I aim to inspire people to suppress language and practices that oppress people. I engage with scholarship to advocate for learning from suppressed communities. I call for rhetoric and composition scholars to recognize how the existence and progress of oppressed communities require suppressing language and practices that oppress those communities.

Latinx students are a growing demographic in postsecondary English classes, but the majority of research on them and on the faculty who teach them is based in the US Southwest at Hispanic-Serving Institutions. The purpose of this study is to describe some of the pedagogical and extracurricular considerations of faculty who teach Latinx students in two community colleges in the Midwest in order to support these students, especially in developmental courses. This study draws from qualitative data collected at two community colleges, Mann College and Kinsella College (pseudonyms). This exploratory study provides recommendations for the kind of professional development that faculty may need in order to support Latinx students, the importance of understanding students’ myriad identities, and the ways political forces may shape students’ experiences.

Medical documentation--i.e., charting--is widely known to be crucial for patient care, billing, and legal protection, but it is simultaneously largely viewed as tedious, time-consuming busywork that takes clinicians away from patients, especially in the era of electronic health records (EHRs). There has been excellent but limited research on how writing skills (and thus, explicit writing instruction) influence both the charting experience and charting outcomes (Schryer, 1993; Opel & Hart-Davidson, 2019). In this project, I investigate how progress notes within EHRs could be improved if medical providers had more training in rhetoric and technical writing. Specifically, I focus on primary care, as primary-care providers have been shown to spend the most time on EHRs (Rotenstein et al, 2023). I draw upon a corpus of de-identified primary-care progress notes and the insights of primary-care providers, both sourced from clinics in rural Oregon. My major conclusions are that primary-care providers would benefit from being taught how to write with attention to audience and purpose and that rhetoricians of health and medicine have an opportunity to help improve patient charting.

This paper explores the diasporic tellings of Black African refugee-background youth through a critical Ubuntu literacy framework. The five tenets of a critical Ubuntu literacy state that participants are (a) already participating in community; (b) reflecting on oneself in relation with others; (c) seeing themselves in relation to community; (d) engaging with text in relation to others; and (e) undertaking a communal process and impact. In this one-year qualitative case study, we examined multiple sources of data from and about twelve Black African refugee-background students, ages 14 to 23, from seven different countries. In examining these data, we came to see how Black African youth from refugee backgrounds wrote about their diasporic histories and lived realities that illuminated the five tenets of a critical Ubuntu literacy framework. Through a thematic analysis, we found that renegotiation of individuality and collective identity was fostered through (a) collective resistance to challenge assumptions; (b) individuality within a collective community; and (c) collective identity that transcended borders. This study has insights for how a critical Ubuntu literacy framework can be used with students in community-based spaces. In addition, it has theoretical and methodological implications for how honoring students’ epistemological frameworks can reframe traditional literacy frameworks and research.

African immigrants in the US and across the globe are confronted with issues of language and culture retention, resistance to the loss of the same, and reconstruction of their identities while navigating the sociocultural and sociopolitical contexts of the host nations. The experiences of one such family are shared through the African Oral Traditional Storytelling Framework developed on the tenets of African oral traditional storytelling techniques, African ideologies, and African worldviews, in which storying is both method and analysis. Through oral stories, poetry, proverbs, and songs, the Opokus invite readers to partake in the fireside chat as they share their lived experiences and the implications those experiences have on their identity conceptualization and that of their children. The shared stories expand scholarly discourse on the social identities of African immigrant families and youths about the global, political, and economic forces that shape their experiences. Finally, it also urges English language arts teachers to engender African-centered writing approaches to acknowledge African peoples’ linguistic ambivalence and the “power” associated with the teaching and learning of English due to colonialism.

Dear Present Tense Community, Many universities are facing difficulties, and we have encountered challenges particularly tough for an independent journal like Present Tense that depends upon the uncompensated and often invisible labor of junior and senior scholars alike. As a result, we have experienced an unexpected hiatus snowballing from COVID. Nevertheless, today we are happy to announce our plans for moving […]

Abstract This article discusses and situates various grading practices — such as labor-based grading and specification grading — and their applications within a community college setting. Through two community college instructor voices with two disparate and continuing grading journeys, this article reflects on how these grading practices affect community college students in unforeseen and unjust ways, and ultimately argues that instructors should offer grading choices in order to serve the complex lives and needs of community college students.

Abstract This study addresses the paucity of literature on the impact of ungrading — contract grading, specifically — on international students at American colleges. Over the course of four semesters, 307 international and domestic students were surveyed (anonymously) about their perceptions of grading contracts in their writing (and writing-heavy) classes. Specifically, the survey was designed to find out if grading contracts serve as “just another thing” to navigate as international students transition into the Western educational setting and, furthermore, to find out if grading contracts inadvertently do more harm than good. Ultimately, international students perceive more overall benefits than drawbacks of ungrading. However, the data show that international students do find contract grading confusing — especially at first. This article analyzes the sources of confusion along with mitigating topics named by the survey participants, such as fairness, student agency, and stress reduction. The data also show that ungrading practices can serve as a transitional tool to ease international students into American education; a portion of students identify the grading contract as a means of facilitating the transition into American education, rather than as a barrier to it.

Abstract This article focuses on student perceptions of their experiences in an ungraded classroom that uses engagement-based grading contracts (EBGCs). The assessment ecology is described in detail, and then the author shares student reflections on their experiences with EBGCs, which were collected in the form of an end-of-semester memo assignment. Comprehensively, students find EBGC use to be a positive and worthwhile assessment experience. While there is a learning curve involved, students appreciate the real-life approach to both labor and engagement on writing tasks, the amount of agency and choice built into the contract, and the ecology's incorporation of extensive written feedback in lieu of scores or points. Another key takeaway is its positive impact on student affect — especially in instances of students self-disclosing diagnoses of anxiety. Student-reported challenges to EBGC use are also discussed, including their own wrestling with ideas about past experiences with traditional grading, personal levels of motivation, and accountability. Overall, an engagement-based grading contract approach appears to be a pleasurable and accessible assessment option for teachers looking to pursue an ungraded approach in their writing classrooms.

Abstract This article offers a theory of action model for grading in first-year writing classes, as enacted at two public, suburban, Midwestern two-year colleges. First, it analyzes labor-based contract grading and specifications grading through this model, examining how these popular grading methods have manifested in unintended negative consequences for historically and multiply marginalized students. Then, it proposes a sociocognitive grading model designed to maximize course-level success rates for New Majority college students. The sociocognitive model was iteratively built on feminist standpoint theory, intersectional learning sciences, multilingual writing pedagogy, and disability studies. Thus far, student course-level success has improved, along with their learning in four domains of a robust writing construct: intrapersonal, interpersonal, cognitive, and health. While it does not prescribe specific patterns of response, this model nevertheless establishes an overall referential frame that holds the potential to incorporate empirically based best response practices.

Abstract This article explores the impact of labor-based grading contracts on student attitudes and perceptions within multilingual First-Year Composition (FYC) sections at an R1 university. Data collected qualitatively and quantitatively examined correlations between labor-based grading contracts and shifts in student attitudes toward writing and overall learning experiences. Findings revealed that some students found labor-based grading contracts motivating, leading to improved attitudes toward writing, while others found themselves demotivated or stressed by the absence of traditional grades. The concept of fairness emerged as a key concern, challenging the assumption that labor-based grading contracts universally benefit students. This article underscores the need for nuanced implementation of labor-based grading contracts and encourages a student-centered approach to foster equitable and antiracist writing assessment practices. It acknowledges the potential benefits of labor-based contract grading, but also its associated challenges, and calls for a critical examination of grading contracts within local contexts to ensure they genuinely advance opportunities for underrepresented students.

Since its release in late 2022, ChatGPT and subsequent generative artificial intelligence (GAI) tools have raised a wide variety of questions and concerns for the field of technical communication: How will these tools be incorporated into professional settings? How might we appropriately integrate these tools into our research and teaching? In this review, we examine research published in 2023–2024 addressing these questions ( N = 28). Overall, we find preliminary evidence that GAI tools can positively impact student writing and assessment; they also have the potential to assist with some aspects of academic and medical research and writing. However, there are concerns about their reliability and the ethical conundrums raised when they are used inappropriately or when their outputs cannot be distinguished from humans. More research is needed for evidence-based teaching and research strategies as well as policies guiding ethical use. We offer suggestions for new research avenues and methods.

Previous literature has shown that generative artificial intelligence (GAI) software, including large language model (LLM) chatbots, might contribute to qualitative research studies. However, there is still a need to examine the relationships between researchers, GAI technologies, data, and findings. To address this need, our team conducted a thematic analysis of our reflexive journals from an LLM chatbot-assisted research project. We identified four roles that researchers adopted: managers closely monitored the LLM's work, teachers instructed the LLM on theories and methods, colleagues openly discussed the data with the LLM, and advocates worked with the LLM to improve user experiences. Planning for and playing with multiple roles also helped to enrich the research process. This study underscores the potential for using conversational roles as a framework to support reflexivity when working with GAI technologies on qualitative research.

This introductory article examines the evolving landscape of generative artificial intelligence (GAI) tools, contextualizing their impact through historical tropes of automation as both helper and threat. The authors argue that GAI tools are neither sentient helpers nor existential threats but complex systems that require careful integration into educational and research settings. The article underscores the importance of nuanced, evidence-based approaches, advocating for a balanced understanding of GAI's potential and limitations. It emphasizes ethical considerations and promotes reflective adoption over reactionary measures.

The use of generative artificial intelligence (GAI) large language models has increased in both professional and classroom technical writing settings. One common response to student use of GAI is to increase surveillance, incorporating plagiarism detection services or banning certain composing activities from the classroom. This paper argues such measures are harmful and instead proposes a “CARE” framework: critical, authorial, rhetorical, and educational—a nuanced approach emphasizing ethical and contextual AI use in technical writing classrooms. This framework aligns with plagiarism best practices, initially devised from when rhetoric and composition scholars considered the pedagogical implications of the Internet.

This study explores how prompting techniques, especially those integrated with rhetorical analysis results, may improve the effectiveness of artificial intelligence (AI)-generated business communication messages. I conducted an experiment to assess the effectiveness of these prompting techniques in the context of crafting a negative message generated with ChatGPT 3.5 ( n = 85). A multiple regression was calculated to explore prompting techniques’ impact on the negative message grades and how each technique influences the message grade. The results ( F(4, 80) = 31.84, p < .001), with an adjusted R2 = .595, indicate a positive relationship between prompting techniques and the effectiveness of AI-generated messages. This study also identified challenges related to students’ AI literacy. I conclude the study by recommending practical measures on how to incorporate AI into business and professional writing classrooms.

This study conducts a multimodal discourse analysis of the live streaming of Jiaqi Li, a well-known Chinese streamer. Integrating systemic functional grammar and systemic visual grammar to explore the construction of interpersonal meanings in Li's live streams, the authors found that Li uses verbal semiotics to convey information and feelings and, more important, to create his different interactive roles as an authoritative opinion leader, a protector of consumers’ benefits, and a friend who shares his experiences and recommends products. This study offers insight into e-commerce discourse and communication, adding to the literature on live streaming in commerce and business communication.

Researchers’ investment in reader engagement includes the construction of an appealing abstract. While numerous studies have been conducted on abstracts’ rhetorical features, scant empirical attention has been paid to negation use in academic writing. The current study seeks to narrow the research gap from a general and diachronic perspective by adopting an interpersonal model of negation. We found that while not, no, and little tend to be the commonly used negative markers in Science abstracts, little increased diachronically but decreased for not and no. Functionally, writers prefer to use interactive negations and employ relatively more negative markers that function as consequence (interactive dimension) and hedging (interactional dimension) in their abstracts. Finally, we discuss the possible reasons for such results as well as their pedagogical implications.

The study examines a corpus of 306 request emails written by 32 English-speaking (ES) teachers and 121 L2 learners from distinctive L1 backgrounds (i.e., Chinese, French, Spanish) and with different levels of L2 proficiency. Pragmatic competence is analyzed through the coding of direct and indirect request strategies used in formal and informal email writing. Findings reveal the influences of communicative situation, L1 background, and L2 proficiency on pragmatic competence in email writing. First, L2 learners show a significantly lower degree of situational variability compared with ES teachers. Second, L1 backgrounds have a significant impact on L2 writing performance. Third, L2 learners with higher English proficiency tend to use more indirect request strategies, but they have not developed pragmatic competence to adjust their usage across written contexts. Findings are discussed in relation to pedagogical implications for developing writing competence of L2 learners, which should be attuned to diverse rhetorical expectations and individual needs.

ChatGPT and other LLMs are at the forefront of pedagogical considerations in classrooms across the academy. Many studies have spoken to the technology’s capacity to generate one-off texts in a variety of genres. This study complements those by inquiring into its capacity to generate compelling texts at scale. In this study, we quantitatively and qualitatively analyze a small corpus of generated texts in two genres and gauge it against novice and published academic writers along known dimensions of linguistic variation. Theoretically, we position and historicize ChatGPT as a writing technology and consider the ways in which generated text may not be congruent with established trajectories of writing development in higher education. Our study found that generated texts are more informationally dense than authored texts and often read as dialogically closed, “empty,” and “fluffy.” We close with a discussion of potentially explanatory linguistic features, as well as relevant pedagogical implications.

In this work, we explore the use of digital technologies and statistical analysis to monitor how Italian secondary school students’ writing changes over time and how comparisons can be made across different high school types. We analyzed more than 2,000 exam essays written by Italian high school students over 13 years and in five different school types. Four indicators of writing characteristics were considered—text length, text complexity, and two indicators of source use, all extracted using natural language processing tools—which provided insights into students’ citation practices over time and in different school contexts. In particular, we measured the portion of students’ essays that included text from source material as well as the amount of copied text that was not properly referenced. We found that student essays became shorter in length over time while also getting more complex. We also found that the tendency to copy uncited text in the essay decreased. High school curricula predict different writing strategies: essays written by students attending scientific and humanistic high schools are longer and less subject to incorrect citations. We argue that such text analysis enables the study of writing features in high school classes and supports the evaluation of curricula.

ABSTRACT The growing capabilities of large language models (LLMs) pose important questions for rhetorical theory and pedagogy. This article offers an overview of how LLMs like GPT work and a consideration of whether they should be considered rhetorical agents. To answer this question, the article considers structural and argumentative similarities in classical theorizations of rhetoric and the philosophy of Wilfrid Sellars. GPT’s particular method of encoding statistical patterns in language gives it some rudimentary semantics and reliably generates acceptable natural language output, so it should be considered to have a degree of rhetorical agency. But it is also badly limited by its restriction to written text, and an analysis of its interface shows that much of its rhetorical savvy is caused by the highly restricted rhetorical situation created by the ChatGPT interface.

Abstract This essay uses affect theory to argue that Greta Thunberg's gestures, rather than the representational content of her speeches, innervates intense responses of admiration and contempt. In this essay, we depict these gestures, which includes Thunberg's school strike, speeches, and her refusal to fly, as shaming gestures. We then illustrate how Thunberg negotiates the rhetorical limits established by the affective dynamics of shame. Specifically, shaming demands rhetoric that is at once preeminently social but also individualizing or particularizing, since shame entails criticizing an individual for violation of a social norm or expectation. Shaming explains both the widespread identification and contagion Thunberg produces, as well as the heated contempt of detractors—both of which are common responses to shame. We conclude by discussing the limits and potentiality of shame, as well as gestures more generally, contending gestures become essential for social movements in a digital media ecology.

This article reports findings from interviews with twenty college instructors who have facilitated multimodal advocacy projects, identifying their affective significance through reflections. Based on our qualitative analysis of instructor responses, we present the implications of multimodal engagement and what it means for doing social advocacy pedagogies with the community.

The generative AI chatbot, as an artificial rhetorical agent participating in the invention and circulation of public discourse, shakes the foundations of rhetorical tenets such as agency, ethos, circulation, and justice; and in doing so, it further isolates rhetoric as amoral, ateleological technē concerned with mere calculated effects and consequences, and may ultimately contribute to a post-rhetoric condition. This article depicts a rhetorical profile of the generative AI chatbot characterized by stochastic rhetoric, which is distinguished from the conventional understanding of rhetoric as (human) conscious and purposeful use of language to induce change. Making a case for the possibility of a post-rhetoric condition, the article considers what it might mean for our conceptualization of ethos, circulation, and justice, and suggests ways of adapting to it.

It remains unclear if perceptions of academic dishonesty concerning artificial intelligence writing technologies (AIWTs) present new challenges or if they reflect prior, non-AI concerns. To structure this problem, we used a randomized control survey experiment. We compared student ( n = 603) and instructor ( n = 312) attitudes toward dishonesty in collaborations involving humans versus AIWT in 10 writing-related scenarios. Results suggest similar perception patterns among students and instructors, with both populations expressing significant differences in perceived dishonesty between AI and human collaborators in some scenarios. This experiment structures the problem of AI writing and academic dishonesty for future research in this emerging field.

The authors analyze the ability of ChatGPT to generate effective instructions for a consequential task: taking a COVID-19 test. They compare the output from a commercial prompt for generating these instructions to those provided by the test manufacturer. They also analyze the input, the prompt itself, to address prompt-engineering issues. The results show that although the output from ChatGPT exhibits certain conventions for documentation, the human-authored instructions from the manufacturer are superior in most ways. The authors conclude that when it comes to creating high-quality, consequential instructions, ChatGPT might be better seen as a collaborator than a competitor with human technical communicators.

How should instructors adapt technical editing courses to account for generative artificial intelligence (AI)? This article addresses what generative AI means for technical editing pedagogy. While AI tools may be able to address rote editing tasks, expert editors are still needed to provide accessible, ethical, and justice-oriented edits. After reviewing impacts of generative AI on editing praxis, the author focuses on the microcredentials that she built into an editing course in order to address these impacts pedagogically. The goal was to enable students to understand AI, argue for their expertise, and edit from ethical and social justice perspectives.

This case study offers examples of the use of artificial intelligence (AI) writing tools at a small nonprofit workplace dispute resolution center. It explores the limits and strengths of these AI tools, as well as the mediation field's concerns around using AI as a replacement for mediation work. Further, it explores the implications of AI tool use for the ethos of the writer and the AI tool itself as well as for the current pedagogy deliberations occurring in the technical writing field at large.

Artificial intelligence tools are being increasingly used to do content analysis in technical and professional communication (TPC). The authors consider some of the affordances and constraints of these tools and suggest that construct validity is an underdiscussed form of validity within TPC research that will become more important as artificial intelligence research tools become increasingly prevalent. But construct validity is an important idea for graduate programming on research methods regardless of the type of method, technique, or tool used—whether qualitative or computational. Thus, training in construct validity is important for strengthening graduate research preparation in TPC.

Using case study methodology, this article analyzes the collaborative writing of three adolescent girls, one Latina and two Black, composing a group poem in an after-school spoken word poetry team. Drawing from literature on distributed cognition and embodiment, we found that participants utilized a system of writing techniques “on the page,” as well as a variety of embodied and social practices “off the page” in their team meetings to collaboratively compose this poem. We argue that focusing on the intersection of distributed cognition and embodiment in collaborative writing allows writing researchers to more fully attend to the collaborative sociality of all writing and allows teachers to support youth writers in recognizing and gaining collaborative writing skills for professional and creative writing contexts.

Given Wikipedia’s breadth of coverage, social impact, and longevity as an impactful open knowledge resource, the encyclopedia has been the subject of considerable interdisciplinary research. Building on scholarship related to collaboration, authorship, ownership, and editing in Wikipedia, this study sought to better understand Wikipedians as writers, paying specific attention to their sense of ownership. While previous research has shown that editors engage in individualist editing practices at times, often ignoring community-mediated policy regarding ownership, findings from a mixed-method survey of 117 editors demonstrate the existence of both “individual” and “community” notions of ownership that often reinforce, or mutually inform, each other. This study adds clarity to these issues by demonstrating how feelings of individual ownership, voice, and pride in writing often occur in collaborative circumstances. This research ultimately extends our understanding of collaborative writing in what is one of the most well-known collaborative websites. Despite contemporary theoretical strides advocating for relinquishing ownership concepts in favor of distributed or ecological frameworks, the concept of ownership remains prevalent within digital writing communities, exemplified by Wikipedia.

ABSTRACT Learning to move slowly and attentively offers alternatives to how a fast-paced world induces us to act. The Feldenkrais Method’s® awareness-through-movement (ATM)® lessons encourage students to notice what they actually do and how, rather than cathecting on what they should accomplish and how well. Within the constraint of a lesson, one shifts focus from “movement” as noun to “moving” as verb. Students learn that options about how to move—slowly, quickly, lightly, jerkily, smoothly, delicately, precisely, roughly, loosely, energetically, lazily, and more—correspond to choices. Such freedom of choice entangles us in grand philosophical matters as well as in mundane grammatical rules. Insofar as freedom within constraints characterizes how we move and act, including how we write and speak, the seemingly adverbial choices we make reveal who we are: not only in what we do, but in the manner in which as subjects we relate to predicates.

ABSTRACT That movement is associated with things both human and divine is as old as human experience. How does movement come to be formed as an idea, as an object of thought? For the answer we may turn to Aristotle’s De caelo, to Nicolas Oresme’s first graphic representation of movement in On Intensities, to Descartes’s essay on analytic geometry appended to his Discours de la méthode, and to Leibniz’s Monadologie as well as to Vico’s Scienza nuova and Hegel’s Phänomenologie des Geistes. “Movement” is a central term in the transformation of Greco-Roman to Medieval scholastic to modern thought.

ABSTRACT Despite Perelman and Olbrechts-Tyteca’s well-known influence on argumentation studies, it is striking that their theory of argumentation no longer stands out as a living project in the field. On the one hand, critics argue that their theory is inherently relativistic and therefore incapable of aiding argument evaluation. On the other hand, critics argue that, even as a descriptive theory, it fails to sufficiently justify its own systematic ambitions. This article addresses these dual concerns by returning to one of the most neglected yet most innovative aspects of Perelman and Olbrechts-Tyteca’s theory of argumentation—its rhetorical methodology. Reconstructing two key aspects of this methodology in phenomenological terms, the author discusses that the theory of argumentation found in The New Rhetoric is a philosophically neutral framework for describing the already norm-laden practice of argumentation.

ABSTRACT This article addresses the ethico-political implications of “living together” as the performative articulations of a generative movement (a running morphogenesis) that rests on nothing and to which there is no outside. It argues that any social, political, or intellectual movement that does not avow this différantial movement that comprehends it—and so that does not contest phantasms of purity and presence enough to guard, in Édouard Glissant’s terms, the singularity of “the Diverse”—forecloses, in advance, any future to come and therefore the possibility of living well together.

ABSTRACT This article explores a state of movement in the humanities into nonhuman entanglements. A key term, “resonance,” emerges in this movement. Predominating scholarship orients resonance as a flourishing. In this article, accounts of the destructiveness of mechanical resonance signal a telling lacuna in humanities scholarship, one this article works to remove.

PDF version Abstract This study examines strategies for emphasizing collaborative writing in a community engagement project. Doing so can enrich students’ experiences with ethical community engagement. Successful collaborative writing provides students with competencies—rhetorical knowledge, confidence, understanding of transfer, and appreciation for diverse perspectives—that are key building blocks in supporting students as they deepen their engagement… Continue reading The Group Project’s Potential: Emphasizing Collaborative Writing with Community Engagement

PDF version Abstract COVID-19 has disproportionately affected Latinx/a/o communities as people face interlocking global pandemics: “COVID-19, economic recession, global warming, and structural racism” (Solorzano, 2021, xvi). While popular discussions have focused on how these systemic inequities have resulted in learning loss, we have found the focus on school-based learning loss also obscures experiential knowledge students… Continue reading Beyond Learning Loss: Testimonios of a Pandemic Education/Más Allá de la Pérdida: Testimonios de Una Educación Pandémica

PDF version Abstract This paper emphasizes the importance of mêtis—adaptable and responsive rhetorical action—in achieving responsible, sustainable, and access-based community action for social justice. It specifically connects this concept to disability and access, arguing that centering disability and the embodied material experiences of disabled people are central to sustainable, effective, and ethical civic engagement practices… Continue reading Engaging Mêtis as a Site of Disability Activist and Leadership Possibilities

PDF version Abstract The Youth Research Council (YRC) is a Youth Participatory Action Research (YPAR) project in which high school students, undergraduate and graduate students, and university-affiliated professors and administrators collaborate on consequential, justice- oriented research projects in their community. In this article, twelve members of the YRC reflect on our reasons for joining and… Continue reading What Brought Us Here, What Keeps Us Here: Multiple Perspectives on Building and Sustaining a Community-Engaged Youth Research Partnership

PDF version Abstract This article interrogates the political contexts leading up to the University of Arizona’s designation as a land grant and Hispanic Serving Institution (HSI). As a white settler teacher, I reflect on how researching this history helped me confront how increasing access to the university was met by exclusionary gatekeeping mechanisms that function… Continue reading Past and Present Contradictions in Land-Grant and Hispanic Serving Institutions: A Historical Case Study of the University of Arizona

PDF version Abstract This paper examines the written, spoken, and performed texts at The Alamo to quantify and analyze the white narratives that are presented. Through the use of a content and discourse analysis, we evaluate the rhetorical strategies The Alamo uses as it communicates Texas history to visitors. Our findings indicate that Anglo/white people… Continue reading “Our Beloved Alamo”: Racism and Texas Exceptionalism in Public Memory Systems