The writing center (WC) is simultaneously an educational space and a specific place co-created by the consultants and students using it. Dedicated as it is to writing, the center offers an academic location physically distinct from home and the classroom. The COVID-19 pandemic drastically altered this separation of spaces and places, collapsing many (or all) of them into the virtual realm, all to be accessed from (often) one place: home. This paper considers the theoretical discussion surrounding notions of home in the WC and recontextualizes said discussion in the wake of the WC gone virtual during a pandemic. Reflections on the authors’ experiences in this new space and the resulting sense of place are included, resulting in a framework that considers the nature of online synchronous WC work being undertaken in our home and a call for WCs to not simply seek to return to a supposed normal when our institutions call us back to campus. Keywords : space, place, virtual asynchronous tutoring, online writing centers As writing consultants working during the COVID-19 pandemic, we have become very familiar with the feeling of brewing tea in the kitchen between appointments, shushing loud housemates, and angling our computers’ cameras to frame ourselves against the one clean(er) corner of our rooms. We have long since decamped from the physical writing center (WCs), a workspace for writing consultants, for an altogether different place: home. Space is open and undifferentiated; place is known and associated (Tuan, 1977). And WCs are themselves designed to be welcoming places, to set students at ease, to evoke that which they cannot be—home (McKinney, 2005). What, then, are the impacts of moving the WC into the home? For all that they promise the capability for connections across vast distances, digital spaces are still inherently material. They are built on infrastructures of wires, cables, metals, and plastics; we connect to them through devices made of the same materials. The work that we do is mediated by the spaces and places in which we exist, something made all the more apparent by the pandemic. Digital spaces have allowed us to keep in contact with friends and family throughout the pandemic, valuable lifelines in deeply uncertain times. Such spaces have the capacity to foster new intimacies (Gallagher et al., 2020), but the prevalence of “Zoom fatigue” serves as a reminder that digital methods affect us differently. We take up the question of how a WC formed through the space of digital infrastructures, server rooms, and homes (or the various places we find ourselves and our clients videoconferencing in from) alters the sense of place that WCs evoke and the consequences of this alteration. To do so, this work pulls from a theoretical framework to inform later personal reflections on our experiences as writing consultants gone online during a pandemic. We find this to be a kairotic moment for WCs to reconsider and reform our thinking on and understanding of place, a moment wherein consultants and administration alike can and should reconsider what the space of a WC can/should aspire to be. Space and place are frequent subjects of debate—partially because of their inherent resistance to concrete definition, partially because of the terms’ prevalence in understandings of the world. Space, broadly speaking, is open, potential, abstract; place is known, (more) defined, (more) concrete (Tuan, 1977). Further, “space is unstable, uncertain because of the possibilities it contains for occupation. Space is yet-to-be written” (Dobrin, 2011, p. 41). “Home,” for example, is a place that has become so through occupation of and association with space. In Arendt’s (1958) words, “[to] live together in the world means essentially that a world of things is between those who have it in common, as a table is located between those who sit around it” (p. 52); Tuan (1977) argued that the presence of any other human beings (even just one) “has the effect of curtailing space and its threat of openness” (p. 59). Any discussion of solitude and openness is now (doubly) grimly ironic in light of the ongoing mental and physical effects of prolonged separation and isolation brought on by the COVID-19 pandemic. Tuan (1977) invited his readers to consider “the sense of an “inside” and an “outside,” of intimacy and exposure, of private life and public space” (p. 107). The home is (generally) understood to be the place in which we live our private lives, while outside in other spaces (and places) we live our public lives, occluding—even masking—elements of ourselves. The distinction between public and private life is inherently a problematic one because there is no neat separation (Arendt, 1958, p. 72). Elements of both intrude on each other in ways both tangible and intangible, but there was previously a semblance of spatial separation that allowed for the maintenance of veneers, however fragile, unreal, occluding, and deeply problematic they could be. Yet, home is not mere association with that space (i.e., the space we occupy for housing), but associated with various place-based ideals beyond faulty notions of privacy. These place-based ideals are essential to forming the notion of home. As bell hooks (2009) established, “A true home is the place—any place—where growth is nurtured, where there is constancy. As much as change is always happening whether we want it or not, there is still a need we have for constancy” (p. 203). The association of constancy with home that hooks established here is troubled further when considering the idea of being at home during a pandemic. Assuming an individual even has the necessary means and ability to conduct education and consulting work from where they live, the notion that they are taking appointments from the comfort of their own home ignores the way that bringing the many spheres of life into their lodgings disrupts the constancy that they wish for when occupying their home. Further, the physical and mental stressors of trying to do much of anything during a pandemic seep into and destabilize our sense of home. Our conceptualization of constancy often hinges on the sensory experiences that come to define our perceptions of home. Jenny Odell (2020) has written about the importance of attentiveness to one’s time, space, and place, advocating for deliberate use of the five senses. She approached this through a multi-scalar lens and a deep concern for the impact(s) of social media and the attention economy, which thrive on constant intrusion, constant interaction, and superficial engagement. These methods manifest as a constant fracturing of attention and energy; equally problematic in both public and private – although it is important to note that Odell is not uniformly negative in her view of social media. In keeping with her overall argument, she argues that it can be a positive force, but should be used and engaged with deliberately. These issues of deliberate intent, attention, and focus are also very much at play in WCs. The places in which we write and consult have become increasingly of interest to WC scholars and practitioners in recent years; however, many of these discussions focus on the practical aspects of the objects that make up a space. Despite the work that has been done by WC scholars who have taken up this mantle through their research on digital studies and multiliteracy centers (e.g. Fitzgerald and Ianetta, 2015; Del Russo et al., 2019; Balester et al., 2012; Dunn and Dunn de Mers, 2002; Hamel, 2002; Hitt, 2012; Naydan, 2013; Sheridan and Inman, 2010; Trimbur, 2016), there remains a need for WC practitioners to recognize and consider WC spaces as something we both experience and create as opposed to something we simply take in visually. Hadfield et al. (2003) explained that “the environment where interaction between and among people occurs is crucial as it affects the way people feel and, therefore, the way people interact. A well-designed writing center has an identity that speaks implicitly to its patrons” (p. 175). Echoing this idea and building upon it further in her call for a more critical examination of WC spaces, McKinney (2005) specified that “In terms of the writing center, critical geographies would not merely state what objects occupy the space. In addition, the focus would include the human experience in use of space and objects” (pp. 10-11). This need to think critically about how our WC spaces are experienced becomes all the more urgent as we pause to consider various ways that spaces shape our experiences as complex and dynamic individuals. This phenomenon is often intensified in academic spaces, especially when they are utilized for the vulnerable act of sharing one’s writing. For example, Lockett (2019) argued location “must be considered as one of the major factors that obscures the relationship between race and how students are socialized to understand graduate writing conventions.” She continued, contending that, for graduate students, learning how to write “depends on moving through clandestine places like faculty offices, selective reading groups, and brief cubicle chats among peers, as well as publicly sanctioned intimate spaces like coffee shops where graduate students may be meeting with their mentors and colleagues.” This audience awareness that Lockett spoke to extends to the question of how WCs construct a sense of place in the midst of a pandemic. Further, it points to the need to recognize that those logging into our virtual WCs may not have access to the assumed space of their living space. Factors like race, class, and residency status can greatly impact whether that is indeed possible. These are variables that need to be structurally addressed, but what can WCs do? Boquet (1999) asked whether the WC is “primarily a space , a “laundry” where work is dropped off and picked up, where students are brushed off and cleaned up? Or is it primarily a temporality, an interaction between people over time, in which the nature of the interaction is determined not by site but by method?” (p. 464, emphasis in original). Lockett (2019) argued that it is both, following her academic ghetto metaphor; “[the] kind of place a writing center is perceived to be—by its tutors, clients, director, and administrative assistants—affects what will happen there”. We agree with this assessment, with the added valences that have arisen due to the pandemic and the move to wholly online consultations. At least one of us has been managing laundry timing around scheduled appointments, and the question of time’s “realness” continues to haunt conversations, calendars, and affects as we continue to cope with the dissolution of, and attempts to reimpose, flimsy and inflexible external structures. As a result, these issues of space, when compounded with the additional variables of race, class, residency status, sexual orientation, and ability, culminate to become inextricably linked to issues of labor in the WC, a correlation that has become painfully real for many of us consulting and writing during the COVID-19 pandemic. That space relates to labor concerns is well established in considering how the planning of space can subconsciously reinforce the exploitation of laborers (Harvey, 2010). Although discussions of labor have been taking place for quite some time among WC practitioners and scholars, the COVID-19 pandemic has made these all the more salient and unignorable. Labor is a complex concept in WCs as it takes many forms—emotional, mental, and even sometimes physical (moving to a new space, rearranging furniture, cleaning at the end of the day, etc.). This labor, especially the emotional and mental labor that is so often exerted by WC consultants and administrators, is often invisible and thankless, and although the labor itself is often unseen, the symptoms of an over-exertion of labor are often all too real and visible. As Giaimo (2020) pointed out, “Labor and wellness are inextricably bound. In an ideal situation, our work would be Meaningful, Engaging, Stable, Safe, Ethical, Fairly compensated.” However, even in the most ideal WC, operating with full funding and without the chaos of a pandemic, labor is never all of these at once, and this can have substantial impacts on those of us working as consultants. Giaimo (2020) clarified that labor concerns are wellness concerns, as the precariousness of one’s labor conditions can lead to physiological problems and different manifestations of human suffering. Further, Giamo was explicit in making the connection between precarious labor and “minorities and minimum wage workers.” One of the primary casualties of the pandemic has been so-called “third spaces.” These are not instances of Soja’s notion of thirdspace (e.g., 1996, 1999), but rather a division of spaces into spheres (e.g., Sloterdijk, 2011, 2014, 2016), with home as primary, work as secondary, and then third as elsewhere, such as in coffee shops or libraries. Indeed, for a not insignificant portion of the population—including many students—the pandemic effectively collapsed many (or all) of these spaces into one physical place: home. As people distanced from each other, their senses of space and place (sometimes simultaneously) contracted, expanded, and fragmented. Digital spaces, especially virtual meeting software and social media, experienced massive surges in engagement and numbers of active users as many aspects of life shifted to be mostly online. The nature of—and divide between—social relations via digital modalities vs. physical ones is frequently presented in generational terms, with Millennials and younger generations stereotypically preferring everything digital, while older generations favor the “real” world. Regardless of the actual truthfulness of this presentation, people from all generations have had to navigate the complexities of virtual platforms, even as others have had to contend with the necessities and present dangers of being “essential” workers. Quarantine entails a curtailing and control of movement and mobility, especially as empirical reality and embodied experience. It is a (re)definition of many spaces—particularly public or communal—as hostile/dangerous. Russell (2020) has proposed envisioning this shift as a sphere eversion, a rather complex topological concept that has interesting implications for notions of exposure. Eversion is the process of turning something inside out, in this case squishing and folding a sphere. Spheres are inherently boundaries, things capable of being seen by external observers, while observers of everted spheres must, by definition, “take up a position on it” (p. 276). Within this framework, she pondered hands and elbows as “touched touchers;” hands are more likely to touch the world than elbows, but both are part(s) of the body, covered in the same skin, exposed to the same air (p. 276). We can wash our hands diligently, but what about the rest of the body, or clothing, or the air introduced to an enclosed structure or common area through doors or windows? The core idea of the commons is that of a shared public space which can become a public place through interaction and association. Since the commons is shared, it remains inherently open, able to be engaged with and left alone easily. In much the same way, digital places are inherently permeable due to the configuration of digital space. For the user, this is simultaneously a strength and a weakness, especially with the heavily increased use of video chat platforms by businesses, schools, friends, and families. Interaction through a screen is not the same as in-person interaction, even from a safe distance. It can feel awkward and impersonal at times as physical distance creates emotional distance, making it difficult to read and interpret body language. However, despite these limitations, screen-to-screen interaction has offered important opportunities for (re)connection. Indeed, digital means’ capacities for connection, what Gallagher et al. (2020) have called “new intimacies,” allow people to interact, link, and communicate across counties, states, and countries. These connections can also be extremely beneficial for students for whom the normalized physical classroom environment is difficult, including students with anxiety, disabilities, or off-campus jobs. Of course, as with any technology, digital spaces carry the capacity to reproduce some existing inequalities and introduce others. Users become dependent on connection speed and stability, compression algorithms, and server/software uptime (Burroughs and Rugg 2014). Digital access takes place over (fractions of) milliseconds, accelerating time and decoupling it from physical concerns (Barlow and Drew 2020; Chan 2020). Care and intent are key. Through our dependence and constant use of these digital spaces, the issue of Zoom fatigue has become a commonplace point of discussion in day-to-day life for the authors. Our days feel full of Zoom or Microsoft Teams meetings, WC Online appointments, and emails. Our homeplaces become saturated not only with work concerns, but also the digital platforms that convey them. To return to hooks’ (2009) discussion of home as constancy, labor in the home breaks up that constancy that informs our homeplaces. In a sense, it breaks into the ambient sense of calm and security that we strive for our home to be, instead saturating it with workplace concerns. This discussion of saturation connects well to Sidney Dobrin’s (2011) discussion of saturation as it “suggests a sense of overwhelming (as in saturation bombing)” (p. 183). The ambience of our homeplaces has been, essentially, saturation bombed with a different place context, thereby disrupting and recontextualizing our living rooms and bedrooms into a space of workplace activity. As mentioned in the introduction, we consider this to be a kairotic moment for reflecting on understandings of space and place in WCs. Particularly as many of us begin to transition back to hybrid (or wholly in-person) modalities, we should be deliberate and careful in just how we effect that return. To that end we offer these individual discussions both as reflections on our own experiences and as considerations of place and community in remote and hybrid WCs. For the first two months of lockdown, my scheduled writing consultations were one of the primary things I relied on to keep myself going (those, and my weekly movie nights with my roommate). I joined our WC partway through the fall 2019 semester and immediately received training in using WCOnline for consultations. I primarily consulted in-person, but I was already used to a hybrid modality so the switch to fully online was, for me at least, not a huge practical shift. It was just that it felt like everything around me shifted too; I was probably in a constant state of mild shock for the first couple weeks. In the Before Times, all of my work with clients, face to face and online, took place within the physical place of the WC. Its building was (and is) not adjacent to my department, so even if I was already on campus, I had to budget a few minutes to walk there if I was already on campus, or about 30 minutes if I was walking from home. Once I retreated into my home and lost all of that interstitial time, I fully realized how much I’d been relying on it to help physically and mentally organize my day. I was fortunate enough to live with roommates who I generally got along with, but being thrown into a situation where they were the only people I felt comfortable physically being around was a major adjustment, as was realizing the true thinness of the house’s walls and doors (accidentally dueling phone and Zoom call speaking volumes were a weekly occurrence). The time I’d spend walking was one of the primary ways I’d move myself into and out of my consulting (or more generally academic) headspace and back into a “home” mentality – one in which I was more agreeable to working with and around my roommates. I have since slowly (and, I will admit, grumpily) adjusted to this “new” situation. This has partially been a mundanely practical matter, since the pandemic is still a long way from being resolved, but it was primarily a matter of replacing old mental habits and spatial pathways with new(er), (more) specific, (intensely) local habits and pathways. I have a browser that I use almost exclusively for consultations, so that opening it signifies in some small way that I am going into “consultant mode.” I will usually make a cup of tea before my first appointment so that I have something to keep my hands occupied, which also gives me a ready-made excuse to stand up from my chair and walk to the kitchen after each appointment to make more tea and unplug for the brief window of time between consultations. And while I certainly miss the opportunity to hang out with my colleagues in the break room in between appointments, I feel that we’ve still been able to maintain a semblance of community through our weekly colloquium. It was very difficult at the beginning; I felt like I was consoling clients as much as they consoled me. In some ways it’s still difficult, just in different ways. Realistically, I barely made it to the end of the spring semester, and still don’t know how I finished papers and tests. Somehow, I did, and I kept consulting through it all. For better and for worse this fall semester seemed like an improvement, which I’ll attribute mostly to the fact that I could prepare (to a certain extent) for a fully online modality and the mental weight of the pandemic before it even started, as opposed to having to adjust in the middle of everything. The current spring semester has been overall better for me, perhaps because I’ve adjusted to conducting classes fully online – an alarming thought – and perhaps because I’ve finally started feeling the slightest bit optimistic about vaccination rates. But I’m still exhausted, still worried, just doing my best to muddle through. My fellow consultants have been integral to my persevering, as they’ve variously offered advice, support, commiseration, and openness to frank discussion. For me, the online space has felt simultaneously too lonely and too crowded. Thankfully, my graduate program had always been hybrid, allowing the flexibility for students to meet in-person and online in the same place by incorporating Zoom as a fundamental component of the course. However, I was someone who had never consulted synchronously online before, so when the COVID-19 pandemic halted life as we knew it, I was thrown into the (new to me) online place of WCOnline. And like many writing consultants (and people around the world in general) as quickly as I settled into a new rhythm of working and learning online from home, I became acutely aware of challenges posed by the online space. For one, the notion of working from a “homeplace” had become a little complicated for me. My partner had been unlucky enough to finish his graduate degree the spring semester that COVID-19 rearranged the world. After struggling with unemployment, we were forced to move days before the beginning of the fall semester to a new city with a better job market to stay afloat. This move was a culture shock to me as I had always been a small-town gal. Additionally, the pandemic made it challenging for me to get out and participate in my new community. Ultimately, I was cooped up in an unfamiliar apartment in an unfamiliar city, feeling isolated as I tried to conduct writing consultations through an unfamiliar modality in a home that did not feel like home. As I did my best to adapt to a new consulting modality, feeling a bit lonely in my new home, a feeling familiar to many these days began to creep in: Zoom fatigue. Although video conferencing had become the primary way for me to relieve my feelings of isolation by connecting with clients and colleagues, I began to feel isolated and socially overloaded at the same time. I felt I was expending much more emotional labor than I had when consulting face-to-face, checking in with students and doing my best to encourage and support them during these trying times. This became problematic for me, however, as I began expending emotional energy that I did not have. Unfortunately, at the end of the previous spring semester, the semester that everything got rearranged, life as I knew it was rocked by my mother’s death. I had finished that the spring semester and begun the subsequent fall semester in the midst of enormous grief. Consequently, I would lie down after even just one online writing consultation, emotionally exhausted. Before COVID-19, I did not consider myself as someone who was that affected by space and place. Although I was consciously aware that our spaces and places indeed have a great influence on us, I was lacking the context to really discover how these affected me personally. The pandemic made this all too clear for me. Place has immense power to shape feelings, attitudes, and even behaviors. This is true for us as students, colleagues, and writing consultants. Knowing this, WC practitioners should take care to create space for these influences, especially as we continue to contend with a pandemic. Losing the connection with clients and colleagues that many consultants experience from face-to-face consulting, we must be mindful to acknowledge and embrace feelings of isolation and burnout. Our goal as WC practitioners must not be for things to return to normal, but to normalize the oftentimes taboo yet all too familiar feelings of emotional exhaustion that academia has become increasingly hostile to. Right before lockdown began, my partner and I signed a lease in Lubbock, Texas. The plan was for me to move onsite for my doctoral program (Technical Communication & Rhetoric) that I’d be entering my second year of. While I had enjoyed being a distance student my first year of said program, I hoped that moving onsite would allow me to reduce my workload (I was working full-time as a lecturer and WC coordinator at Texas State University), increase my class load (I was taking two courses a semester, instead of three), and give me more time for projects. The reality of course was that, while my class load certainly increased, the Graduate Part-time Instructor (GPTI) and Graduate Writing Center (GWC) work I took on felt not all that different in time commitment when navigating teaching and consulting in a virtual environment. In Spring 2020, the potential of a lockdown led to me and the directors of the Texas State University Writing Center building out what the WC would look like when gone virtual. We did not have WCOnline in the WC for scheduling or synchronous online appointments, though we had started piloting Zoom for our limited synchronous appointments (that were, prior to this, held with the consultant in the WC). This experience coupled with my own use of Zoom in my doctoral studies resulted in our building the center’s plans around a common Zoom link with a main area (the virtual front desk) that could check writers in before moving them to their appointments (using the breakout rooms function). That it was all under one Zoom meeting link created a sense that we were still part of the center, even though we were video conferencing in from our home offices, bedrooms, living rooms, and backyards. That I had a small part to play in forming this system made the transition to online WC administration work smooth for me. This is not to suggest that there was not a shock to the system for me, as academia’s demand for continued productivity left me feeling even more frustrated with the world around me. I would say that it took me a while to shake it off and return to a sense of normalcy, but that would suggest that I ever have fully shook it off. Then, I started at Texas Tech University as a GWC consultant. The system was different (WC Online). There was no clicking over to someone’s breakout room when they weren’t in an appointment. We do have a weekly colloquium over Zoom which has helped get a sense of my fellow consultants, but in WC Online there is no sense of the space of the WC; there is only the sense of WC Online, the video feed of me with my mess of a kitchen behind me and the video feed of the client’s surroundings. As for those clients, those writers seeking to bounce ideas and strategies off me? I often find myself rushing through appointments, distracted by the need to later attend to household labor demands that surround me and are even at times clearly reflected in my video feed. Likewise, writers once willing to sit through the entirety of an appointment to discuss and strategize are seemingly also distracted as they have to deal with internet concerns and cooped up children. That’s assuming they can videoconference from their home, as I have had appointments where clients have been driven to whatever open space with decent internet connection they can access; cars, bars, and cafes are now normal backgrounds I spot in appointments. All of this is in the context of me feeling what some would call Zoom fatigue (let’s call it that, though it is a mix of videoconferencing platforms that I use daily). My partner and I moved to a new city in the middle of a pandemic. They still haven’t found work. We’re coming up on the deadline to renew our lease and we haven’t even seen the inside of our favorite local restaurants. Everything social we do is via videoconferencing. All my classes that I take are via videoconferencing. All my appointments are via videoconferencing. The conference I attended recently was via videoconferencing. Funerals are via videoconferencing. These are necessary precautions, but I am tired. And that tired is only heightened as academia pushes us to keep going on like this is all perfectly normal, to proverbially be the person jogging through a pandemic. In doing so, though, we are creating a damaging new normal where the homeplace can easily and readily be overtaken and replaced by the workplace. Although the three authors’ experiences discussed here are deeply personal, they reflect issues dealing with labor that many writing center workers have dealt with working from “home” during the COVID-19 pandemic. The pressure to continue to perform within the various academic, WC, and personal communities in which each of us participates has felt unbearable and unreasonable for many. Oftentimes this pressure stems from a societal desire to keep on working as if nothing is wrong because acknowledging that, in fact, so much is wrong can be incredibly painful. Much of the messaging in academic spaces encourages us that if we just log onto the home computer and smile, then class, work, happy hour, funerals, etc. can continue as usual. However, we must accept the reality that these are highly unusual circumstances, and that ignoring the painful reality of this situation only serves to compound and invalidate the mental and emotional labor being extended by WC workers. Because of the collapsing of learning, working, social, and private spaces into the homeplace due to the COVID-19 pandemic, ideas of space and place in the WC have only become more complex. As we attempt to mediate professional and personal identities through our laptops and phones, framed against the clean(er) areas our rooms, we are reminded that “[labor] is shaped/motivated by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge” (Caswell et al., 2016, p. 10). COVID-19 has made it impossible to ignore the way that our spaces shape and are shaped by our experiences, and we must acknowledge and address these issues in our WCs, whether in-person, online, or somewhere in between. While WC consultants and administrators struggle with increased workloads and personal stress, oftentimes in isolation, we must take steps to create WC places that are not just safer physically, but emotionally and mentally as well. As Degner et al. (2015) found years before the COVID-19 pandemic ever began, the fact is that “mental health concerns and illnesses are indeed affecting our centers… 56% of respondents said their symptoms affected their tutoring abilities (either slightly, moderately, or significantly).” The creation of safer places in the WC must involve resisting the urge for life and work to go back to “normal;” instead, it must involve normalizing and embracing the feelings that make our consultants, administrators, and clients human—in an echo of Illich’s (1973) conviviality. Simply trying to make our spaces feel like home will prove all the more problematic as many of us begin to transition back to our distinct physical spaces and have the residual exhaustion of our homeplaces being saturated by workplace activities. Giaimo (2020) has established solid moves we can make—lean on the larger WC community through online resources and organizational supports; be more flexible with technology alternatives and time off; share resources on wellness, mental health, and labor; and advocate for consultants. That said, this must be a learning opportunity for the WC community, one in which we can and should ensure that the different spheres that inform our lives as consultants and WC administrators are better protected from the threat of our workplaces saturating our homeplaces. There is certainly a need for further method-driven work to ascertain sustainable and equitable approaches toward this, work that needs much more room than the size of this piece allows. That said, we hope this will serve as a call for such work to find what is sustainable in writing centers of all types and sizes. As Claire speaks to above, our goal must not be to simply return to a supposed normal. We must work to transform our WCs to better value the placeness of our spaces and ensure that the various stakeholders of WCs (e.g., consultants, clients, and administrators) are valued as not just productive laborers and ready consumers, but also as whole people deserving of emotional, physical, and mental wellbeing.

Book Review| August 01 2021 Review: Remembering Women Differently: Refiguring Rhetorical Work, edited by Lynée Lewis Gaillet and Helen Gaillet Bailey Lynée Lewis Gaillet and Helen Gaillet Bailey, eds. Remembering Women Differently: Refiguring Rhetorical Work. Columbia: University of South Carolina Press, 2019. 274 + xviii pp. ISBN: 9781611177978 Jennifer Keohane Jennifer Keohane The University of Baltimore Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (3): 342–344. https://doi.org/10.1525/rh.2021.39.3.342 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Jennifer Keohane; Review: Remembering Women Differently: Refiguring Rhetorical Work, edited by Lynée Lewis Gaillet and Helen Gaillet Bailey. Rhetorica 1 August 2021; 39 (3): 342–344. doi: https://doi.org/10.1525/rh.2021.39.3.342 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2021 Review: Rabbis and Classical Rhetoric: Sophistic Education and Oratory in the Talmud and Midrash, edited by Richard Hidary Richard Hidary, Rabbis and Classical Rhetoric: Sophistic Education and Oratory in the Talmud and Midrash. Cambridge, UK: Cambridge University Press, 2018. 344 pp. ISBN: 9781107177406 Brandon Katzir Brandon Katzir Oklahoma City University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (3): 340–342. https://doi.org/10.1525/rh.2021.39.3.340 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Brandon Katzir; Review: Rabbis and Classical Rhetoric: Sophistic Education and Oratory in the Talmud and Midrash, edited by Richard Hidary. Rhetorica 1 August 2021; 39 (3): 340–342. doi: https://doi.org/10.1525/rh.2021.39.3.340 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2021 Review: Reading Republican Oratory: Reconstructions, Contexts, Receptions, edited by Christa Gray, Andrea Balbo, Richard M. A. Marshall, and Catherine E. W. Steel Christa Gray, Andrea Balbo, Richard M. A. Marshall, and Catherine E. W. Steel, eds., Reading Republican Oratory: Reconstructions, Contexts, Receptions. Oxford: Oxford University Press, 2018. xiv + 366 pp. ISBN: 9780198788201 Christoph Pieper Christoph Pieper Leiden University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (3): 346–349. https://doi.org/10.1525/rh.2021.39.3.346 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Christoph Pieper; Review: Reading Republican Oratory: Reconstructions, Contexts, Receptions, edited by Christa Gray, Andrea Balbo, Richard M. A. Marshall, and Catherine E. W. Steel. Rhetorica 1 August 2021; 39 (3): 346–349. doi: https://doi.org/10.1525/rh.2021.39.3.346 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2021 Review: Weeping for Dido: The Classics in the Medieval Classroom, edited by Marjorie Curry Woods Marjorie Curry Woods, Weeping for Dido: The Classics in the Medieval Classroom. Princeton: Princeton University Press, 2019. 200 pp. ISBN: 9780691170800 Jordan Loveridge Jordan Loveridge Mount St. Mary's University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (3): 344–346. https://doi.org/10.1525/rh.2021.39.3.344 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Jordan Loveridge; Review: Weeping for Dido: The Classics in the Medieval Classroom, edited by Marjorie Curry Woods. Rhetorica 1 August 2021; 39 (3): 344–346. doi: https://doi.org/10.1525/rh.2021.39.3.344 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2021 Review: Indecorous Thinking: Figures of Speech in Early Modern Poetics, edited by Colleen Ruth Rosenfeld Colleen Ruth Rosenfeld, Indecorous Thinking: Figures of Speech in Early Modern Poetics. New York: Fordham University Press, 2018. 312 pp. ISBN: 9780823277926 William P. Weaver William P. Weaver Baylor University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (3): 350–353. https://doi.org/10.1525/rh.2021.39.3.350 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation William P. Weaver; Review: Indecorous Thinking: Figures of Speech in Early Modern Poetics, edited by Colleen Ruth Rosenfeld. Rhetorica 1 August 2021; 39 (3): 350–353. doi: https://doi.org/10.1525/rh.2021.39.3.350 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

This Instagram “Weekly Writing” assignment is a social-media-based, low-stakes, and longitudinal approach to teaching and experimenting with multimodal composition. Students create an account for the purposes of the class and follow each other. They post three times per week, sometimes freely and sometimes in response to a prompt or challenge. Together, we use the platform and its rich multimodal resources to consider how in-the-moment multimodal composing can spur invention, place the writer in the perpetual position of noticing, and create an archive of experience that holistically communicates beyond the author’s original intention. This article discusses the pedagogical rationale for this approach, along with the issues to consider before adopting and adapting this practice.

By utilizing rhetorical analysis with a focus on agency and feminist rhetoric, this article focuses on China’s most popular pregnancy and mothering app – Babytree – to examine how users assume the mantle of technical writers, writing their pregnant and mothering experiences into online narratives and selling them to generate income. This article shows how Chinese women take advantage of the technical affordances of Babytree to share their embodied experiences and, in so doing, respond to and push back against the traditional norms of motherhood and healthcare provision. The women whose experiences are examined here participate in social media as a way to reenter job markets by using their embodied experiences, thus asserting their rhetorical agency politically and economically while implicitly critiquing the traditional situation of contemporary pregnant women and the state of motherhood in China.

Cybervetting, or the review of job applicants’ social media accounts, is a common practice. This study investigates the use of a typology to increase students’ self-awareness by asking them to assess their social media presence. The majority of Facebook users concluded they post content that is appropriate for potential employers, while most Twitter users concluded they post questionable content. Yet most Facebook users restricted access to their accounts, while most Twitter users left them public. When subsequently asked about the prospect of changing posting behavior, students with questionable content were more open to change, supporting the potential viability of the typology.

This essay was composed on the historic territories of the Akokisa/Orcoquisa and Karankawa peoples. In 2016, a Bloomberg poll revealed that what bothered voters most about then-presidential candidate Donald Trump was his mocking of disabled journalist Serge Kovaleski during a campaign rally in South Carolina. The previous November, Trump had ridiculed Kovaleski, who has arthrogryposis, a condition that affects the joints. Footage of the act soon dominated the news cycle, and the Clinton campaign stressed the cruelty of Trump’s caricature to distinguish between the two candidates. Trump’s campaign had already been characterized by racism, sexism, Islamophobia, and xenophobia, but it was his ableism that—ostensibly—threatened to derail his run. Memes circulated on social media advanced sentiments like, “As long as I live I’ll never understand how it didn’t end here. #ImpeachTrump” (Lloyd, 2017).

Instagram is the fastest rising social medium used by young people in the United Arab Emirates (UAE) and therefore constitutes a superb means for companies to advertise their brands. To better inform the selection of the most well-targeted and effective models for advertising products, this research first analyzed UAE-based Instagram posts to explore the types of models used for different types of advertising content on Instagram. Individual interviews were then conducted with Emirati women consumers to determine the criteria they use when reviewing Instagram models in terms of the intention to purchase. Results reveal that there are three archetypal models connected with product ranges relating to (1) beauty, (2) health, and (3) fashion. Four determining factors in purchase decisions emerged, namely, (1) product effect, (2) product display, (3) the modesty of the models, and (4) the pose of the models. These last two, and most notably, the modesty of the model, is perhaps somewhat uniquely relevant to the region given the primacy of female modesty within the Islamic canon. Moreover, the majority of women interviewed stressed that they favor models who exemplify a realistic lifestyle and authentic beauty. While the goal of effortless perfection is a common one, this objective may be more dominant in this socio-cultural region, given the Islamic prescriptions on female modesty. Such a desire for an effortless perfection and authentic deception characterizes the essence of the ethos paradox of Instagram models. The value of this empirical investigation is that it highlights a potential pitfall for advertisers in making the assumption that featuring strong influencers in their advertising is necessarily an enhancement of sales potential. Moreover, it illustrates how Instagram endorsement functions in this geopolitical context and offers guidelines for optimizing Instagram advertising.

From May through July 2020, we collected several hundred images shared on Facebook depicting blame for U.S. Covid-spread. Across these posts, we identified recurring patterns of blame accomplished through two rhetorical devices: attenuation and augmentation. We found two themes in these patterns of blame: individualizing social unsafety and identifying Americans as outsiders. In this article, we explain the processes of panopticonning, and provide examples of the two discourses of blame that result from panopticonning in the context of the COVID-19 pandemic.

In this article, we investigate the platform politics and technological dynamics at play on Facebook that allowed Russian politically motivated advertisements to be purchased with Rubles during the 2016 election season. These ads were purchased using a currency that clearly indicated an attempt by a foreign power to influence a US election, something prohibited by the FEC (Federal Election Commission, “Foreign Nationals”). In the Senate judiciary subcommittee hearing, Senator Al Franken asked Facebook VP Colin Stretch, “American political ads and Russian money: rubles. How could you not connect those two dots?”

While A Rhetoric of Motives remains one of the most well-known works on rhetoric, few realize that it was at one point intended to comprise two volumes. In a curious footnote on page 294, Burke states briefly that the sentences concluding the section on “Pure Persuasion”—one of his knottier concepts—were meant as a transition to a “section on The War of Words. But that must await publication in a separate volume” (Burke 1950/1969, 294). This never before published “separate volume” is now available. In it Burke names, describes, and analyzes transhistorical rhetorical devices that he discovers in journalism, bureaucratism, the news, and other media to emphasize how symbol users can, under the guise of peace, subtly incite readers to hold attitudes of acquiescence to states of war.After publishing Attitudes toward History, Burke began conceiving of a third book to conclude what he at first hoped would be a trilogy that began with Permanence and Change, but that third volume, first called “On Human Relations,” developed into yet another trilogy: the motivorum project that began with A Grammar of Motives and was also to include A Rhetoric of Motives and A Symbolic of Motives. In a 1946 letter to James Sibley Watson, the “W. C. Blum” on the dedication page of and in the introduction to A Rhetoric of Motives, Burke states that the “War of Words” would “deal with all the variants of malice and the lie, the thumbs-down side of rhetoric,” and would also include “our specialty, analysis of rhetorical devices (operated about the ambiguities of competition and cooperation),” plus “analysis of news, literary polemic, etc.” (qtd. in Burke, Jensen, and Selzer 2018, 17). The title, The War of Words, certainly alludes to the motto and epigraph of A Grammar of Motives: ad bellum purificandum, toward the “purification” of war, an epigraph that hopes for war to be acted out symbolically rather than actually, and an epigraph that helps to explain the “thumbs-down side of rhetoric” that one sees in The War of Words. The War of Words includes an editors' introduction, four chapters (two complete, two incomplete), three appendices, explanatory notes, and an index.Because Burke's plan for “The War of Words” kept changing, the editors focus on its composition history in their indispensable introduction, which I discuss below. The first and by far the longest chapter, “The Devices,” lists, analyzes, and describes formal patterns instantiated in journalism and the news. In Burke's own words, the chapter discusses “characteristic rhetorical forms employed in the struggle for advantage that is essential to the Human Comedy” (2018, 43). While Burke worries that his political examples might stir up either strong passions in readers or assumptions that particular devices are fleeting, the purpose is not to do either; rather, it is to “isolate the universal ingredient,” one that can be applied to multiple situations, contexts, and time periods (45). In other words, while “yesterday's sneeze” might be “gone forever,” Burke states, “the ‘principles’ of that sneeze are eternal” (46). These transhistorical patterns reflect personality states and states of motivation. Therefore, they “are primarily matters of style” (135). These devices include the Bland Strategy, Shrewd Simplicity, Undo by Overdoing, Yielding Aggressively, Deflection, Spokesman, Reversal, Say the Opposite, Spiritualization (the Nostrum), Making the Connection, and Say Anything, each of which Burke discusses. The transdisciplinarity and transhistoricality of the devices enable them to be discovered and analyzed in contemporary logomachies so that readers and listeners can see the subtle attempts that are made to invite them to hold attitudes of war under the guises of peace.One device, Deflection, has “so general an end that nearly all of the Logomachy could be included under it,” even as the discussion of that device also looks toward the later-developed concept of terministic screens. Burke gives an example of Franklin Roosevelt enacting deflection when responding to a question about some (unfavorable) election results by saying that he was only paying attention to the (favorable) results from the battlefront (73). Yet, while “The Devices” catalogues and classifies many of these patterns, Burke did not intend “The Devices” to be a method for symbolic weapons distribution, nor as “a rhetorical manual for instructing students in their use” (159). The principles discussed in The War of Words are useful, “not as a device for throwing at an enemy, but for purposes of solace and placement, and for the cultivation of mental states that make one less likely to be hurt by enemies” (159). Rather, Burke is more interested in “an ethical approach … a method of meditation or contemplation that should be part of a ‘way of life’” (159). The devices can also be understood as Aristotelian topoi; and just as Aristotle defines rhetoric as a capacity for seeing the available means of persuasion in any situation, so a contemplation of the devices enables a person, not just to see or even to use them, but also to be able to listen cautiously, carefully, and critically so as to recognize their use. There is deception only when readers think they are “reading ‘facts’ as distinct from rhetorical manipulation” (191), Burke goes on to say in the next chapter.Chapter 2, “Scientific Rhetoric,” assumes a broad interpretation of science (broader than most would define it today) as it focuses on “the typical rhetorical resources available to journalism and other mediums that deal in the distributing of information” (43). The first section, “‘Facts’ Are Interpretations,” anticipates the scientific turn in rhetorical studies by mentioning how reports are “implicitly rhetorical” (169). Burke's emphasis in the chapter, however, is on reporting in news and journalism. Since “facts” are interpretations, they are also selections that assume standards of judgment. Therefore, the act of reporting assumes an underlying philosophy. In other words, rather than being antithetical to philosophy, a news or media source “is itself the uncritical and unsystematic, or implicit, philosophy” (172). In the relevant words of the prospectus for A Rhetoric of Motives, helpfully reprinted in the editors' introduction, Burke states that he wanted to show “why Rhetoric is not just a matter for specialists, but goes to the roots of psychology and ethics, including man's relation to his political and economic background” (qtd. in Burke, Jensen, and Selzer 2018, 14). Statements in The War of Words about people as philosophers add to Burke's arguments elsewhere about human beings as poets, symbol-using animals, and bodies that learn language. However they are defined, human beings demand drama, a demand that media and news sources attempt to satisfy but necessarily do so selectively, reductively, and tonally using what Burke calls Headline Thinking. Burke's discussion makes The War of Words essential reading for students and scholars interested in analyzing contemporary rhetoric found in clickbait and on social media.While chapters 1 and 2 are more polished, the editors have added the words “[Notes toward]” to the titles of both chapters 3 and 4 to signify that these inclusions are preliminary drafts of other documents that Burke at one point planned to include in “The War of Words.” Nevertheless, these incomplete chapters still provide much insight into rhetoric and the relationship between war and words. While chapters 1 and 2 emphasize the verbal aspects of rhetoric, chapter 3, “[Notes toward] The Rhetoric of Bureaucracy” discusses nonverbal rhetoric in “instances where administrative or organizational factors are exceptionally prominent” (43). The chapter adds to previous notions about pentadic agency, including an insightful analysis of an Agency-Purpose ratio in its descriptions of how corporate identification and corporate boasting lead to corporate thinking. Highly reminiscent of the Grammar, Burke shows how bureaucratic Agencies not only deem actions appropriate and inappropriate but also provide people with attitudes, attributes, and goods that enable them to obtain a Purpose that is understood and achieved only in relation to those Agencies.Continuing the trajectory of the discussion that began verbally and then expanded to the nonverbal, chapter 4, “[Notes toward] The Rhetorical Situation,” discusses the extraverbal that “concerns what we consider to be the ground of the Logomachy today” (43). Largely reminiscent of Thomas Hobbes's (and others') bellum omnium contra omnes, this chapter describes “the essential rhetorical situation” as a constant “invitation to war” (242). Here, Burke wrestles with some “essentials of present conditions implied in the characteristic rhetoric of social relations, the press, and administrative persuasion” (43). For example, Burke shows how a thing's identity can be understood as being twofold: the “universal nature in which it is grounded” and the “part distinct from other parts”—a “part distinct” that is also in some sense “an exclusion” (242). As soon as one recognizes that war is “everywhere,” one can also recognize that peace is “everywhere,” given the ambiguities between war and peace, cooperation and competition. Burke warns against the dangerous self-aggrandizement tragically inherent in American culture as he critiques the atrocious treatment of Native Americans by white settlers who exploited natural resources to the point that, symbolically, “exploitation” became synonymous with “progress,” while culturally it became the “American way” (255). Here, Burke obviously foreshadows his later work on hypertechnologism and ecological rhetoric. Burke's critique also shows how this rhetoric projects an ethical standard that influences Americans to assume that their material purchases are what provide them with evidence of their freedom and propriety. In order for this kind of materialistic “progress” to continue, people are led to passionately desire things that they do not need and cannot use (255–56). Here, the war of words also hints at a war of desires; logomachy quietly shades into eromachy.The editors of The War of Words also include three appendices. Appendix 1, “Facsimile of the Outline of ‘The Rhetorical Situation,’” shows Burke's plan for what appears as chapter 4. Appendix 2 is a transcription of “Foreword (to end on),” a document that was intended to conclude a future published version of The War of Words, while appendix 3 is a facsimile of the “Foreword (to end on).” These last two appendices reveal Burke's struggle to decide where “The Devices” should be placed in relation to the Grammar and the Rhetoric. While stating that he wrote “most of this material” before the Grammar and Rhetoric as a foundation for those books, he wishes here that the books had been “published exactly in the order in which they were written, with the Devices as preparation for what followed” (265, 270). The Devices, a “poor man's Machiavelli,” began as Burke compiled the “signs of plotting, deviousness, and duplicity” that he saw in the news, but as he continued to write, however, he “sometimes felt downright mean” (266). Since the Devices can be used for “ulterior purposes,” they find themselves in the realm of rhetoric; but since they also can become “implicit self-portraits, in representing the character of the user,” they also impinge on the realm of ethics (266). However, insofar as they relate to self-expression and identity, they find themselves in the realm of poetics, which was to be discussed in the Symbolic of Motives. In other words, The War of Words includes material that spans rhetoric, ethics, and aesthetics.After praising A Rhetoric of Motives, discussing the cryptic footnote on page 294, and summarizing The War of Words, the editors in their informative introduction discuss Burke's social and professional circles in a post–World War II context of 1945–50. This context provides a background for the main focus of the introduction: a composition history of The War of Words. After publishing the Grammar, Burke turned his attention to the Rhetoric. The word-for-word transcription of his 1946 prospectus to Prentice Hall for the Rhetoric shows a vastly different book than the one that was later published in 1950, with “Part One (on the War of Words, the ‘Logomachy’)” being “designed to show just how deeply the militaristic ingredient in our vocabulary goes” (qtd. in Burke, Jensen, and Selzer 2018, 14). But as Burke wrote the Rhetoric, he kept moving and expanding his work on the Logomachy until it became a separate volume. The editors include a helpful facsimile of part of Burke's 1946 letter to Watson, which shows Burke saying that the Rhetoric, as it was then being drafted with “The War of Words” as a central part, “was becoming too negativistic” because of Burke's depression brought on by the contemporary press's corruption “which is doing almost as much as is humanly possible to prepare us for a cult of devastation and desolation that will leave practically noone in a position to attain even rudimentary amenities” (qtd. in Burke, Jensen, and Selzer 2018, 17). The editors also chronicle Burke's thinking in five episodes during Burke's writing of 1946 and 1948: his research and studies of myth, his search for commonalities between rhetoric and poetic, his orienting the Rhetoric around the concept of identification, his wrestling with the “Landmarks of Rhetoric” (Aristotle's Rhetoric, Cicero's De Oratore, Quintilian's Institutio Oratoria, Augustine's De Doctrina Cristiana, and Longinus's On the Sublime), and the placement of the concept of identification within the dialectical framework of the “Upward Way” in the final section of A Rhetoric of Motives, “Order” (Burke, Jensen, and Selzer 2018, 20–24). After the “Upward Way,” Burke then worked furiously on “The Downward Way” consisting of “The Devices” and “Scientific Rhetoric,” grateful that he could treat the material less polemically than he had during his earlier drafting process (27). At this point, however, Burke realized that A Rhetoric of Motives had grown into two volumes instead of one, so he added the footnote on page 294 and sent the first volume to Prentice Hall without even telling them that the second existed (30–31). This close connection between “The War of Words” and A Rhetoric of Motives, leads the editors to state that people often misunderstand A Rhetoric of Motives because it is missing what was once its central part. In other words, because parts of “The War of Words” were at one point intended to be the “first half” of the book that became A Rhetoric of Motives, and because “The War of Words” was later intended to be published as a separate volume, A Rhetoric of Motives “remains incomplete” (Burke, Jensen, and Selzer 2018, 30). Hence the import of The War of Words to contemporary rhetorical theory.Such an intriguing emphasis on the composition history of The War of Words naturally invites readers to ask several questions about it. While the introduction emphasizes the relationship between “The War of Words” and A Rhetoric of Motives, Burke states in the “Foreword (to end on)” that he finished “most of this material” before he wrote the Grammar and Rhetoric, which were intended to be “preparatory grounding” for it (270). What should be made of these and other statements that suggest that parts of The War of Words may have been drafted before the Grammar as Burke worked on what he thought was to be the final volume in the trilogy that began with Permanence and Change? In addition, if A Rhetoric of Motives remains incomplete without The War of Words, as the editors argue, then, given the incompleteness of both chapters 3 and 4 of The War of Words, does this then mean that A Rhetoric of Motives itself remains perpetually incomplete? If so, why did Burke tell Watson that it was “finished”? And finally, readers who underscore Burke's statement that “‘Facts’ are Interpretations” (169) would appreciate a clarification of the editors' assertion that they explain the composition history and evolution of The War of Words “without our advancing interpretation of the work” (4). In sum, scholars of Burke would greatly benefit from a longer, additional work about The War of Words and its relationship to A Rhetoric of Motives comparable to what Ann George has done for Permanence and Change (see George 2018).In sum, it certainly sounds alluring to say that the original unpublished second volume—if not the very core—of “the most intriguing, original, and stimulating contribution to rhetorical theory since Aristotle” (Burke, Jensen, and Selzer 2018, 1) has recently been discovered and published. Yet even for those who hesitate when they notice an attempt at allurement, it is nevertheless clear that Burke's study of contemporary rhetorical devices, still in use by journalists, bureaucrats, and other media writers, could not be more timely. It is hard to overstate the value of The War of Words in an age of seemingly endless logomachies that include much misinformation and disinformation, heated attacks, drama, “Tithing by Tonality,” and the like. The War of Words is a remarkable work, multifaceted, admirably edited, worthy of attention, and one that will be essential to the study of philosophy and rhetoric in the years, and in the logomachies, to come.

Background: More and more multinational corporations (MNCs) based in East Asia are adopting international social media to communicate messages on corporate social responsibility (CSR), but little research has investigated their content qualitatively. Literature review: I reviewed the literature related to the convergence and divergence of corporate behaviors under the framework of the institutional theory. Comparative studies on web-based CSR communication (CSRC) were also addressed, and CSR development in China and Korea was described as the research context to develop hypotheses and research questions. Research questions: 1. How do Chinese and Korean CSRCs resemble each other in international social media? 2. What are the differences between Chinese and Korean CSRCs in international social media? Research methodology: I selected six Chinese companies and six Korean firms from the 2019 Forbes 2000 world's-largest-corporations ranking, and analyzed the content of their English-language Facebook accounts using “Leximancer,” a powerful textual analysis software package. Results: Results indicated that the CSR messages of Chinese and Korean firms resembled each other at a macrolevel but differed at a microlevel. In addition, the CSR messages of Chinese companies were more likely to reflect national strategic agendas, while Korean firms placed greater emphasis on short-term events and legal compliance. Conclusions: Chinese and Korean corporations have adopted an approach of “global topics, native framing” in their CSRCs to achieve a balance between internal and external legitimacy.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Social media, increasingly conceptualized as communicative genres, has become a tool for individuals to promote social bonds, as well as a platform for corporations to engage with the public and build corporate identity. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Genre analysis has seldom been used in investigating social media use and corporate identity construction, especially the relationship between corporate identity and the interaction of message content and communicative style. Therefore, this study intends to implement Lomborg's framework of genre analysis for social media studies to compare Weibo posts of Chinese banks with Twitter tweets of US banks in terms of thematic orientations (message content) and communicative styles (indicated by speech act use) and thus examine their corporate identities. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. What thematic orientations do Chinese and American banks develop in their microblogging messages? 2. What communicative styles do Chinese and American banks develop in their microblogging messages? 3. How are corporate identities formed through the interaction of thematic orientations and communicative styles of the microblogging messages of Chinese and American banks? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</b> We collected posts and tweets from the official microblogging accounts of 10 Chinese and US banks on the Fortune Global 500 list, identified thematic orientations and communicative styles, and conducted a comparative analysis of corporate identities based on the interaction of thematic orientations and communicative styles. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and conclusions:</b> In analysis of thematic orientations, Chinese banks are more likely to post messages of <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">entertainment, operation,</small> and <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">product</small> . In terms of communicative styles, their messages are more likely to be characterized by directness, inexpressiveness, and independence politeness overall. Specifically, they tend to send <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">entertainment</small> posts directly and in the involvement politeness style, <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">operation</small> posts indirectly and in the independence politeness style, and <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">product</small> posts in the independence politeness style. As such, Chinese banks may best be described as the audience's friendly companions, objective and authoritative press spokesmen, and competitive innovators, a combination that implies values of relationship, authority, and competition in collectivism-oriented, high-power distance, and high-context cultures. By contrast, US banks are more likely to tweet messages of <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">service</small> . Overall, their messages are more likely to be characterized by indirectness, expressiveness, and involvement politeness. Specifically, they tend to send <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">service</small> tweets indirectly and in the involvement politeness style. As such, US banks may best be described as financial product sellers and considerate service providers, a combination that suggests customer-oriented values in individualism and high uncertainty avoidance cultures. In addition, both Chinese and US banks claim to be good corporate citizens. This comparative analysis sheds light on identity construction and provides instructive frameworks for cross-cultural communication on social media platforms.

Background: People born between 1995 and 2012, referred to as Generation Z, grew up alongside significant technological advancements in communication. This cohort's oldest members are now entering the workforce. Literature review: Although the merits of generational research have been questioned, Generation Z's personal communication preferences and habits demonstrate unprecedented technological experiences and expectations in the workplace. Research questions: 1. What are Generation Z's current habits in using smart technology, social media, and voice communication for personal communication? 2. How does the current workplace communication environment appear through the lens of Generation Z? 3. Do the personal communication habits of Generation Z conflict with current workplaces? Methodology: The study reports on a 207-participant exploratory survey and 6 interviews with Generation Z members in January-March 2020. The survey included multiple choice and open-ended questions regarding respondents' personal and workplace communication habits and expectations. The interviews allowed further investigation of survey responses. Results: Working Generation Z respondents hold unexpected attitudes and behaviors, including awareness of the negatives of technology use, differences in personal preferences and professional behaviors, self-regulation of technology use, and concern for boundaries between personal and work life. Conclusion: Generation Z's ability to adapt to current workplace norms may slow changes in workplace communication. Their awareness of disruptive communication habits could make positive changes to workplace communication in the future. Employers should resist negative generational stereotypes and develop new communication policies to reflect current and future-looking technology use. This study was completed prior to COVID-19 and does not include pandemic-related workplace technology changes.

Book Review| May 01 2021 Review: Domestic Occupations: Spatial Rhetorics and Women’s Work, by Jessica Enoch Jessica Enoch, Domestic Occupations: Spatial Rhetorics and Women’s Work, Carbondale: Southern Illinois University Press, 2019. 260 pp. ISBN: 9780809337163 Kate Rich Kate Rich University of Washington Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (2): 240–242. https://doi.org/10.1525/rh.2021.39.2.240 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Kate Rich; Review: Domestic Occupations: Spatial Rhetorics and Women’s Work, by Jessica Enoch. Rhetorica 1 May 2021; 39 (2): 240–242. doi: https://doi.org/10.1525/rh.2021.39.2.240 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press’s Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2021 Review: The War of Words, by Kenneth Burke, edited by Anthony Burke, Kyle Jensen, and Jack Selzer Burke, Kenneth. The War of Words. Ed. by Anthony Burke, Kyle Jensen, Jack Selzer. Oakland: University of California Press, 2018. viii + 285 pp. ISBN: 9780520298125 M. Elizabeth Weiser M. Elizabeth Weiser The Ohio State University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (2): 242–244. https://doi.org/10.1525/rh.2021.39.2.242 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation M. Elizabeth Weiser; Review: The War of Words, by Kenneth Burke, edited by Anthony Burke, Kyle Jensen, and Jack Selzer. Rhetorica 1 May 2021; 39 (2): 242–244. doi: https://doi.org/10.1525/rh.2021.39.2.242 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press’s Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2021 Review: The Routledge Reader of African American Rhetoric: The Long Duree of Black Voices, edited by Vershawn Ashanti Young, and Michelle Bachelor Robinson Young, Vershawn Ashanti, and Michelle Bachelor Robinson, eds., The Routledge Reader of African American Rhetoric: The Long Duree of Black Voices, New York: Routledge, 2018. 894 pp. ISBN: 9780415731065 Mudiwa Pettus Mudiwa Pettus City University of New York, Medgar Evers College Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (2): 237–240. https://doi.org/10.1525/rh.2021.39.2.237 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Mudiwa Pettus; Review: The Routledge Reader of African American Rhetoric: The Long Duree of Black Voices, edited by Vershawn Ashanti Young, and Michelle Bachelor Robinson. Rhetorica 1 May 2021; 39 (2): 237–240. doi: https://doi.org/10.1525/rh.2021.39.2.237 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press’s Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| May 01 2021 Review: Filodemo. Il primo libro della retorica, edited by Federica Nicolardi Filodemo. Il primo libro della retorica. Edizione, traduzione e commento a cura di Federica Nicolardi (Napoli: Bibliopolis, 2018). 464 pp. ISBN 978-88-7088-658-0 Pierre Chiron; Pierre Chiron Search for other works by this author on: This Site PubMed Google Scholar Daniel Delattre Daniel Delattre Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2021) 39 (2): 234–237. https://doi.org/10.1525/rh.2021.39.2.234 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Pierre Chiron, Daniel Delattre; Review: Filodemo. Il primo libro della retorica, edited by Federica Nicolardi. Rhetorica 1 May 2021; 39 (2): 234–237. doi: https://doi.org/10.1525/rh.2021.39.2.234 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. © 2021 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press’s Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2021The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

This paper examines whether use of computer-mediated communication (CMC) and non-standard informal written language therein harms youths' literacy skills.An experiment was conducted with 500 Dutch youths of different educational levels and age groups to assess if social media use affects their school writings.It was measured if chatting via WhatsApp directly impacts youths' performance on a narrative writing task, in terms of writing quality and spelling, or their ability to detect and correct deviations from the standard language in a grammaticality judgement task.WhatsApp use had a direct effect on the story writing task, but only on participants' spelling: adolescents who were primed with WhatsApp immediately beforehand produced significantly fewer misspellings in their narratives.The present study thus gives no cause for concern about negative transfer from social media to school writing: if anything, CMC use may provide youths with greater orthographic awareness and positively affect their spelling performance.

Technical and professional communication (TPC) is largely marked by attentiveness to audience. Blakeslee (2009) underscores this facet of the field’s character, urging scholars to explore how the g...

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

Research Article| April 01 2021 Developing Critical Readers in the Age of Literacy Acceleration Joanne Baird Giordano; Joanne Baird Giordano Joanne Baird Giordano previous collaborative work on two-year college readers and writers has been published in edited collections and in Teaching English in the Two-Year College, College Composition and Communication, Pedagogy, and College English. Their work has received the 2010 Mark Reynolds Teaching English in the Two-Year College Best Article Award and the 2017 Council of Writing Program Administrators' Outstanding Scholarship award. Giordano teaches at Salt Lake Community College; Hassel is professor of English at North Dakota State University. Search for other works by this author on: This Site Google Holly Hassel Holly Hassel Holly Hassel's previous collaborative work on two-year college readers and writers has been published in edited collections and in Teaching English in the Two-Year College, College Composition and Communication, Pedagogy, and College English. Their work has received the 2010 Mark Reynolds Teaching English in the Two-Year College Best Article Award and the 2017 Council of Writing Program Administrators' Outstanding Scholarship award. Giordano teaches at Salt Lake Community College; Hassel is professor of English at North Dakota State University. Search for other works by this author on: This Site Google Pedagogy (2021) 21 (2): 241–258. https://doi.org/10.1215/15314200-8811432 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Joanne Baird Giordano, Holly Hassel; Developing Critical Readers in the Age of Literacy Acceleration. Pedagogy 1 April 2021; 21 (2): 241–258. doi: https://doi.org/10.1215/15314200-8811432 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search critical reading, two-year colleges, information literacy, first-year writing Copyright © 2021 by Duke University Press2021 Issue Section: Articles You do not currently have access to this content.

The standards and practices in journalism that best serve democratic deliberation remain a matter of intense scrutiny in the digital age. The United States has a long history of journalists exposing self-interested behaviors of political or corporate elites with investigative journalism. With online media, journalistic practices encompass fact-checking against a variety of sources, and countering the claims of other journalists from competing outlets. This article aims at delimiting the rhetorical properties of an emerging genre of YouTube counter-journalism. The study reports on a rhetorical and eristic analysis of the main patterns of countering in a sample of videos posted on YouTube on the subject of the US presidential campaign in spring 2020. The analysis reveals some ways in which YouTube journalists break down the dominant media narratives and present counterclaims and critiques, which is usually accompanied by fact-checking, showcasing evidence and providing alternative explanations or counterarguments. However, counter-journalism is not free from eristic devices that may misrepresent political issues for the subscribers.

Other| March 12 2021 Books of Interest Michael Kennedy Michael Kennedy Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2021) 54 (1): 101–106. https://doi.org/10.5325/philrhet.54.1.0101 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Michael Kennedy; Books of Interest. Philosophy & Rhetoric 12 March 2021; 54 (1): 101–106. doi: https://doi.org/10.5325/philrhet.54.1.0101 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 CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search You do not currently have access to this content.

Reviewed by: The Routledge Reader of African American Rhetoric: The Long Durée of Black Voices ed. by Vershawn Ashanti Young and Michelle Bachelor Robinson Mudiwa Pettus Young, Vershawn Ashanti, and Michelle Bachelor Robinson, eds., The Routledge Reader of African American Rhetoric: The Long Duree of Black Voices, New York: Routledge, 2018. 894 pp. ISBN: 9780415731065 In their preface, Vershawn Ashanti Young and Michelle Bachelor Robinson herald The Routledge Reader of African American Rhetoric: The Long Duree of Black Voices as a landmark publication in the field of rhetorical studies. The reader, they contend, is the only comprehensive rhetoric anthology to “speak directly to the artistic, cultural, economic, religious, social, and political condition of African Americans from the enslaved period in America to our present era, as well as to the Black Diaspora” (xxi). As expressed in their introduction, Young and Robinson hoped to meet two goals in undertaking their editorship of the anthology. First, they aimed to deliver a collection of “unequivocally rhetorical” texts that reveals how African Americans have sought to influence American society. Second, they intended to illustrate that African American rhetoric exists “all around us,” performed in every genre and mode of communication (xxi). In the final analysis, Young and Robinson achieved these goals marvelously. The Routledge Reader of African American Rhetoric is a singular pedagogical and reference text that presents African American rhetoric in all its contours, complexities, and, even, contradictions. Containing almost 900 pages of primary and critical works, the reader is wonderfully expansive. Interviews, autobiographical writings, folktales, speeches, social media posts, poetry, and theoretical treatises are among the genres showcased. Expertly, this wide-ranging content is organized into [End Page 237] four major units that are divided into sections based on themes. While Young and Robinson provide introductions to each of the major units, thirteen “expert editors,” a cohort of scholars culled from a wide range of disciplines, have provided introductions, selected readings, and crafted explanatory annotations for most of the reader’s subsections. Part 1, “African American Rhetoric—Definitions and Understanding,” presents readers with the contextual and theoretical framing for navigating the anthology. In the unit’s first half, Young and Robinson delineate the book’s purpose and codify the six elements of African American rhetoric: language, style, discourse, perspective, community, and suasion. The unit’s second half is composed of the work of Molefi Asante, Geneva Smitherman, and Keith Gilyard, foundational theorists of African American rhetoric who clarify the philosophical underpinnings, linguistic features, and the history of the systematic study of African American rhetoric, respectively. Part 2, “The Blackest Hours—Origins and Histories of African American Rhetoric,” includes texts that highlight the enduring imprint that African orature has left on African American expressive culture; the varied faith systems through which African Americans have theorized their lived experiences; Black epistemes of language, literacy, and education; and the diversity of African American political rhetoric. Part 3, “Discourses on Black Bodies,” centers the premise that considerations of gender and sexuality are essential to the study of African American rhetoric. The unit features readings on Black feminisms, Black masculinity, and Black queer/quare rhetorics. Part 4, “The New Blackness: Multiple Cultures, Multiple Modes,” is the book’s final and most eclectic unit. Potent readings that parse Caribbean intellectual thought, African American technoculture, the rhetorics of Hip Hop, and the self-reflexiveness of Black artistry are the focus. Indubitably, the anthology’s apparatus provides readers with a wealth of entry points into the study of African American rhetoric. Reinforcing the anthology’s intended pedagogical function, each section is followed by a bibliography and a set of discussion questions. Readers can use these paratextual resources to further process the anthology’s readings independently and/or within a group, in and outside of institutionalized classrooms. A companion website, containing links to recordings of public addresses, comedic performances, musical selections, and other artifacts that complement the anthology’s primary readings and critical introductions, has also been made available. The cumulative effect of these supplementary materials is that individuals with both an advanced and burgeoning knowledge of African American rhetoric can find their footing in the anthology’s vast terrain and that Young and Robinson’s contention that African American...

As interest in online harassment rises in writing studies, so too does the need for new methodologies that account for the unique challenges that online harassment poses to social media researchers. Drawing from a research experience that left her vulnerable to harassment, the author presents three methodological concerns that harassment gives rise to: researcher safety, trauma and emotional fatigue, and publishing on online harassment. Throughout, the author provides actions social media researchers can take to prepare for potential harassment experiences during a research process. Ultimately, the author argues that researcher safety is a necessary prerequisite to other research concerns, such as participant and data safety, and should thus be foregrounded in research designs.

In fall 2019, the Two-Year College English Association distributed a survey to two-year college English faculty across the United States through professional listservs, regional distribution lists, and social media platforms. This report summarizes the key data derived from 1,062 responses to close-ended questions about workload related to teaching, service, leadership, and professional development. The report discusses the demographic profile, employment status, and contractual obligations in course assignments of the two-year college English faculty who responded. It also summarizes Information about respondents’ overload teaching, their autonomy within their teaching responsibilities, and the kinds of service and professional development activities in which they engaged.

Abstract We argue that part of Rhetoric & Public Affairs’ future should center public-facing scholarship in rhetorical studies. We begin by chronicling some of the work colleagues are doing to bridge expert and lay publics: podcasts, popular and trade press interviews, social media content development and management, and activist engagements. Centering public-facing scholarship creates several notable shifts: (1) it changes the “so what?” for traditional scholarship by inviting scholars to think about audiences outside of journal readership; (2) it opens space for different stylistic conventions in scholarly writing; and (3) it indicates that nonexpert audiences are valuable as readers. We note the considerable barriers to entry to public scholarship including gatekeeping, framing public scholarship for tenure, and training. We contend that Rhetoric & Public Affairs could lead other journals through an updated definition of impact that takes into account contemporary modes of circulation and sharing, should accept pieces written for nonexpert readers in rhetoric, and should consider, if possible, making available for public reading one scholarly article every month or every quarter.

This essay proposes a model of university-community partnership called “an engaged swarm” that mobilizes networks of students from across classes and disciplines to work with off-campus partners such as nonprofits. Based on theories that translate the distributed, adaptive, and flexible activity of actors in biological systems to organizational networks that include humans, swarms are well-suited to providing a diverse range of responses to complex problems. As such, swarming tactics can be useful when applied to nonprofit organizations that do not have the capacity or time to redesign their communications strategy across print, web, and social media platforms. Employing a case study of three classes that collectively produced a wide range of multimedia artifacts for a nonprofit in a single semester, the essay illustrates how a swarm embedded within a university operates, and concludes by providing a schema for modifying swarms to future partnerships.

Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

Other| January 01 2021 Contributors Pedagogy (2021) 21 (1): 193–194. https://doi.org/10.1215/15314200-8693018 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 January 2021; 21 (1): 193–194. doi: https://doi.org/10.1215/15314200-8693018 Download citation file: 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2021 Duke University Press2021 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Editorial| January 01 2021 Editors' Note Pedagogy (2021) 21 (1): 195. https://doi.org/10.1215/15314200-8899807 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Editors' Note. Pedagogy 1 January 2021; 21 (1): 195. doi: https://doi.org/10.1215/15314200-8899807 Download citation file: 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Copyright © 2021 Duke University Press2021 Article PDF first page preview Close Modal Issue Section: Editors' Note You do not currently have access to this content.

COVID-19 has forced many businesses to adjust their communication strategies to fit a new reality. One surprising example of this strategy adjustment came from the company Steak-umm, maker of frozen sliced beef. Instead of finding new ways to promote its products, the company shifted its focus to the public’s urgent needs, breaking down possible approaches to navigating information flow during the pandemic. This resulted in overwhelming praise on social and news media, including almost 60,000 new Twitter followers within a week. Drawing on expectancy violation theory, this case study examines Steak-umm’s strategy, the content of social media responses, and why the approach was successful.

Upon declaring COVID-19 a global pandemic, the World Health Organization (WHO) orchestrated a global risk-communication outreach. The WHO’s objective was to persuade the public to upend and alter their lives so as to contain the disease and minimize its spread and infection. The WHO found a simple and efficient medium to communicate glocally through the social media application WhatsApp, through which individuals could access information without gatekeeping by governments and local agencies.

This article addresses how social media platforms can better highlight expert voices through design choices. Misinformation, after all, has exploded during the Covid-19 pandemic, and platforms have struggled to address the issue. The authors examine this critical gap in validation mechanisms in the current social media platforms and suggest possible solutions for this urgent problem with third-party partnerships.

Throughout the COVID-19 pandemic, Twitter has served as a leading public platform for sharing, receiving, and engaging with virus-related content. To protect users from misinformation, Twitter has enforced stricter content-vetting policies. This article positions Twitter as a politically motivated entity and briefly traces Twitter’s use and applications of the term “harmful content.” The author investigates how the platform’s broadening of its definition of harmful content illustrates Twitter’s strategy for combating misinformation by acting on kairotic moments in a way that is shaped by the diverse authoritative voices already guiding larger public COVID-19 discussions. The article concludes by examining the roles these observations can play in technical and professional communication classrooms.

This video project considers participatory composition and media platforms like YouTube and Twitch, primarily focusing on how the latter’s infrastructure promotes online community participation and collaborative narratives. Viewers develop an understanding of the technology and together expand upon their media literacies engagements through textual, verbal, aural, and multimodal communication.

Many studies have made claims for the positive effects of multimedia in education; however, there is a lack of systematic and comparable research, especially when it comes to video tutorials. This study evaluates the use and benefits of short screencast video tutorials, produced with Camtasia and published on YouTube, in preparing students for research-based writing assignments. The study employs a multi-method research design, comprising an analysis of video-tutorial viewership data from YouTube and a student questionnaire on the perceived benefits of these video tutorials. The data on how the tutorials are used, as well as the questionnaire responses, enable us to highlight which aspects of these tutorials positively affect the learning process, and importantly, how such tutorials should be adapted to be more useful. Findings indicate that the use of such tutorials is more dependent on the type of information included (e.g., theory, instructions or examples), than their length (within the range of three to six minutes). Additionally, novice, introductory-level students appear to have received greater benefit from the tutorials than students with some previous academic writing experience.

Background: As all sorts of communications have substantially moved to the internet, volumes of literature on internet-mediated communication have emerged in professional and technical communication in different research paradigms, including studies on internet-mediated genres, which often have generic features beyond traditional conception and thus require updated understanding. This study systematically explores the emerging body of internet-mediated genre studies and identifies the specific genres that researchers have studied, the analytical components and research methods used, and conclusions reached to characterize the current state of the research. Research questions: 1. Which internet-mediated genres have been studied in existing literature (2005-2019)? 2. What affordances have been considered in existing studies on internet-mediated genres? 3. Which research methods have been used to study internet-mediated genres? Literature review: Major issues affecting prior studies of internet-mediated genres include inconsistent terminology used by researchers, the ways that affordances are considered, and the inadequacies of current genre analysis methods to explain features arising from those affordances. Methodology: Employing an integrative literature review, we conducted a systematic search resulting in 35 qualified studies published in journals indexed in the Social Sciences Citation Index between 2005 and 2019. Each was systematically analyzed to identify the genre addressed, communicative goal, medium, affordances addressed, and research methods used. Results/discussion: Three main types of internet-mediated genres-including email, website, and social media, and several subtypes-were identified, each distinguished by their medium and communicative goal. The affordances were either treated monomodally, mentioned as contextual information, or integrated into the analytical framework. Researchers relied on a variety of methods to study internet-mediated genres, with mixed methods most commonly used. Conclusions and further research: The data show that both the genres of interest and methods used to study them vary with time, suggesting that this area of research continues to evolve. Future studies could probe into a larger variety of internet-mediated genres with more diverse analytical components and methods.

This nationwide study of business communication instructors examined course delivery, course outlook, topics and depth of coverage, social media and technology coverage, diversity coverage, critical thinking, and accessibility. The outlook for the course appears positive and promising, and instructors continue to add content to the course. An important finding is that business communication instructors’ level of confidence in technology significantly affects how they cover technology-mediated communication. Therefore, we suggest professional associations and higher education institutions should provide more opportunities for voluntary training in these newer communication technologies. Further research is needed about the strain placed on business communication instructors.

Book Review| November 01 2020 Review: The Theatre of Justice: Aspects of Performance in Greco-Roman Oratory and Rhetoric, edited by Sophia Papaioannou, Andreas Serafim, and Beatrice da Vela Sophia Papaioannou, Andreas Serafim, and Beatrice da Vela, eds., The Theatre of Justice: Aspects of Performance in Greco-Roman Oratory and Rhetoric, (Mnemosyne Supplements 403), Leiden: Brill, 2017. 355 pp. ISBN: 9789004334649 Hilary J. C. Lehmann Hilary J. C. Lehmann Knox College Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2020) 38 (4): 437–439. https://doi.org/10.1525/rh.2020.38.4.437 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 Hilary J. C. Lehmann; Review: The Theatre of Justice: Aspects of Performance in Greco-Roman Oratory and Rhetoric, edited by Sophia Papaioannou, Andreas Serafim, and Beatrice da Vela. Rhetorica 1 November 2020; 38 (4): 437–439. doi: https://doi.org/10.1525/rh.2020.38.4.437 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. © 2020 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2020The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| November 01 2020 Review: Practicing Citizenship: Women's Rhetoric at the 1893 Chicago World's Fair, by Kristy Maddux Kristy Maddux, Practicing Citizenship: Women's Rhetoric at the 1893 Chicago World's Fair, University Park: The Pennsylvania State University Press, 2019. 256 pp. ISBN: 9780271083506 Anna Dudney Deeb Anna Dudney Deeb Brenau University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2020) 38 (4): 435–437. https://doi.org/10.1525/rh.2020.38.4.435 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 Anna Dudney Deeb; Review: Practicing Citizenship: Women's Rhetoric at the 1893 Chicago World's Fair, by Kristy Maddux. Rhetorica 1 November 2020; 38 (4): 435–437. doi: https://doi.org/10.1525/rh.2020.38.4.435 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. © 2020 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2020The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.