increasingly sophisticated machine translation.

Our poster is an exploration of the effects of quantifying physical experiences and refashioning them into new, interactive, live experiences through data visualization; the poster explores how data visualizations are designed to teach and effect change. Specifically, the authors explore two topics: athletic training and teacher training. Both of these fields have been inundated by data analysis tactics; sports data visualizations are highly developed and hypermediate while teacher training data are still largely immediate and static Through an analysis of these two topics in relation to theories of phenomenography and remediation, the poster discusses how the use of real-time data analysis and data visualization common in sports training might inform how that we effect change in other fields, such as teaching.

As I prepare to teach the latest iteration of my course in Visualizing Information, I am struck by how quickly visualization software and techniques are advancing. As an academic, whose primary job is as a researcher and teacher, my relationship with technology is rooted at the crossroads of excitement and dread; of just catching up and being perpetually behind. I feel excitement that advancements in web functionality and design, visualization techniques, and other technology-enabled practices are finally happening and can benefit my work and the work of my students. Conversely I am filled with dread that I rarely feel fully in-the-know, much less at the bleeding edge of these developments because my job doesn't necessarily reward that kind of knowledge. As a graduate student in the fall of 2000 (Is that really 14 years ago?) I earned a webmaster certification and followed that by helping in the redesign of several websites at my university. A decade later, as an assistant professor on the tenure clock, I was composing an academic webtext and I found myself needing the help of an undergraduate student to teach me how to integrate something called jQuery into my HTML5. I was dismayed over how rusty my skills had become once my tenure responsibilities had taken over.

ABSTRACTThis article explores the way Levinas communicates his ethical message through the media at work in his work: speech, writing, and rare references to modern media. Levinas's ethical message concerns the import of the relation with the other, a relation that interrupts any attempt at its thematization, including Levinas's own philosophy. Levinas's text serves as an exemplary medium for this ethical message in conveying the teaching of ethics along with the interruption it advocates. The article then extends the logic of the ethical message beyond the two key media present in Levinas's work—speech and writing—to speculate on whether the interruption it effects can be carried over to audiovisual media. Running throughout is the question of mediation, which takes the discussion outside the context of the face to face, where Levinas's thought is typically situated, to the context of the third and of justice. Levinas's thought may thus lead toward a radical ethics of media—radical in the sense that it posits the act of mediation itself as the root of such ethics.

Diversity in writing assessment research means paying attention to the consequences of writing assessment for all students’ learning and writing. This special issue of Research in the Teaching of English brings together researchers from various national contexts who share such a perspective to explore the meanings and roles of writing assessment today.

The 2013 Alan C. Purves Award Committee is pleased to announce this year's award recipients, Maureen Kendrick, Margaret Early, and Walter Chemjor, for their article Integrated Literacies in a Rural Kenyan Girls' Secondary School Journalism Club, which appeared in the May 2013 issue of RTE (Vol. 47, No. 4). This qualita- tive study examines an after-school journalism club held at an all-girls school in Kenya and reveals the ways that literacy practices can foster professionalization and identity formation for students. Kendrick et al. apply Turner's (1967) notion of liminality the realm of pure possibility (qtd. p. 395) to understand the transformation they witnessed in the students, especially in relation to the pres- ence of such materials as digital voice recorders and press passes. These items, in terms of Blommaert's (2003) theorizing of placed resources, assume a particular, local, situated meaning within the context of the club: they empower the students to do investigative journalism in their school and community. The intersection of a liminal space with placed resources allowed the girls to move from performance to competence in their journalistic roles, resulting in transformed identities. This study pushes all educators to consider the classroom as liminal space in order to locate and support such transformative literacy practices and opportunities.We applaud the authors' self-reported shift from a sole emphasis on the po- tential of the donated digital communication to facilitate students' acquisi- tion of digital literacies (p. 393) to the wider exploration of the journalism club as a resource-infused place that afforded the development of integrated literacy practices and experimentation along with new writer identities of empowerment (p. 394). Such a move celebrates the persistent agency of students and teachers who, together in their given space, make sense of the tools available-be they digital recorders, press passes, books, or standardized tests. Further, Kendrick et al. suggest that in making sense of those tools and how they might authentically be put to use, the teacher and his students also make sense of themselves as users of these ideologically rich tools.We particularly appreciate Kendrick et al.'s description of the students' meaning-making process as play; they take interest in students' experimentation with the resources made available to them and with the identities associated with those tools. In this conceptualization of what happens in the journalism club, the students and their play are ultimately more important than the particular tools with which they play. …

This paper discusses the teaching of writing within the competing and often contradictory spaces of high-stakes testing and the practices and priorities around writing pedagogy in diverse school communities. It uses sociospatial theory to examine the “real-and-imagined” spaces (Soja, 1996) that influence and are influenced by teachers’ pedagogical priorities for writing in two linguistically diverse elementary school case studies. Methods of critical discourse analysis are used to examine rich data sets to make visible the discourses and power relations at play in the case schools. Findings show that when teachers’ practices focus on the teaching of structure and skills alongside identity building and voice, students with diverse linguistic backgrounds can produce dramatic, authoritative, and resonant texts. The paper argues that thirdspaces” (Soja, 1996) can be forged that both attend to accountability requirements and also give the necessary attention to more complex aspects of writing necessary for students from diverse and multilingual backgrounds to invest in writing as a creative and critical form of communication for participation in society and the knowledge economy.

The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession. This is a written version of the acceptance speech that Keith Gilyard gave at the CCCC Convention in Las Vegas on March 15.

We report on the Teaching Responsible Communication of Science project at Iowa State University. This NSF-supported work will produce nine case studies focusing on the ethical challenges that arise when scientists communicate with the public. These case studies promise to add a normative dimension to the practical communication training offered to scientists, while at the same time contributing a rhetorical perspective to the interdisciplinary scholarship on science communication.

Reviews 91 my own undergraduate teaching, especially Pallister's idea that there are master tropes for heaven, hell, and paradise and Shore's denial that Milton engages in iconoclasm, and I have recommended the full texts to my graduate students. Historians of rhetoric at any institution that regularly teaches Milton or his period would do well to order copies for their libraries and also to consider acquiring copies for themselves. Jameela Lares The University of Southern Mississippi The Complete Prose Works ofJohn Milton, ed. Don M. Wolfe, 8 vols. (New Haven: Yale University Press, 1953-82); Raphael Lyne, Shakespeare, Rhetoric and Cognition, Cambridge: Cambridge University Press, 2011. 267 pp. ISBN 978-1-107-00747-5; Jenny C. Mann, Outlaw Rhetoric: Fig­ uring Vernacular Eloquence in Shakespeare's England, Ithaca and Lon­ don: Cornell University Press, 2012. 249 pp. ISBN 978-0-8014-4965-9; Lynn Enterline, Shakespeare's Schoolroom: Rhetoric, Discipline, Emotion, Philadelphia: University of Pennsylvania Press, 2012. 202 pp. ISBN 978-0-8122-4378-9; Garry Wills, Rome and Rhetoric: Shakespeare's Julius Caesar, New Haven and London: Yale University Press, 2011.186 pp. ISBN 978-0-300-15218-0 Once upon a time (or so the story goes), the study of language and rhetoric in Shakespeare and Renaissance literature was dominated by con­ siderations of style, and style meant especially figurative language. Since then, a generation or two of critics including Joel Altman, Marion Trousdale, Thomas Sloane, Wayne Rebhorn, Frank Whigham, Victoria Kahn, Lorna Hut­ son, Peter Mack, and Lynne Magnusson have shown the importance for early modern literature and culture of a richer conception of rhetoric, one which understands rhetoric as a vital contributor to a wide range of intellectual, political, and social processes and agendas. In view of this work, one could be forgiven for suspecting that the prominence of figuration in the latest crop of books on rhetoric and the literature of Shakespeare's England means that literary criticism is doing the time warp again. As we will see, however, this is not quite your grandparents' rhetorical criticism, though the intervening years have changed less than one might have expected. The first of the four books under review here, Raphael Lyne's Shakespeare, Rhetoric and Cognition argues that rhetoric in Shakespeare is a means not only of presentation and persuasion but also of thought. By "rhetoric" Lyne means primarily tropes, or figures of thought. He grounds this argument in recent research in cognitive linguistics, which probes the relationship between language (especially metaphor) and cognitive processes in the brain, and he devotes a chapter to surveying both this work and a wide range 92 RHETORICA of studies that find similar links between rhetoric, literature, and thought. Another chapter argues that early modern rhetoric manuals implicitly tie tropes such as metaphor and synecdoche to mental processes and thus constitute a "proleptic cognitive science" (50). Lyne then illustrates his thesis in chapters on A Midsummer Night's Dream, Qymbeline, Othello, and the Sonnets, concentrating on the thought patterns found in ornate speeches delivered at stressful moments. He reads Dream as a study of how metaphor works, showing the different ways that characters and groups in the play try to make sense of their experience: "Characters think differently and therefore they speak differently" (129). His study of Cymbeline shows how its characters, faced with "secrets, revelations, and impossibilities," "struggle to find the tropes by which to understand their world" (158). Othello depicts a world debased by Iago's ability to transfer his "twisted cognitive patterns" (186) to others, causing "a kind of heuristic short-circuit, where rhetoric becomes self-fulfilling and inward-looking" (163). The Sonnets show that thought can happen outside dramatic characters, while confirming that rhetoric can bring "heuristic failure" (209) as well as success. As this summary suggests, I don't find a distinctive thesis about Shake­ spearean thought in this book, and in noting the many critics and rhetoricians who have connected literature and rhetoric to thought Lyne undercuts his claim to originality. Possibly Lyne means his contribution to lie less in his conclusions than in his method, for he begins the Dream chapter by claiming to have found "a different way of reading some...

Over the last seven years, I have spent time across three continents talking to scientists and mathematicians about their beliefs and attitudes and experiences related to writing in their respective disciplines.I have been impressed by the passion and insight with which most have talked about writing and its relationship to critical thinking, and I have often been surprised by how they engage in these practices.For example, rather than working from an a priori hypothesis, many researchers in the STEM disciplines compose backwards, from the results to the introduction.And when reading, many seem to move from the middle of a paper outwards, beginning with the results and method, using an extremely critical eye, and then perhaps scanning out to the introduction and the discussion, or dispensing with these sections altogether.Over and over again, I heard this same story from different scientists, as if it were a secret each alone had stumbled upon.In addition, collaboration, conversation and peer review are very much part of the language of composition that takes place in the sciences (co-authorship, the hierarchies of disciplinary or interdisciplinary teams, the drafting process and the use of technology), but we who work in WID (writing in the disciplines) and WAC (writing across the curriculum) programs are constantly challenged: "How do we teach process in ways that are disciplinarily appropriate?"Historically, we haven't done this well.As Burton and Morgan observed on the training of mathematicians as writers,

Drawing on a semester-long qualitative study of teaching writing at a men’s medium-high security prison, this article explores the complex ways in which literacy and incarceration are configured in students’ narratives, as well as my own as their teacher.

Drawing on the notion that revision involves the performance of a writer’s identity in a conversation with herself, this article argues for conceptualizing revision as ecstasis and ventriloquism. By using the metaphor of ventriloquism to translate theory into heuristics for teaching revision, it enacts an underlying argument that pedagogy is metaphor. In doing so, it offers four practical strategies for teaching students to revise.

Teaching nontraditional themes in first-year writing courses sometimes confuses students and frustrates instructors. This article shows how using a transformative, critical-thinking pedagogy challenges the content and purpose of “English” courses—making such themes more accessible while improving students’ use of rhetorical inquiry to both analyze and compose texts.

This article develops a framework for rhetorical inquiry that builds on the concept of wicked problems as conceptualized through social policy and design studies research. Responding to technical communication scholarship that calls for increased engagement with public issues and controversies, the author specifically discusses a writing course that used the 2010 Gulf of Mexico oil spill as a basis for teaching problem-based rhetorical invention, document production, interdisciplinary collaboration, and professional development. The framework described in this article ultimately offers a heuristic for students to research and write about ill-defined problems that must be addressed in time but that demand sustained engagement over time—activities that begin in the classroom but ideally continue to develop throughout their personal and professional lives.

Abstract The authors argue that technical communication instructors are in a particularly apt position to teach social media as key to students’ lives as technical communicators and future professionals. Drawing on the concepts of reach and crowd sourcing as heuristics to rearticulate dominant cultural narratives of social media as deleterious to students’ careers, the authors offer a case study of an introductory professional and technical communication pedagogy that helped to disrupt uncritical deployments of social media. Keywords: crowd sourcingpedagogyreachsocial media ACKNOWLEDGMENTS The authors give many thanks to Dr. David J. Reamer and the students enrolled in his technical writing course at the University of Tampa for their feedback and comments on the student documentation published on Instructables. The authors also appreciate thoughtful and engaged reviewer comments that helped us to develop this article. Notes Students are not misguided in their concerns about social media use and its connection to employment, and perhaps even university admissions practices. As of May 13, Citation2013, the National Conferences of State Legislatures reports that social-media privacy protection laws are being introduced or are pending in 36 states. These states are seeking to stop the practice of employers and universities from requesting logins and passwords of employees or students to their social media sites. According to the conference, four states already have such protections, including Arkansas, Colorado, New Mexico, and Utah (para 1). These same laws are under debate as both industry and regulatory finances groups argue for the veracity of having access to social media outlets in order to monitor employee discussions of sensitive financial information (Eaglesham & Rothfeld, Citation2013, para 1). In the particular semester discussed, students all used Instructables to ensure they were working with the same interface and design features and to allow for more robust user-testing. We understand that some students in professional and technical writing courses might be eager to learn about and use social media for their professional development, but we see this position as equally capable of reinforcing the binary of good/bad that is worthy of complication. Neither position affords human agency because technology is the determinant factor in either a student's success or failure. Additional informationNotes on contributorsElise Verzosa Hurley Elise Verzosa Hurley is Assistant Professor of Rhetoric, Composition, and Technical Communication at Illinois State University. Her research interests include technical and professional communication pedagogy, visual rhetoric, and multimodal composition. Her work has appeared in Kairos. Amy C. Kimme Hea Amy C. Kimme Hea is Writing Program Director and Associate Professor of Rhetoric, Composition, and the Teaching of English at the University of Arizona, and author of Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Researchers.

The expanding use of social media such as Twitter has raised the stakes for teaching our students about individual and organizational ethoi. This article considers the role of organizations' Twitter feeds during emergency situations, particularly Hurricane Irene in 2011, to argue for a pedagogical model for helping students collaboratively code tweets to assess their rhetorical effects and to improve their own awareness and use of microblogging as a communication tool.

This essay recovers the rhetorical career of San Francisco Examiner journalist Winifred Black to demonstrate how professional journalists used late-nineteenth-century newspapers for rhetorical education and social change. I analyze two campaigns—the “Orphan's Santa Claus” and the “Little Jim” crusade—to demonstrate how Winifred Black constructs a persuasive ethos capable of inspiring the writing and social action efforts of male and female children from various socioeconomic classes. Specifically, Black revises the rhetorical tradition of the “stunt girl reporter” in order to craft a teacherly ethos anchored in a “symbolic motherhood”—an effective rhetorical strategy due to close cultural links between teaching and mothering. Combined with aspects of what Karlyn Kohrs Campbell terms a “feminine style,” this ethos allows Black to promote not merely social change, but a particular kind of rhetorical education that: (1) privileges moral principles over grammatical and mechanical correctness and (2) blurs gender and class lines.

Using Ivanic’s (2004) framework, the study of 20 elementary teachers examines the relationships among teachers’ beliefs about writing, their instructional practices, and contextual factors. While the district-adopted curriculum reflected specific discourses, teachers’ beliefs and practices reflected a combination of discourses. The nature of the professional development tended to reinforce particular discourses, but occasionally offered an alternative. The three cases revealed how teachers negotiated the tensions among various discourses. Beth exemplified a skills discourse, but demonstrated beliefs about writing as communication; however, she did not articulate tensions between the discourses and followed the district, skillsinfused curriculum. Amber borrowed from skills, traits, process, and genre discourses without resolving potential contradictions, resulting in instructional practices that had little coherence. Jackson, who brought in his own writing as a hip-hop artist, illustrated the social practices discourse as well as creativity and genre discourses to create an enhanced version of a district-adopted curriculum. Implications for practice include raising teacher’s awareness of the contradictory discourses that surround them.

These researchers examine how questions function in a corpus of eleven writing center conferences conducted by experienced tutors. They analyze the 690 questions generated in these conferences: 81% (562) from tutors and 19% (128) from students. Using a coding scheme developed from prior research on questions in math, science, and other kinds of quantitative tutoring, they categorized tutors’ and students’ questions. The researchers found that questions in writing center conferences serve a number of instructional and conversational functions. Questions allow tutors and students to fill in their knowledge deficits and check each other’s understanding. They also allow tutors (and occasionally students) to facilitate the dialogue of writing center conferences and attend to students’ engagement. In addition, tutors use questions to help students clarify what they want to say, identify problems with what they have written, and brainstorm. Based on this analysis, the authors make some recommendations for tutor training. 85891-Writing Center-text.indd 37 3/10/14 2:52 PM Thompson & Mackiewicz | Questioning in Writing Center Conferences 38 Introduction To resist the role of teacher-surrogate in favor of the role of helpful peer or collaborator, to get students to do the talking, and generally to achieve a student-centered focus, tutors have been advised to use questions as primary tutoring strategies in writing center conferences (Brooks; Harris). In other words, tutors are supposed to use questions to indirectly guide students to improving their writing. In these oftenidealistic conceptions of writing center conferences, questions are “real,” genuinely reflecting an interest in who the students are and what they want to say rather than leading students to a particular point of view. Moreover, students’ satisfaction with writing center conferences has been connected to their perceptions of having their questions answered (Thompson, Whyte, Shannon, Muse, Miller, Chappell, & Whigham; Thonus, “Tutor and Student Assessments”). Tutors are supposed to encourage students to ask questions freely, and it is assumed that students will ask more questions in writing center conferences than in the classroom (Harris). However, beyond encouraging students to talk and beyond directing tutors toward students’ areas of confusion, questions are important prompts for learning and for maintaining students’ engagement in writing center conferences. Research about question asking and answering in the classroom has typically focused on how teachers can pose questions to enhance critical thinking for students. This research has shown that the dialogic Socratic method, with its back-and-forth questions and answers, is a more effective teaching strategy than didactic teacher talk (Rose, Bhembe, Siler, Srivastava, & VanLehn; see also Kintsch; Tienken, Goldberg, & DiRocco). Today questioning is one of the most frequently used classroom teaching techniques, with elementary and high school teachers asking as many as 300 to 400 questions per day (Tienken, Goldberg, & DiRocco). Research suggests that if used effectively either in the classroom or in one-to-one tutorials, questions can enhance students’ learning in at least three ways. First, as shown in Socrates’s questioning of his student about the concept of justice, questions can direct students in their efforts to “construct and reconstruct knowledge and understanding” (Smith & Higgins 486). By discussing what they are thinking with a more expert tutor or teacher, students engage in self-explanation, a process shown to deepen their understanding (Chi; Chi, Bassok, Lewis, Reimann, & Glaser; Chi, De Leeuw, Chiu, & LaVancher; Rose, Bhembe, Siler, Srivastava, & VanLehn). Second, questions can enhance students’ motivation, stimulate curiosity, and encourage active participation in learning (Lustick; Smith & Higgins). 85891-Writing Center-text.indd 38 3/10/14 2:52 PM The Writing Center Journal 33.2 | Fall/Winter 2014 39 Third, teachers’ and tutors’ questions may become models for selfquestioning, important for students in regulating their own learning processes. Further, in both the classroom and in tutorials such as writing center conferences, learning typically occurs within a conversational context, and along with stimulating understanding, questions are vital linguistic components of an educational conversation. Besides helping tutors identify what students do not know, questions allow tutors to understand students’ goals for coming to the writing center and to politely facilitate the flow of the tutorial conversation. We will consider all of these types of questions in this article. We examined how questions function in a corpus of eleven writing center conferences conducted by experienced tutors. In these eleven conferences, we found a total of 690 questions, mostly asked by tutors but some asked by students as well. Incorporating research about questions in classroom teaching, we adapted a scheme for analyzing questions in tutorials that was developed by the psychologist and linguist Arthur C. Graesser and his associates. This scheme has been used to analyze questions in math, science, and other kinds of quantitative tutoring, with a range of students from elementary school to college (Golding, Graesser, & Millis; Graesser, Baggett, & Williams; Graesser, Bowers, Hacker, & Person; Graesser & Franklin; Graesser & McMahen; Graesser & Olde; Graesser & Person; Graesser, Person, & Huber; Graesser, Person, & Magliano; Graesser, Roberts, & Hackett-Renner; Person, Graesser, Magliano, & Kreuz). Through our analysis, we show how questions can function in writing center conferences so that we and our tutors can understand the potential impact of questions on students’ learning and, subsequently, pose questions more consciously. Previous research about questions in writing center conferences has focused on what questions reveal about tutors’ roles and control over conferences. For example, Kevin M. Davis, Nancy Hayward, Kathleen R. Hunter, & David Wallace analyzed four types of “conversational moves” (47) teachers use in classroom discourse—structuring the interaction, soliciting responses, responding, and reacting—to determine the extent to which tutors took on teacher roles. According to Davis, Hayward, Hunter, & Wallace, tutors are usually in control of conferences, but sometimes they do assume less teacher-like and more conversant-like roles (see also Willa Wolcott’s “Talking It Over: A Qualitative Study of Writing Center Conferencing”). Susan R. Blau, John Hall, & Tracy Strauss considered the nature of the collaboration that occurs in writing center conferences by analyzing “three recurring rhetorical strategies” (22) relating to tutors’ directiveness—questioning, echoing, and using qualifiers. They found that in conferences considered satisfactory, tutors 85891-Writing Center-text.indd 39 3/10/14 2:52 PM Thompson & Mackiewicz | Questioning in Writing Center Conferences 40 demonstrated “informed flexibility” (38) in the strategies they used. Other studies have evaluated tutors’ use of mitigated and unmitigated interrogatives (Thonus, “Dominance in Academic Writing Tutorials”), “question–answer interrogation sequences” (Thonus, “What Are the Differences” 231), and leading versus open questions (Severino). A few studies have included questions in analyzing tutors’ politeness strategies (Bell & Youmans) and self-presentation (Murphy). These studies of writing center conferences tend to analyze questions as signals of assumed role and that role’s concomitant right to control the discourse as opposed to examining all the ways questions can function—including but not restricted to the ways they help construct role and maintain control. We analyzed questions to determine the extent to which experienced tutors ask questions that push students’ thinking, check their understanding, facilitate conversation, and model the types of questions students should ask of themselves in order to assess and develop their own writing. Simultaneously, we speculated on the relationships between questioning and students’ and tutors’ roles. After delineating the question types we found, we examined question-answer patterns according to initiation-response-evaluation (IRE) instructional dialogue (Mehan), a classroom discourse pattern largely unexamined in writing center research (for an exception, see Porter). We examined writing center variations on the IRE pattern, showing how experienced tutors used different types of leading and scaffolding questions in tandem with common-ground questions in a cycle of promoting students’ thinking and engagement and of checking students’ comprehension.

In 2004, the University of Kansas (KU) launched an interdisciplinary Graduate Writing Program as part of a larger initiative to reduce time to degree rates and increase degree completion rates. Serving both domestic and international students, this program employs a rhetorical genre-based approach in a series of courses organized around the genres of graduate school and beyond. In these Graduate Studies courses, students become ethnographers of the research and writing practices of their disciplines while writing their own texts and developing their professional identities. In addition, the Graduate Writing Program fields a Summer Writing Institute and offers workshops for students. The program supports departments and faculty members through consultations and workshops on such topics as how to mentor graduate writing. This profile—part program description, part theoretical construct—outlines the history and structure of the program as well as the academic and cultural challenges that graduate students and their mentors face. It argues that rhetorical genre studies is ideally suited for teaching graduate writing and supporting students as they create their professional identities.

“Sharing” is a ubiquitous yet largely unexamined term in composition scholarship and practice. Scholars and teachers use the term widely to talk about practices such as peer review, collaboration, and student-teacher conferences, all of which have been used to support the relevance of composition as a social and communal act. Yet, as this article demonstrates, sharing has been aligned historically with assumptions and values that emphasize individual productivity at the cost of exploring the affective and ethical costs of social engagement and interaction. This article investigates tensions in the historical practices of sharing that create openings for alternative ways to understand and value the complex encounters writers undergo when they interact in the space of the writing classroom. Specifically, the article explores how sharing might be revised in composition studies to draw attention to the affective, corporeal, and ethical consequences of interpersonal contact.

This essay considers the long-standing challenges, in both practice and theory, to collaborative writing in the first-year classroom. I argue that Hannah Arendt’s concepts of plurality and natality are useful frameworks for thinking constructively and practically about teaching argumentative writing through collaboration. I explore these concepts in terms of foundational scholarship on written collaboration, such as Candace Spigelman’s work on writing groups and intellectual property, as well as recent considerations of evolving technological resources (Howard). Ultimately, thinking through Arendt, I offer examples from my own classroom practice, and also generate a series of questions designed to support instructors’ incorporation of collaborative writing and thinking across their own diverse contexts. My goal here is not to suggest that there is a singular “best practice,” but rather to demonstrate the ways in which Arendtian concepts can foster complex and scaffolded pedagogies of collaboration in the first-year classroom.

Reviewed are: Networking Arguments: Rhetoric, Transnational Fitalicinism, and Public Policy Writing Rebecca Dingo Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900 Jane Donawerth Fitalicinist Rhetorical Resilience Elizabeth A. Flynn, Patricia Sotirin, and Ann Brady, editors Writing a Progressive Past: Women Teaching and Writing in the Progressive Era— Lisa Mastrangelo— Fitalicinist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies Jacqueline Jones Royster and Gesa E. Kirsch

This November issue of RTE once again contains the Annual Annotated Bibliography of Research in the Teaching of English, available only here, on the NCTE website.

Curriculum designers and literacy policymakers sometimes assume that variation in teaching practices can be minimized using scripted and standardized curriculum. While standards and common understandings can be helpful, scripted curricula ignore the fact that curriculum is an enacted practice orchestrated by individuals. While reading scholars have studied this issue, it has yet to be examined in writing studies. In a four-month ethnographic study, I examined how a kindergarten teacher interpreted scripted writing curriculum through enacted lessons. The interpretation problematizes the ideologies embedded within curricular scripts, including emphases on genre, mechanics, and printed texts. Analysis of child writing revealed a socially constructed practice in which genre, mechanics, and letters were tied to social intentions and meanings. While scripted curricula can confine teachers’ abilities to make responsive decisions, I document how the focal teacher translated curricular materials with students, thus creating space for official curriculum, teaching practices, and children’s writing to coexist. Such flexible spaces make room for both teacher and student voices in innovative and inventive writing pedagogies.

y copy of the first issue of Literacy in Composition Studies is thoroughly marked up.It engages issues, questions, and even anxieties I have carried with me over my roughly twenty years as a teacher and literacy researcher.In an effort to continue the conversation I am going to take up two themes that thread through many of the initial articles and their responses.The first theme regards the conceptual tropes we use to describe our work.The second relates to transformative potential and, equally as important, limitations of scholarship that is directed to providing access and opportunity to historically disenfranchised students and communities.This interest in equity is something I believe many share across the areas of Literacy Education and Composition and Rhetoric.In his opening essay, Bruce Horner argues for a shift from spatial to temporal metaphors in the conceptualization of literacies.Spatial metaphors risk essentializing literacy practices-exoticizing or romanticizing them-and even reproducing the very autonomous ideologies the field has worked so hard to deconstruct.A methodological focus on temporality may help researchers work through some of these contradictions (Horner 4-5).In a similar vein, many of the subsequent authors invoke the terms "purpose, " "labor, " "intentionality, " "process, " "circulation, " "work, " and "movement, " a historicizing direction that I for the most part endorse, and which seems to be in line with the empirical realities of global migrations and transnationalism.My qualification is because phrases like "emergent dynamism" shade into the discourse of neoliberal incursions into education, which valorize innovation, as there will always be new literacies, and literate identities, to market.A renewed emphasis on temporality may also exist in tension with another acknowledgement made by several of the contributors: that there is often, following Pierre Bourdieu, significant social inertia and reproduction in the field of education, even as we work within and against the system to try to expand what constitutes academic knowledge and practice.This tension can induce some self-reflection and soul searching for scholars who try to balance an analytical disposition, the pressures to generate new terms and ideas for the academic market, and the desire to make a difference in students' lives.My own contribution engages these themes from the vantage point of having taught and conducted research with elementary school students and their families in predominantly under-

Despite the fact that a considerable proportion of today’s writing programs operate according to the principles of genre-based instruction, research has not adequately dealt with the teaching of various genres (e.g., job application letters). Nor has research, to date, attempted to address the issue of written corrective feedback in conjunction with genre-based instruction. This study, therefore, aimed to investigate the impact of written corrective feedback in the context of genre-based instruction on job application letters. To this end, 120 Iranian advanced-level EFL learners at Kish Institute of Science and Technology participated in the present study. After administering the TOEFL test, 80 students scoring within ±1 SD of the mean score were randomly assigned to one of two experimental groups?namely, Direct Feedback Group or Indirect Feedback Group. Having sat a writing pretest, the participants received genre-based instruction on how to compose job application letters. Meanwhile, they were supplied with direct or indirect feedback on their writing. Following this instruction, a writing posttest was administered, the results of which showed that direct corrective feedback was more effective than indirect corrective feedback in the context of genre-based instruction on letters of job application.

This article highlights Education/Connection/Action (ECA), a locally developed community pedagogy deployed at a youth activism summer camp that served as a site for a community/academic teaching and research collaboration. Youth considered connections between a set of issues, including a local ban on Ethnic Studies, the School-to-Prison Pipeline, and Youth Sexuality, Health, and Rights. They drew from lived and learned literacies to inform participatory media projects that critically and creatively address restrictions on access to local knowledges and information with particular relevance to youth sexuality, health, and rights (broadly defined). In highlighting youth voices, desires, and needs across distinct youth communities, their collaborative productions demonstrate coalitional potential and a collective call for change.

In Slam School: Learning Through Conflict in the Hip-Hop and Spoken Word Classroom, Bronwen E. Low argues for the significance of critical hip-hop pedagogies, particularly when engaging with racial and social conflicts in educational settings. Low collaborated with a teacher at an urban arts magnet high school in the northeastern United States through a performance poetry course that was taught using a hiphop and spoken word curriculum. Overall, Low's book is useful for community literacy scholars as an application and assessment of a popular practice and growing pedagogy in schools and community organizations.

This essay provides an approach to teaching T. S. Eliot’s The Waste Land. The approach is designed to disassociate the student from the annotation usually provided by either Eliot or an editor. The assignment is presented in multiple frameworks and hopes to make students deal with the poem’s specific lines. The process described has students identify voice shifts in the poem. It is certainly true that there are differing opinions about voice in The Waste Land, but the point of the assignment is not to involve the student in this debate (at least initially). The explicit pedagogical goal of the approach described in this essay is to enable students to develop their own views on the poem and to create a reading that is independent of editorial direction. This develops their ability to read critically and increases their comfort level with a difficult text.

Even if the United States remains mostly monolingual, it seems imperative—politically, economically, and ethically—that American college students begin to develop some understanding of the processes of translation. A focus on linguistic and cultural translation can serve as a fruitful approach for teaching early world literature, since students need some invitation to enter into a conversation with the reading and crave some sense of present relevance. Encountering a text in multiple English translations directs our attention away from an arrested sense of its existence in the past and toward a more dynamic sense of its present in cultural circulation.

Public writing spaces, such as blogs and social media sites, are expanding quickly with new websites, web applications, and other interfaces constantly available to users. As these digital composing spaces continue to expand, it is important that writers are capable of operating within them, yet many composition students lack the rhetorical awareness to present effective arguments in multimodal digital interfaces. To address this issue, the author designed a project to introduce students to public writing while reflecting on the implications of the permanence of their writing, the searchability of these public spaces, and their responsibility as writers. This project began by asking students to reflect on their own online personae, be it through Facebook profiles, personal blogs, or online class forums. Utilizing websites like Yelp and YouTube offered students the opportunity to see how others present themselves online and the effectiveness of composers in these digital spaces. Taught in an online course format, this project demonstrates how writing can live outside of the traditional classroom space and contribute to the students’ community. For the writing teacher, it creates the occasion to delve into students’ understandings of ethics in online writing while illustrating the rhetorical components necessitated by composing in digital media.

Why would an English professor enroll in an upper-level biology class? This article describes an experiment in interdisciplinarity: an English professor takes a class titled Scientific Imaging in order to enhance her teaching of nature writing. The author outlines thirteen specific lessons imparted by her experience as a student in a class devoted to photographing elements of the natural world and creating images suitable for scientific presentation, and then she explains how she adapted the principles from Scientific Imaging for use in a creative nonfiction class focusing on nature writing. The article concludes with a discussion of the results of this interdisciplinary experiment and suggestions for promoting interdisciplinary learning as a mode of faculty development.