Book Review| September 01 2013 Compelling Confessions: The Politics of Personal Disclosure Compelling Confessions: The Politics of Personal Disclosure. Edited by Suzanne Diamond. Madison, NJ: Fairleigh Dickinson University Press, 2011; pp. 230. $58.50 cloth. Mary Jo Wiatrak-Uhlenkott Mary Jo Wiatrak-Uhlenkott University of Minnesota Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2013) 16 (3): 600–603. https://doi.org/10.14321/rhetpublaffa.16.3.0600 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Jo Wiatrak-Uhlenkott; Compelling Confessions: The Politics of Personal Disclosure. Rhetoric and Public Affairs 1 September 2013; 16 (3): 600–603. doi: https://doi.org/10.14321/rhetpublaffa.16.3.0600 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2013 Michigan State University Board of Trustees2013 Article PDF first page preview Close Modal You do not currently have access to this content.

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Reviewed are: Postcomposition Sidney I. Dobrin The Managerial Unconscious in the History of Composition Studies Donna Strickland What We Are Becoming: Developments in Undergraduate Writing Majors Greg A. Giberson and Thomas A. Moriarty, editors

Book Review| August 01 2013 Review: Catherine Gordon-Seifert, Music and the Language of Love: Seventeenth-Century French Airs by Catherine Gordon-Seifert Catherine Gordon-Seifert, Music and the Language of Love: Seventeenth-Century French Airs. Bloomington and Indianapolis: Indiana University Press, 2011, xiii, 390pp.: black and white illustrations, tables, musical exx. ISBN 978-0-253-35461-7. $44.95 Rhetorica (2013) 31 (3): 334–337. https://doi.org/10.1525/RH.2013.31.3.334 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review: Catherine Gordon-Seifert, Music and the Language of Love: Seventeenth-Century French Airs by Catherine Gordon-Seifert. Rhetorica 1 August 2013; 31 (3): 334–337. doi: https://doi.org/10.1525/RH.2013.31.3.334 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2013 Review: Eric MacPhail, The Sophistic Renaissance by Eric MacPhail Eric MacPhail, The Sophistic Renaissance (Travaux d'Humanisme et Renaissance 485), Geneva: Droz, 2011, 155 pp. ISBN: 978-2-600-01467-0 55 Rhetorica (2013) 31 (3): 337–339. https://doi.org/10.1525/RH.2013.31.3.337 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Cite Icon Cite Search Site Citation Review: Eric MacPhail, The Sophistic Renaissance by Eric MacPhail. Rhetorica 1 August 2013; 31 (3): 337–339. doi: https://doi.org/10.1525/RH.2013.31.3.337 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2013 Review: Dino Piovan, Memoria e oblio della guerra civile: strategie giudiziarie e racconto del passato in Lisia. Studi e testi di storia antica, 19 by Dino Piovan Dino Piovan, Memoria e oblio della guerra civile: strategie giudiziarie e racconto del passato in Lisia. Studi e testi di storia antica, 19. Pisa: Edizioni ETS, 2011. Pp. 356. ISBN 9788846728258. 22.00 (pb). Rhetorica (2013) 31 (3): 339–342. https://doi.org/10.1525/RH.2013.31.3.339 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review: Dino Piovan, Memoria e oblio della guerra civile: strategie giudiziarie e racconto del passato in Lisia. Studi e testi di storia antica, 19 by Dino Piovan. Rhetorica 1 August 2013; 31 (3): 339–342. doi: https://doi.org/10.1525/RH.2013.31.3.339 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2013 Review: Benjamin Kelly, Petitions, Litigation, and Social Control in Roman Egypt by Benjamin Kelly Benjamin Kelly, Petitions, Litigation, and Social Control in Roman Egypt. (Oxford Studies in Ancient Documents), Oxford; New York: Oxford University Press, 2011. Pp. xix, 427. ISBN 9780199599615. $150.00. Rhetorica (2013) 31 (3): 345–347. https://doi.org/10.1525/RH.2013.31.3.345 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review: Benjamin Kelly, Petitions, Litigation, and Social Control in Roman Egypt by Benjamin Kelly. Rhetorica 1 August 2013; 31 (3): 345–347. doi: https://doi.org/10.1525/RH.2013.31.3.345 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2013 Review: Divine Rhetoric: Essays on the Sermons of Laurence Sterne. Edited with an introduction by W. B. Gerard Divine Rhetoric: Essays on the Sermons of Laurence Sterne. Edited with an introduction by W. B. Gerard. Newark: University of Delaware Press, 2010. 284 pp. + CD. ISBN 978-1611491210 $62.50 Rhetorica (2013) 31 (3): 331–334. https://doi.org/10.1525/RH.2013.31.3.331 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review: Divine Rhetoric: Essays on the Sermons of Laurence Sterne. Edited with an introduction by W. B. Gerard. Rhetorica 1 August 2013; 31 (3): 331–334. doi: https://doi.org/10.1525/RH.2013.31.3.331 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Over the last 2 decades, the nations that once comprised the Soviet Union have begun to play an increasingly important role in the global economy. As a result, today's technical and professional communicators could find themselves interacting with co-workers, colleagues, and clients in these nations. Being successful in such contexts, however, requires an understanding of the cultural, historic, educational, and economic factors that have affected and continue to shape technical and professional communication practices in these countries. This article provides an overview of the literature that has been published on technical and professional communication practices in the former USSR as well as reviews educational factors that have contributed to such practices. Through such an examination, the article provides readers with a foundation they can use to engage in future research relating to technical and professional communication practices in post-Soviet states.

Research problem: Although much research exists on virtual worlds, very few studies focus on professional virtual worlds used for working in a global setting. Research questions: (1) How do global managers currently use and experience professional virtual worlds (Virtual Worlds) as a communication media for global work? and (2) How do these Virtual Worlds support global and professional communication in a geographically distributed context? Literature review: We reviewed Virtual World literature in the area of social sciences, education, and games. Little research has been conducted on Virtual Worlds for workgroups. But those studies support the assumption that Virtual Worlds are suitable for global distributed work as a collaboration and communication medium. Methodology: With an explorative and qualitative interview research approach, we conducted 47 semi-structured interviews with virtual world vendors, researchers, and managers using virtual worlds in their work. Data were analyzed based on Grounded Theory Analysis methods. Results and conclusions: The results show four different use cases applied for professional Virtual Worlds: small team meetings, trainings, community building, and conferences. Furthermore, our findings confirm Virtual World literature that states that the professional Virtual World as a communication and collaboration tool supports geographically distributed work as well as visualization and learning in a global context.

Research problem: Despite the increasing interests raised by incident reporting systems, it is still unclear what dimensions of user experience (UX) and other contextual factors should be taken into account for the various stages of declaring an incident using mobile-phone applications. Research questions: How do citizens perceive and describe urban incidents? What UX dimensions are important for reporting an incident with a mobile-phone application? What other (contextual) factors are important from the users' point of view when declaring incidents? Which of the UX dimensions and contextual factors are important when in the various phases during an incident declaration? Literature review: Overall, there is a lack of empirical research in the domain of incident reporting. In general, the UX dimensions-visual and aesthetic experience, emotion, stimulation, identification, meaning and value, and social relatedness/coexperience-are important when designing interactive systems. It also shows that incidents are related to the citizen's perception of the environment. Methodology: A triangulated method approach combining interviews, a survey of existing systems, and a model-based task analysis were applied. This allows us to present a generic task model for incident reporting with a detailed description of UX dimensions affected in the various subtasks. Results and conclusions: Our findings point out the effect of UX dimensions in the task engaged by users when reporting urban citizens. The overall UX is directly influenced by the perceived level of severity, inconvenience and involvement, the personal context, and the technological mobile context. We have found that while several UX dimensions are highly relevant, they are not equally distributed along the several subtasks that citizens engage when reporting incidents. This study shows that semistructured requirement interviews can provide information about UX dimensions and it highlights the importance of the identification of UX dimensions in early phases of the development process.

Research problem: This study explores how established patterns, means, and services influence the users' first experience when encountering a novel self-service application. The application (DB Cairo) is a passenger information system for public transportation running on mobile phones. Research questions: Is the users' first experience with the application influenced by established communicative patterns, means, and services? Are they used as reference objects? Which attributes of the application are relevant? Is there a leading reference object (prototype)? Do reference objects vary depending on the personal factors age and gender? Literature review: Little is known about user experience in first contact situations regarding passenger information systems. For our investigations, we used a theoretical framework combining Linguistic Evaluation Theory, Prototype Theory, and Linguistic Genre Theory: Evaluations are regarded as an integral part of user experience. Evaluation is conceptualized as an act where a subject evaluates an object with a certain purpose at a certain time by comparing it with other objects. Every object has various attributes-some are relevant for the evaluation, and others are not. Communication quality is seen as a crucial complex attribute for the evaluation of communicative applications. Methodology: We conducted a qualitative study: Data from two user test series (n = 12)with thinking-aloud protocols and retrospective interviews were analyzed with qualitative content analysis procedures. The participants were male and female, age 25-35 or 55-65, mobile-phone users, and multimodal travellers. The tests were conducted in a laboratory with a computer-based mobile-phone emulator. Results and conclusions: Results show that the participants explore the application by comparing its attributes with attributes of reference objects. Reference objects vary depending on attributes of the application. Regarding topic-related attributes, participants rely on established artifacts, which form a topic-related multimedia network. Within this network, the website of German Railways functions as prototype. Age- and gender-specific differences were not detected. The findings indicate that research into user experience and development practice could benefit from reconstructing and analyzing topic-related artifacts. Limitations of the study were a small sample size, the test location, and environment. Future challenges are the investigation of influencing factors and the development of new methods/tools for data collection infield studies.

Research problem: This corpus comparison study examines the occurrences of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> as used in British and New Zealand engineering lectures in order to discover its frequency and functions and to consider its role in professional communication. Research questions: Is <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> as frequent in the academic genre of university lectures as in other genres of spoken English? (1) Does <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> have the same functions in British and New Zealand engineering lectures as found in a previous study at an American university? (2) Does a better understanding of the different ways that <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> is used in lectures have pedagogical implications for professional communication, especially for English as an additional language learners? Literature review: Previous studies show <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> mainly functions as a ‘”minimizer’” (merely, only, simply) in university lectures in America, and functions the same in British and New Zealand university lectures on engineering. <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog Just}$</tex></formula> also functions as part of a metadiscursive frame (let me <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> explain), and stance (the speaker's attitude toward the content communicated: don't <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> copy down what I've done). In response, English as an additional language learners can learn to recognize and distinguish the different functions of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> and use them appropriately. Methodology: The researcher used a corpus linguistics methodology to determine the frequency of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> and a discourse analysis method to see if the functions of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> identified in a previous study of the Michigan Corpus of Academic Spoken English applied to the corpus of British and New Zealand engineering lectures. These lectures are all part of the Engineering Lecture Corpus, which was started at Coventry University and includes AUT University in New Zealand. Results and discussion: The frequency of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> in British and New Zealand engineering lectures was high: it occurred in the top 50 words in the wordlists of both sets of lectures. <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog Just}$</tex></formula> was used in British and New Zealand engineering lectures the same way as in the American university, functioning mostly as a “minimizer,” often to reduce the imposition of what was being said or asked. It occurred much more frequently in the British engineering lectures than the New Zealand ones, often in short stretches of discourse. Its “locative” meaning, used when indicating a precise location, occurred more often in the New Zealand Electrical Engineering lectures and in the British Civil Engineering lectures. A study of the different ways that <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> functions, and the frequency with which it is used in spoken academic English should lead to a better understanding of its function in professional communication. The limitation of the study was the sample size, and the fact that it was an opportunistic sample taken from a limited number of lecturers in a limited number of universities. While adopting the functions used in the American study was a limitation, the additional category of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> used in multiword units was uncovered. Limitations of the unavailablilty of recordings to determine pronunciation differences was also noted, with examples provided to show possible misunderstandings. Future research would examine an expanded data sample, providing better representation of the language of lectures in the UK and New Zealand within and outside the subdisciplines of engineering, and investigating the ways that the pronunciation of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> affects its meaning. Other spoken academic and general corpora, such as the British Academic Spoken English corpus and the spoken components of the British National Corpus and the Corpus of Contemporary American English could be studied for comparison purposes of the frequency and functions of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> .

On the Blunt Edge: Technology in Composition’s History and Pedagogy Shane Borrowman, editor Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Scholars Amy C. Kimme Hea, editor Rhetorical Delivery as Technological Discourse: A Cross-Historical Study Ben McCorkle Digital Detroit: Rhetoric and Space in the Age of the Network Jeff Rice Technologies of Wonder: Rhetorical Practice in a Digital World Susan H. Delagrange

Book Review| May 01 2013 Review: Classroom Commentaries: Teaching the Poetria nova across Medieval and Renaissance Europe, by Marjorie Curry Woods Marjorie Curry Woods, Classroom Commentaries: Teaching the Poetria nova across Medieval and Renaissance Europe (Text and Context 2), Columbus: The Ohio State University Press, 2010. xlii + 367 pp. ISBN 9780814211090. Rhetorica (2013) 31 (2): 223–225. https://doi.org/10.1525/rh.2013.31.2.223 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review: Classroom Commentaries: Teaching the Poetria nova across Medieval and Renaissance Europe, by Marjorie Curry Woods. Rhetorica 1 May 2013; 31 (2): 223–225. doi: https://doi.org/10.1525/rh.2013.31.2.223 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2013 Review: Clio sous le regard d'Hermès. L'utilisation de l'histoire dans la rhétorique ancienne de l'époque hellénistique à l'Antiquité Tardive, by Pierre-Louis Malosse, Marie-Pierre Noël, Bernard Schouler Pierre-Louis Malosse, Marie-Pierre Noël et Bernard Schouler, eds., Clio sous le regard d'Hermès. L'utilisation de l'histoire dans la rhétorique ancienne de l'époque hellénistique à l'Antiquité Tardive (Cardo 8), Alessandria: Edizioni dell'Orso, 2010, XI, 248 pp. ISBN 9788862742474. Rhetorica (2013) 31 (2): 229–232. https://doi.org/10.1525/rh.2013.31.2.229 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Review: Clio sous le regard d'Hermès. L'utilisation de l'histoire dans la rhétorique ancienne de l'époque hellénistique à l'Antiquité Tardive, by Pierre-Louis Malosse, Marie-Pierre Noël, Bernard Schouler. Rhetorica 1 May 2013; 31 (2): 229–232. doi: https://doi.org/10.1525/rh.2013.31.2.229 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2013 Review: Rhetoric Beyond Words: Delight and Persuasion in the Arts of the Middle Ages, by Carruthers, Mary Carruthers, Mary, ed., Rhetoric Beyond Words: Delight and Persuasion in the Arts of the Middle Ages. (Cambridge Studies in Medieval Literature, ed. Alastair Minnis). Cambridge: Cambridge University Press, 2010. xii + 316 pp. ISBN 9780521515306. Rhetorica (2013) 31 (2): 220–223. https://doi.org/10.1525/rh.2013.31.2.220 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Cite Icon Cite Search Site Citation Review: Rhetoric Beyond Words: Delight and Persuasion in the Arts of the Middle Ages, by Carruthers, Mary. Rhetorica 1 May 2013; 31 (2): 220–223. doi: https://doi.org/10.1525/rh.2013.31.2.220 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2013 Review: Signs of Light: French and British Theories of Linguistic Communication, 1648–1789, by Matthew Lauzon Matthew Lauzon, Signs of Light: French and British Theories of Linguistic Communication, 1648–1789, Ithaca: Cornell University Press, 2010. 256 pp. ISBN 9780801448478. Rhetorica (2013) 31 (2): 226–228. https://doi.org/10.1525/rh.2013.31.2.226 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review: Signs of Light: French and British Theories of Linguistic Communication, 1648–1789, by Matthew Lauzon. Rhetorica 1 May 2013; 31 (2): 226–228. doi: https://doi.org/10.1525/rh.2013.31.2.226 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2013 Review: [Quintiliano] Il veleno versato (Declamazioni maggiori, 17), by Lucia Pasetti Lucia Pasetti, [Quintiliano] Il veleno versato (Declamazioni maggiori, 17), Cassino: Edizioni Università di Cassino, 2011, 252 pp. ISBN 978-88-8317-055-3. Rhetorica (2013) 31 (2): 233–235. https://doi.org/10.1525/rh.2013.31.2.233 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Review: [Quintiliano] Il veleno versato (Declamazioni maggiori, 17), by Lucia Pasetti. Rhetorica 1 May 2013; 31 (2): 233–235. doi: https://doi.org/10.1525/rh.2013.31.2.233 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentRhetorica Search This content is only available via PDF. © 2013 by The International Society for the History of Rhetoric. All rights reserved.2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Reviewed are: Composition’s Roots in English Education, by Patricia Lambert Stock, reviewed by Mark Blaauw-Hara Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Nancy L. Chick, Aeron Haynie, and Regan A. R. Gurung, Reviewed by Yvonne Bruce Before and After the Tutorial: Writing Centers and Institutional Relationships, edited by Nicholas Mauriello, William J. Macauley Jr., and Robert T. Koch, Reviewed by Kristen Welch

A review of work being published in our journals establishes that we most often think of ourselves as passive intellectuals, engaged in critical reflection about rhetorics of science and technology. But another persona lurks in that scholarship as well—the rhetorician as agent of change making the world a better place. This paper argues that rhetoricians of science and technology need to think harder about how we take the academic understandings developed in our primary internal discursive genre and transform them into productive engagements with external publics. Whether we encounter those publics in the classroom or in civic forums or in scientific or technical organizations, we need to be able to translate our research findings to these empowered stakeholders in ways that are meaningful and constructive. By sharing best practices for pedagogy and public engagement, rhetoricians of science and technology can improve our chances of making an impact with our research.

Review of Digital Storytelling: Capturing Lives, Creating Community by Joe Lambert. 4th edition, Routledge, 2012.

Review of Rhetorics for Community Action: Public Writing and Writing Publics by Phyllis Mentzell Ryder. Lexington Books, 2011.

Review Article| April 01 2013 Re-forming Our Early English Curricula Form and Reform: Reading across the Fifteenth Century. Edited by Shannon Gayk and Kathleen Tonry. Columbus: Ohio State University Press, 2011. Katherine Steele Brokaw Katherine Steele Brokaw Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 371–373. https://doi.org/10.1215/15314200-1958503 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Katherine Steele Brokaw; Re-forming Our Early English Curricula. Pedagogy 1 April 2013; 13 (2): 371–373. doi: https://doi.org/10.1215/15314200-1958503 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

The authors of this book have brought together their expertise in international relations and technical communication, respectively, and produced a fresh and topical treatment of intercultural communication from an interdisciplinary perspective. The book aims to enhance the reader's basic stance as a culturally aware person and his/her ability to act mindfully in intercultural encounters. The book is divided into four parts: an introduction of the central concepts and key theories of intercultural communication; an explanation of the four different approaches to the study of intercultural and international communication: the social science approach, the interpretative approach, the critical approach, and the dialectical approach; a discussion of the various processes and technologies related to intercultural and international communication; and finally, a discussion of the ethical dimensions related to culture. The book is highly rich in detail, and the work is an invaluable source of information for the reader who is looking for a holistic picture of intercultural and international communication on a global level. On the other hand, its wide scope does not permit a more in-depth treatment of many issues, such as linguistics or translation. There is a fair degree of repetition in the book, which makes skimming and browsing through the book easy, but which might cause some frustration for the chronological reader. However, for classroom purposes, the book is ideal as it offers numerous theoretical viewpoints.

The sixth edition of this book provides a valuable guide applicable to businesses small, medium, and large. The book contains 24 content-rich chapters, four appendices of additional resources and tools, a handy list of acronyms and abbreviations, an extensive bibliography for further reading, and a detailed index, as well as a compact disc (CD) full of usable forms and documents described in great depth in the book. Internalization and application of the tools and practices presented in this book should help any US business write successful proposals that win a variety of types of contracts both domestically and internationally. Overall, this book is an exceptional resource for companies of all sizes-not just small ones-looking to create successful proposals. One notable problem with the text is its incredible length. This book is a total of 716 pages of single-spaced text that would take approximately a week of five hours of reading per day for an employee to finish (figuring two minutes per page, plus time to peruse the CD), and it is unlikely the average employee or manager has that kind of time to spare. Another issue is that it does not provide any information for a foreign business looking to do business with the US. Though the general business advice and proposal writing strategies contained therein seem as if they would be equally applicable to an internationally-based company, a separate chapter or at least a section in Chapter 22 on such concerns would make the book more universally appealing and could enable greater international sales of it. Aside from those concerns, however, this book is a highly valuable tool crafted by an experienced professional.

The author of this book provides a successful rhetorical analysis of Lysenkoist discourse by examining two speeches given by T.D. Lysenko in 1936 and 1948. Stanchevici (who is from Moldova, which was once a part of the Soviet Union) uses his background and education in professional writing and rhetoric to add unique insights to this analysis. The book begins with an introduction to Lysenkoist science, categorizing its rhetoric as political propaganda that sustained itself by its opposition to Mendelian genetics. The author provides a thorough background on Lysenkoist themes. These themes include: the orrespondence of Lysenkoism and classical genetics to Marxist-Leninist dialectical materialism, the fitting of Lysenkoism and genetics into the dominant ideology of Stalinist Russia. The author achieves his overall purpose in showing how Lysenko's manipulative rhetoric was able to prevail over Mendelian genetics for a time. Stalinist Genetics provides readers with a thorough analysis and background in order to understand the controversy surrounding Lysenkoism. In a time where politics are intertwined with many aspects of our lives, this book reminds scientists and rhetoricians of the danger of manipulative rhetoric and the negative influences that can result when combining politics and science. REFERENCES [1] Z. Medvedev, The Rise and Fall of T. D. Lysenko. New York: Columbia Univ. Press, 1969, Trans. by I.M. Werner

Research problem: In partially distributed teams, where some members are co-located while others are geographically distant, co-located members tend to treat one another as a preferential `”Us” versus treating distant members as the outsiders, `”Them.” Research questions: (1) To what extent is Us-vs.-Them reported as a problem across a wide number of organizational partially distributed teams, and is it significantly related to team effectiveness? (2) What do members see as the greatest challenges to partially distributed teams? and (3) Can partially distributed teams overcome in-group dynamics? If so, how? Literature review: In our literature review, we begin by discussing in-group dynamics to set the theoretical framework for our research. We call these dynamics us versus them (Us-vs.-Them) and show, through empirical studies and organizational studies, what makes partially distributed teams especially susceptible to such dynamics. The major susceptibility factors we find are: limited synchronous availability, conflicting goals and responsibilities, and uneven communication channels. We then review literature that exemplifies conflict in such teams (even if it is not the focus of the study). We attempt to relate the resulting conflict or problem reported to the susceptibility factors identified. Methodology: We use qualitative and quantitative analysis from a survey of 238 professionals, recruited through snowball sampling, reporting on their experiences in partially distributed teams. Snowball sampling limits generalizability of the findings. Results and conclusions: We find that Us-vs.-Them can be traced back to the susceptibility factors that exist in partially distributed teams, particularly an imbalance in communication channels between versus within subgroups. A strong negative correlation between Us-vs.-Them and effectiveness indicates the importance of future research on Us-vs.-Them reduction. A key finding is that some survey respondents report effective outcomes despite Us-vs.-Them; these responders also report different concerns than those who view their teams as ineffective.

Research problem: The purpose of the study is to understand how affective reactions to color impact learning attitudes and outcomes in a computer-mediated learning environment. Research question: How do color differences change affective processes and outcomes in computer-mediated communication? Literature review: Several previous studies exploring particular characteristics and learning in computer-mediated environments influenced the review of the literature. The literature on color psychology indicates that color preferences and affective reactions to color can influence behaviors and attitudes. The literature on goal achievement motivation posits that affective dispositions influence goal orientation, motivation, and individual outcomes. The literature on affect infers that affective reactions are responses to events, and these reactions influence attitudes and behaviors. The current study draws on these prior studies to examine affective reaction to color and learning outcomes in a computer-mediated learning environment. Methodology: We conducted a quasiexperimental study with 79 participants, who listened to a visual presentation lecture with either blue or yellow background and then completed a survey on their affective reactions, learning attitudes, and outcomes. Results and discussion: The results of our study indicate that color is not neutral and may influence learning attitudes and outcomes and, hence, the color of computer technology interface design can influence learning outcomes. Practitioners and academics must take people's affective reactions to color into account in designs and studies of visual information presentations. The sample size and the focus on two color hues (yellow and blue) may have some limitations on the conclusions and generalizability of this study. Future studies should examine more color hues and color saturation to further our understanding of affective reactions to colors and consequent impact on attitudes and behavioral outcomes.

Research problem: A construct mediated in digital environments, information communication technology (ICT) literacy is operationally defined as the ability of individuals to participate effectively in transactions that invoke illocutionary action. This study investigates ICT literacy through a simulation designed to capture that construct, to deploy the construct model to measure participant improvement of ICT literacy under experimental conditions, and to estimate the potential for expanded model development. Research questions: How might a multidisciplinary literature review inform a model for ICT literacy? How might a simulation be designed that enables sufficient construct representation for modeling? How might prepost testing simulation be designed to investigate the potential for improved command of ICT literacy? How might a regression model account for variance within the model by the addition of affective elements to a cognitive model? Literature review: Existing conceptualizations of the ICT communication environment demonstrate the need for a new communication model that is sensitive to short text messaging demands in crisis communication settings. As a result of this prefect storm of limits requiring the communicator to rely on critical thinking, awareness of context, and information integration, we designed a cognitive-affective model informed by genre theory to capture the ICT construct: A sociocognitive ability that, at its most effective, facilitates illocutionary action—to confirm and warn, to advise and ask, and to thank and request—for specific audiences of emergency responders. Methodology: A prepost design with practitioner subjects <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$({N}=50)$</tex></formula> allowed investigation of performance improvement on tasks demanding illocutionary action after training on tasks of high, moderate, and low demand. Through a model based on the independent variables character count, wordcount, and decreased time on task <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$(X)$</tex></formula> as related to the dependent variable of an overall episode score <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex Notation="TeX">$(Y)$</tex></formula> , we were able to examine the internal construct strength with and without the addition of affective independent variables. Results and discussion: Of the three prepost models used to study the impact of training, participants demonstrated statistically significant improvement on episodes of high demand on all cognitive model variables. The addition of affective variables, such as attitudes toward text messaging, allowed increased model strength on tasks of high and moderate complexity. These findings suggest that an empirical basis for the construct of ICT literacy is possible and that, under simulation conditions, practitioner improvement may be demonstrated. Practically, it appears that it is possible to train emergency responders to improve their command of ICT literacy so that those most in need of humanitarian response during a crisis may receive it. Future research focusing on communication in digital environments will undoubtedly extend these finding in terms of construct validation and deployment in crisis settings.

Reviewed are: Genre: An Introduction to History, Theory, Research, and Pedagogy by Anis S. Bawarshi and Mary Jo Reiff, Reviewed by Kara Poe Alexander Beyond Post process, edited by Sidney I. Dobrin, J. A. Rice, and Michael Vastola, Reviewed by William Duffy Code-Meshing as World English: Pedagogy, Policy, Performance edited by Vershawn Ashanti Young and Aja Y. Martinez, Reviewed by Gregory Shafer Autism Spectrum Disorders in the College Composition Classroom: Making Writing Instruction More Accessible for All Students edited by Val Gerstle and Lynda Walsh, Reviewed by Gary Vaughn