ABSTRACTThis article argues that game design can be used to teach design thinking within a pedagogy of making. It analyzes qualitative survey responses from 12 writing teachers who asked students to design social justice games and argues that games not only give students practice in design thinking but that, as multimodal, embodied systems, games can enact social theories and, as such, be a way for students to empathize with and design for wicked social problems.KEYWORDS: Computer-based learningcritical theorypedagogical theoryrhetoric of technologysocial theoryusability studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRebekah Shultz ColbyRebekah Shultz Colby is a Teaching Professor at the University of Denver. She has co-edited The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom and Rhetoric/Composition/Play through Video Games. She has published articles on using games to theorize and teach rhetoric and technical writing in Computers and Composition and Communication Design Quarterly.

Rhetoric Re-View was established under the founding editorship of Theresa J. Enos and has been a feature of Rhetoric Review for over twenty-five years. The objective of Rhetoric Re-View is to offer review essays of prominent works that have made an impact on rhetoric. Reviewers evaluate the merits of established works, discussing their past and present contributions. The intent is to provide a long-term evaluation of significant research while also introducing important, established scholarship to those entering the field. This Rhetoric Re-View essay examines the long-term importance and impact of the 1982 MLA volume The Rhetorical Tradition and Modern Writing edited by James J. Murphy.Dedication: This Rhetoric Re-View essay is dedicated to the memory of James J. Murphy, who edited The Rhetorical Tradition and Modern Writing and, in addition to his impressive scholarship, served for many years on the editorial board of Rhetoric Review. Professor Murphy was 98 years old when he passed away shortly before Christmas 2021.

Abstract Co-teaching an interdomain literature and biology course, before, during, and after the COVID-19 protocols led the authors to consider how interdisciplinarity might serve as a means to “de-extinction” for English. The authors, an English professor and a biologist, provide contrasting models representing their distinct perspectives on how English may be revivified through disciplinary integration.

Abstract This essay details the evolution of an interdisciplinary course at a university with proximity to Baltimore, Maryland. The original course relied entirely on experiential learning via field trips. During these trips, students conducted analyses of museums as rhetorical and political spaces. As a result of the pandemic, the course evolved into one that relied entirely on students making virtual field trips for cultural organizations and for those at home. In both courses, students focused on issues of social justice as they pertain to museums: issues of access (who is able/encouraged to visit the museum?), issues of diversity (which artists/works of art are featured and who is offered positions of power within the organization?), and issues of engagement (does the museum offer exhibits/programming that is relevant to the public they serve?). In the revised class, students (1) virtually met with museum representatives to discuss their needs; (2) researched the types of resources, events, and objects that can be found in the different locations; (3) learned how to use technology such as Nearpod as multimodal composing platforms; and (4) created a virtual field trip to be used by that organization for educational and promotional purposes. By creating material for specific audiences, students not only learned the rhetorical skills of composing for diverse groups but also grappled with issues of equity, access, and engagement. While the revisions were made out of necessity, this essay details the transferable methodology that can continue to be employed in online classes and integrated into in-person learning.

Abstract Responses to the COVID-19 pandemic have increased feelings of isolation and lack of support among faculty. Grounded in collaborative curriculum and professional development, the Core Books at CUNY project offers faculty the opportunity to work together to incorporate texts from Columbia University's core curriculum into first-year writing (FYW) courses. The project invites faculty to collaboratively develop, implement, and reflect on the shared curriculum. As an Open Educational Resource (OER), the resulting curriculum was well positioned to become part of CUNY's Model Course Initiative that makes consistent curriculum easily shareable on the college's OpenLab, an open platform for teaching, learning, and collaboration. This curriculum provides the agility necessary for post-pandemic teaching as it builds a sustained community among participating contingent and full-time faculty and across community-building initiatives. It provides support on multiple levels, is flexible and adaptable for new situations—pandemic or otherwise—and ameliorates the isolation of teaching. Community through shared curriculum is therefore a way forward and a model for English departments in the post-pandemic future.

AbstractThis article proposes that the methods and philosophies informing corequisite teaching could be generalized throughout English studies to support students at all levels who are undergoing and recovering from pandemic-related traumas. Corequisite courses, which promote equity among first-year students, are designed with attention to trauma-informed approaches and a focus on process-driven writing. Instructors address noncognitive skills with students, such as time management and note-taking, and consider the cultural relevance of their reading and writing assignments. By describing specific activities and methods used at Hostos Community College, the article considers how strategies that are central to corequisite pedagogy might be widely adopted or adapted in this moment of reorientation for English studies. Additionally, the article suggests that mission-driven practices of community colleges serve as a model for higher education more broadly.

AbstractOn Wednesday, March 11, 2020, the author received an email that would change the course of his teaching for the following twenty-four months. The university-wide communication indicated that, due to the emerging COVID-19 crisis, all classes, activities, and university business was suspended, with the email further instructing faculty to wait at home for more details. As the author mulled over the educational shifts ahead of him, his training as a technical communicator—and more specifically his knowledge of user-experience (UX) and design thinking—kicked in, offering him a set of tools he could pull from as he sought to create courses that reflected the quickly shifting needs of his students. In this article, the author discusses how the use of design thinking expands the limited conversations about course co-creation, a practice that leads to more effective and equitable course designs. The author additionally uses his experience employing design thinking in the creation of his Shakespeare seminar course as a case study, demonstrating the value that the collaborative nature of design thinking has for pedagogy.

The American Psychological Association notes that approximately one in seven women will experience postpartum depression (PPD) after giving birth. Finding support can help lead to better outcomes for those suffering from PPD. This article examines cover photos of PPD support groups on Facebook. By arguing that these photos construct rhetorical boundaries that support-seekers must cross to access PPD resources, the article expands our current understandings of rhetorical boundaries and calls for increased attention to visual selection in high-stakes health contexts. This article emphasizes the idea that we might transform visual boundaries, like the Facebook cover photos studied here, into rhetorical boundary objects that promote inclusivity through more thoughtful and representative image selection.

Telemedicine is an alternative healthcare delivery system whereby patients access digital technology to consult with a physician virtually. Patients first interact with telemedicine via a consumer-facing website. Telemedicine promises numerous benefits to patients, such as increased access to healthcare, yet poor usability of the telemedicine user interface (UI) may hinder patient acceptance and adoption of the service. The telemedicine UI moderates patients’ ability to utilize telemedicine, and therefore it must be usable, but it must also be rhetorical to motivate patients to perform certain actions. Digital rhetoric refers to UI elements that influence user actions and knowledge and is tied to usability because of these same human–computer interaction (HCI) factors. This study examined the usability of three telemedicine provider UIs and by identifying usability problems, reveals digital rhetoric that is significant to telemedicine UIs. The article concludes by offering heuristics of digital rhetoric that lead to optimal usability.

This study examines the role of multimodality in facilitating service-learning goals. We report findings from qualitative interviews with 20 college instructors who have designed and facilitated multimodal community-engaged learning projects, identifying their motivations, goals, and the impact of these projects through reflections. Based on our qualitative analysis of these instructor responses, we discuss the technological and pedagogical implications of multimodal social advocacy projects in technical and professional writing courses.

In technical and professional communication, the social justice turn calls on us to interrogate sites of positionality, privilege, and power to help foreground strategies that can empower marginalized groups. I propose that mainstream media coverage of the opioid epidemic represents such a site because addiction to these drugs, which initially primarily affected White people, has been positioned as a public health issue rather than a criminal justice problem. I explore the strategies that were used to create this positioning by investigating themes in the visual rhetoric as conveyed through data visualizations and in the text of the articles in which these graphics were published. My results align with two previous studies that confirmed this public health framing. I also observed an emphasis on mortality, which contributes to our understanding of rhetorical strategies that can be used to engender support rather than condemnation for those suffering from drug addiction.

Through a case study of a popular food and recipe blog (Pinchofyum.com), this article details how two content creators practicing an advertising-based business model built a loyal audience and profitable business. A content analysis of the income reports published by the site's creators found that their advertising-based business model incentivized them to (a) segment their audience, (b) surveil their audience, and (c) automate interactions with their audience. This incentive structure led the content creators to employ an inconsistent and often problematic persona of their intended audience as they aimed to scale their ability to build trust with a rapidly growing audience. These findings provide guidance for aspiring online entrepreneurs and technical communicators desiring to understand the implications of distributing their content on platforms funded through advertising.

Although retrospective project reports are common in the materials development literature, accounts of textbook writing sessions are rare; so too are accounts of open textbook production. Open textbooks are learning resources that are free to use and oftentimes adapt by virtue of their copyright permissions. The authors used concurrent verbalization and interviews to document writing episodes while preparing their first book, an open textbook devised for corequisite technical writing courses. Corequisite designs pair content courses with explicit skill-building modules as a means to support underprepared learners in higher education in the United States. Qualitative content analysis of the data revealed how teaching and other praxis influenced the open textbook’s composition: in the authors’ applications of technical writing principles, pedagogical reasoning skills, and nonteaching work. The findings may encourage open textbook writers to exploit their established composing practices and knowledge bases to proceed with textbook production. In addition, the article highlights the usefulness of concurrent verbalization to textbook research and identifies the various materials development opportunities open textbook projects provide. It also contributes to the underresearched area of textbook production by exposing the complexities of open textbook development and how two novice authors negotiated them during writing episodes.

Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this need through the application of an instructional model that promises to improve the ability of SWDs to write scientific arguments. We approach this work in multiple ways. First, we clarify our target group, students with high incidence disabilities (learning disability, ADHD, and students with speech and language impairments), and discuss common cognitive challenges they experience. We then explore the role of argumentation in science, review research on both experts’ (scientists’) and novices’ (students’) argument writing and highlight successful cognitive strategies for teaching argument writing with neurotypical learners. We further discuss SWDs’ general writing challenges and how researchers have improved their abilities to comprehend and evaluate scientific information and improve their domain-general writing. Cognitive apprenticeships appear advantageous for teaching SWDs science content and how to write scientific arguments, as this form of instruction begins with problem solving tasks that connect literacy (e.g., reading, writing, argumentation discourse) with epistemic reasoning in a given domain. We illustrate the potential of such apprenticeships by analyzing the conceptual quality of arguments written by three SWDs who participated in a larger quantitative study in which they and others showed improvement in the structure of their arguments. We end with suggestions for further research to expand the use of cognitive apprenticeships.

The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown to improve students’ argument writing. Then, we share results of a study that focuses on distinct subgroups of secondary English learners students to (a) determine their needs and challenges and (b) examine the impact of a cognitive strategies approach on rhetorical and linguistic aspects of writing at posttest. Results show English learners have considerable challenges with higher-order tasks involved in writing literary arguments and with the linguistic demands of academic writing before receiving the intervention. However, after receiving the intervention, using descriptive statistics and multiple hierarchical linear regression, we show that these students grew in the areas of presentation of ideas, organization, evidence use, and language use. For example, students designated as reclassified English learners (RFEP [Reclassified Fluent English Proficient]) and students who have even more limited English proficiency (designated as EL [English learner] here) show improvements in many aspects of writing, especially in their ability to write claims and use evidence. In contrast, improvements in language use components were more limited for both groups of learners. Moreover, some of the gains due to being in the treatment were significant enough to bring the average EL student close to parity or beyond their EO (English Only) / IFEP (Initial Fluent English Proficient) peers in the control condition at posttest. We conclude by discussing pedagogical implications for English learners.

Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work of a Nordic philosopher Næss. Using an example of an argumentative essay, we demonstrate the potential of the RFM to improve argument analysis by focusing on the acceptability and relevance of argument elements, two criteria widely considered to be fundamental markers of argument strength. We outline possibilities and challenges with using the RFM in educational contexts and conclude by proposing directions for future research.

In this article, we share what we learned about undergraduates’ struggles in writing quality summaries, comparison texts, and argumentative essays that were components of a unique course, Learning How to Learn. This course was designed to address core psychological issues that impede optimal learning for students from all majors, many of whom are preparing to attend professional or graduate school. Although never intended to be a course devoted to academic writing, the struggles we uncovered made it apparent that without addressing these students’ writing difficulties, especially with argumentation, optimal learning was not achievable. For each form of writing central to the course (i.e., summaries, comparisons, and argumentation), we not only describe the challenges we have documented over the past six years, but also the instructional responses we instituted to counter those challenges. We conclude by sharing insights we have garnered from this experience that may serve others who are confronting similar issues in their students’ writing abilities.

Drawing on recent decades, literature in college writing that theorizes the importance of Critical Language Awareness (CLA) curricula for African American Language (AAL)-speaking students, this article offers empirical evidence on the design and implementation of a college writing curriculum centered on CLA and its influence on AAL–speaking students’ language ideologies with respect to both speech and writing. Qualitative analyses of students’ pre- and-post-Questionnaires and the researcher’s field notes demonstrate that the curriculum helped students view AAL as an independent, natural, and legitimate language and view themselves as critically conscious thinkers and writers—more likely and willing to develop their academic writing skills and the strategies that support employing their native language in writing—for example, code-meshing strategies. This study offers important implications for college writing instruction.

A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and instruction related to race, bias, privilege, and discrimination has been or is pending passage in U.S. state legislatures. These restrictions are antithetical to core functions of education, which are to inculcate the values, virtues, and advanced literacy skills that support democratic deliberation about controversial issues. This article discusses the increasing political polarization and partisan attacks on the processes of education and the threats to liberal democracy posed by this disregard for the truth. In addition, it reviews the cultural and psychological factors that increase our susceptibility to misinformation and presents a perspective about the pursuit of truth that highlights the educational affordances of disciplinary inquiry, democratic deliberation, and reasonable argumentation. The contemporary challenges are manifestations of long-standing political and cultural divisions, and their mitigation will depend on developing communities of informed citizens that are committed to the values and virtues that are foundational to liberal democracy.

Abstract At the 2017 Women's March, Shepard Fairey's We The People posters generated a great deal of excitement for their patriotic depiction of a diverse “people.” But the posters’ success exists in tension with the broader critiques of the Women's March. This essay argues that our current understanding of constitutive rhetoric is ill-equipped to explain this tension. Using the ideas of Danielle Allen and feminist scholars Aimee Carrillo Rowe, Karma Chávez, and Alyssa A. Samek, I perform several readings of the posters to explicate the fractures within our theories of constitutive rhetoric. I demonstrate that our current understanding of “the people” through oneness is hampered by a unity/difference binary that limits our ability to understand heterogenous collectives. Instead, I argue that an approach of wholeness better captures the complex collective life of contemporary coalitions and better attunes scholars to the intricate ways “the people” come into being. I argue that shifting the key terms of constitutive rhetoric to solidarity, vision, and health can help critics develop a more nuanced understanding of diverse coalitions. Overall, this essay offers scholars an opportunity to rethink our theories of “the people” to better account for the emerging strategies, needs, and values of contemporary collectives.

In the wake of George W. Bush's 2004 (re)election, the National Communication Association's annual conference featured an intellectual “Come to Jesus” regarding Jon Stewart and his brand of comedy on The Daily Show with Jon Stewart. The “tl;dr” (“Too long; didn't read”) of this battle was that Professors Lance Bennett and Robert Hariman defended Stewart as a necessary agent in political discourse and public life; Professors Roderick Hart and Johanna Hartelius condemned Stewart's cynicism, arguing people substitute watching Stewart for material participation in public life to the grave detriment of the public sphere. Nearly 20 years later, James Caron's Satire as the Comic Public Sphere: Postmodern “Truthiness” and Civic Engagement makes a compelling argument that, while comedic speech has limits and is not by any stretch curative, it is an ideal stylistic fit in an era of postmodern truthiness because it creates an innovative public engagement in a participatory media culture (6).Caron “examines the relationship between satire and the public sphere, a relationship that creates a comic public sphere, a parodic counterpart to Habermas's classic articulation of a particular kind of discourse and set of social practices first associated with Enlightenment values and technologies” (2). Rather than presuming satire is political discourse, Caron's gambit is that “satire [is] a form of aesthetic communication supplementing political discourse with its mode of comic discourse” (7). It directly encourages citizens to act together in real life. Satire is public-directed—its purpose is not to mock one person but to direct attention to issues of broader public concern. In this sense, satire is generative.Caron moves through his argument in two parts. Part One is historical background and theoretical foundation. Part Two is comprised of a series of case studies.Caron defines satire in Chapter One saying “satire signifies those instances of comic artifacts that can “exceed . . . serious communications . . . for the sake of deliberation, advocacy, and exchange” (20). That is, the ridiculous and the ludicrous are effects of comic laughter. The ridiculous is designed to critique and improve its object; the ludicrous offers an appreciation of the object as is. Here Caron introduces a kind of rubric for understanding the comic: play, judgment, aggression, laughter. Play separates the comic from the earnest by providing a cue that something is funny. Judgment is critique that marks “The Comic” as both always serious and unserious simultaneously. Aggression enables ridicule and mockery. And laughter is, well, laughter. Here Caron makes one of the central moves of the book arguing, “satire's power lies in its rhetorical potential to change minds, to effect metanoia via it's a-musement” (26). This deconstruction of “a-musement” means we are not merely laughing about something; we are musing on it.Chapter Two investigates the distinction between the Habermasian theorizing on the public sphere and the contemporary reality of the digital public sphere. Habermas's construct relies on social and political bracketing of reality in which intellectual equals gather in coffee houses and argue enlightened perspectives on the issues of the day. The digital public sphere, on the other hand, values “personalized feedback, instantaneous interaction, participation potentially 24/7, and no geographic limitations” (38). But the digital public sphere is something of a Wild West scenario. While the democratization of participatory media culture invites those who would never have had access to Habermas's coffee houses, it also creates dis and misinformation, trolls, and other serious concerns. However, satire thrives in uncertain times: “Satire's most profound cultural role today, then, employs in comic fashion the basic ethos of modern/postmodern liberalism as part of the aesthetic-expressive rationality of Habermas” (50).In the final pages of Part One, Caron layers the nuance to note that “satire operates as comic political speech, not political speech, in the public sphere” (52). Satire operates within a playful aesthetic that fosters dissent, just of a different order than traditional political speech. Digital technologies afford more involved citizenship and (re)presentation as citizens, and so comic sense, irony, mock news performed satirically, comic name-calling and comic insults” are actually “in service to educating its silly citizens and furthering their conversation of engaged levity” (56–57). In this way, the comedic public sphere deals with fakery itself. Comics and satirists, then, are parrhesiasts, or those who speak truth to power. Both through satire and what Caron names “satiractivism,” there is potential for social justice, to turn a “ha ha into an a-ha!” (81).In the second half of Satire, Caron aligns his conception of the comedic public sphere with J. L. Austin's Speech Act Theory, distinguishing between constatives and performatives. Constatives are statements of fact, report, or description that can be judged as true or false; performatives are not just saying something, but doing something (85). Austin also articulates the terms locutionary, illocutionary, and perlocutionary. Locutionary is a performance of the act of saying something. Illocutionary is the performance of the act in saying something (satire ridicules, for instance). And perlocutionary is saying something that produces effects.Caron contends comic speech in satiric mode is illocutionary in that it performs ridicule, but it has potential to be perlocutionary in that it changes people's minds. It has effects. It is, in spiritual terms, metanoia—a conversion or conversion of belief. Satiractivism, or activism generated through satirical speech, is a special kind of political speech act. It is both serious and unserious; both constative and performative.Caron introduces several pivotal case studies in Chapter Five in which “the comic public sphere and the public sphere often appear as one discursive domain” (89). For instance, we see comics playing with the news on SNL's Weekend Update, The Daily Show, and Last Week Tonight with John Oliver. These programs are locutionary—news with comic speech as rhetorical flourish. They are also illocutionary because they ridicule a comic but with the veneer of reporting. One of the examples Caron cites is Jordan Klepper's person-on-the-street interviews with Trump supporters.But these moments of “playing with the news” are not merely play, they are also a kind of satiractivism. They are quasi-perlocutionary. Jon Stewart hosting 9/11 first responders who had become ill led to the James Zadroga 9/11 Health and Compensation Act, for instance. Caron also notes the “John Oliver Effect:” Oliver has always eschewed the sort of SNL Weekend Update formula in favor of in-depth, fuller investigations into a news story but done satirically. Samantha Bee and Stephen Colbert are also examples of satiractivism, bringing comedy to “real news” in order to amplify it.Yet, satire has limits. It is a methodological paradox in that the satirist is trying to bring about a better society through critique but is often doing so by ridiculing. And sometimes, it can go too far. This is especially perilous when the audience is not prepared to laugh.Michelle Wolf's 2018 White House Correspondents’ Dinner is one such time when the audience in the room felt ridicule crossing a line into mean-spiritedness. Part of this challenge for humorists is the particular and universal audience. The WHCD audience (in particular) found the bites too biting. The universal audience understood better the impossibility of civility in the Trump years.Many pointed out how thin-skinned people in the Trump orbit of power were in inverse correlation to their political and cultural power. Speaking truth to power is supposed to be uncomfortable for those in power. But what if those in power are perpetual victims with an entire media infrastructure designed to amplify their victimhood? That is, is what Wolf did a “screed or satire?” (181).Caron's final chapter of case studies centers Trump as buffoon and troll. Caron asks whether satiric speech is harmful to a democratic public sphere because its uptake can be dangerously corrosive. Trump's characteristic defense is he was “just joking,” but as rhetorical critic and historian Jennifer Mercieca notes, Trump consistently “gaslights” the audience about his intentions when the effect crosses a line.1In his final chapter, Caron reminds readers that postmodernism isn't an abandonment of truth but a deep skepticism about truth with a capital T. Comedic style, then, is ideally suited in this moment to scratch the truthiness veneer. As he writes, “The comic logic of truthiness satire and satiractivism repurposes discursive integration and a regime of simulacra with a postmodern aesthetic” (209). Considering that more people believe in the truth of what they learn from those playing with the news than from those delivering it “straight,” imagining the possibilities for satirical speech in the comic public sphere is a generative and purposeful endeavor.

With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see ) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (), we share our ideas through images and text reflecting on how critical visual and multimodal methodologies facilitate access, equity, and hope in education and educational research.

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This paper highlights the perspectives of first-generation students of color in their first year of college, and the ways in which they exercised agency in their writing. Framed by definitions of agency as mediated action that creates meaning, the paper reports on qualitative data collected from a summer writing program for first-generation students and students of color, and from writing samples and follow-up interviews with six students who participated in the summer program. Findings suggest that students in their first year of college leveraged their social and discoursal identities to offer new ways of understanding an issue. They also wrote using a translingual approach, integrating different discourses and forms of knowledge, and challenging views of academic writing as monolithic. The findings also suggest the link between awareness and action, meaning that what and how students wrote were informed by their awareness of writing and awareness of themselves as writers and cultural beings. The study’s findings have implications for advancing more nuanced views of agency and academic literacies, and redesigning writing instruction at the high school and college level.

Podcasting has been used by many scholars to teach ancient and contemporary rhetorical principles. We extend this conversation by examining narrative nonfiction podcasting and its potential to work toward social change. We suggest pedagogical principles that amplify the affordances of the genre and acknowledge its constraints for achieving social change.

To demonstrate the value of access and attending to audiences’ experiences, this article shares our analysis of our interviews with eleven students who created videos with sound and captions. We build on our analysis to present a modified set of criteria for assessing how video composers demonstrate awareness of their audiences’ needs and preferences when designing access.

This empirical study of a virtual writing marathon (Write Across America) theorizes a dynamic online ecosystem in which the five realms—virtual place, design, writing, sharing, and emotion—interact in the process of writing. The study has implications for students and for the professional development of writing instructors.

Cody Hunter, University of Nevada, Reno Abstract This essay examines contemporary arguments for nuclear weapons rearmament and disarmament by theorizing generating and generative principles in terms of principles of use and principles of existence through Kenneth Burke’s temporizing of essence. The essay concludes with an audio/visual experiment that invites audiences to reconsider the generating principles implicit in their nuclear terms. I worry about our corrupt newspapers, about nucleonics (for where there is power there is intrigue, so this new fantastic power may be expected to call forth intrigue equally fantastic).—Kenneth Burke in a letter to William Carlos Williams, Oct. 12, 1945, Pennsylvania State University Special Collections The Bulletin of Atomic Scientists made history in 2020 by announcing that the Doomsday Clock had been set to 100 seconds to midnight, the closest it’s been since its inception. The Bulletin was organized by several Manhattan Project scientists in response to the bombings of Hiroshima and Nagasaki and the Doomsday Clock was added to the cover in 1947 (Lerner) as “a design that warns the public about how close we are to destroying our world with dangerous technologies of our own making” (“Doomsday Clock”). At the time of writing this, in the year 2021, the Doomsday Clock remains at 100 seconds to midnight in no small part due to the continued threat of nuclear annihilation that inspired its creation in the first place (ibid). To better understand the present threat of nuclear catastrophe, this essay tracks several lines of argument both for and against nuclear disarmament to theorize the implicit generating principles that are terminologically foundational for each position. Drawing primarily from Kenneth Burke’s articulations of generative and generating principles, I outline two principles that generate terms for this debate: The principle of use and the principle of existence . These two principles are not mutually exclusive,…

Michael Feehan In his last published article, “In Haste,” Kenneth Burke outlined a new theory of history, a dialectical approach based on the two principles he had developed in the “Afterwords” to the third editions of Permanence and Change [ PC ] and Attitudes Toward History [ ATH ] : the personalistic principle and the instrumentalist principle. These two new principles were developed through the four loci of motives that Burke had created in the two “Afterwords” and which he sloganized as “Bodies That Learn Language.” The two principles differ from other similar principles dealing with intersecting developments between persons and technologies in that Burke’s principles arise through his theory of symbolic action, depending on his unique distinction between (non-symbolic)motion and (symbolic)action. Burke’s two principles are assisted by three laws: the law of accountancy, the law of the acceleration of history, and Burke’s specialized law of unintended by-products, a two-phase law, one personal, one instrumental. “In Haste” describes the source and design of the two principles and provides a series of examples for the operational program for the new theory of history, a theory Burke, sloganized as “The Two Roads to Rome,” announcing his admitted bias toward Western civilization. “I am asking them all [co-hagglers] to be asking themselves and one another just what does it all mean to be the kind of animal whose Western culture became polarized about the shifting relationship between the two roads to and from Rome, the Empire and the Holy See (ideally differentiated in these pages as instrumental power and personal vision, but confused like all else in this actually imperfect world of possibly accurate verbal distinctions)” (“In Haste,” 369). Burke’s theory of history developed through the writing of three essays: an “Afterword” for the third edition of his book, Permanence and Change (PC) , an “Afterword” for the third edition of his book, Attitudes Toward…

Floyd D. Anderson, State University of New York at Brockport Kevin R. McClure, University of Rhode Island Abstract We develop a mortification mechanism that complements Kenneth Burke’s scapegoat mechanism. Employing Edward M. Kennedy’s redemptive 1980 presidential primary campaign as our representative anecdote, we chart the stages of his mortification. Our findings show that self-victimage is more complex than scapegoating, has more ingredients and possesses paradoxical qualities. Introduction “[W]hile recognizing the sinister implication of a preference for homicidal and suicidal terms,” Kenneth Burke writes, “we indicate that the principles of development or transformation (‘rebirth’) which they stand for are not strictly of such a nature at all” ( Rhetoric of Motives xiii). Using the late Senator Edward M. Kennedy’s failed 1980 presidential primary campaign as our “representative anecdote,” 1 we devise a “mortification mechanism” that complements Kenneth Burke’s “scapegoat mechanism” ( Grammar 406). Burke observes that “the Christian dialectic of atonement is much more complex” than scapegoating and that it “includes many ingredients that take it beyond the [scapegoat] paradigm, and has a paradoxical element” ( Grammar 406; also see “Catharsis- Second View” 119). We maintain that what Burke says about the Christian dialectic of atonement—that it is more complex, has other ingredients and is paradoxical— also applies to other instances of self-victimage. One might ask in what ways is it more complex? What are its additional ingredients? Why is it paradoxical? These are precisely the questions that our “mortification mechanism” is designed to answer. Numerous studies of redemptive rhetoric have explored Burke’s rhetoric of redemption, analyzing both scapegoating and mortification. Previous works on redemptive rhetoric that have influenced our own understanding of it include Bobbitt; Brummett (“Burkean Scapegoating”); Carter; Desilet and Appel; Ivie; Leff;…

Greig Henderson, University of Toronto Robert V. Wess, Philosophical Turns: Epistemological, Linguistic, and Metaphysical . Parlor Press, 2023. 288 pages. 978-1-64317-370-2 (paperback, $34.99) 978-1-64317-371-9 (hardcover $69.99) 978-1-64317-372-6 (PDF $29.99) 978-1-64317-373-3 (EPUB $29.99) The new wave of contemporary criticism rejects both the depth model and the hermeneutics of suspicion that goes with it. Critique gives way to postcritique, and styles of disenchantment such as symptomatic reading, ideological demystification, and new historicism are seen to be passé. Reparative styles of criticism supplant paranoid styles, and critics like Rita Felski and Eve Kosofsky Sedgewick have proposed that literature should be equipment for living rather than equipment for debunking and politicizing. “We know only too well,” Felski writes, “the well-oiled machine of ideology critique, the x-ray gaze of symptomatic reading, the smoothly rehearsed moves that add up to a hermeneutics of suspicion. Ideas that seemed revelatory thirty years ago—the decentered subject! the social construction of reality!—have dwindled into shopworn slogans; defamiliarizing has lapsed into dogma.” In a similar vein, Sedgewick maintains that the hermeneutics of suspicion is a “quintessentially paranoid style of critical engagement; it calls for constant vigilance, reading against the grain, assuming the worst-case scenario, and then rediscovering its own gloomy prognosis in every text.” This postcritical turn is connected with surface or distant reading, a way of reading that supposedly supplants deep and close reading. As Elizabeth Anker and Rita Felski point out in their introduction to Critique and Postcritique , this way of reading works “against the assumption that the essential meaning of a text resides in a repressed or unconscious content that requires excavation by the critic. Stephen Best and Sharon Marcus urge greater attention to what lies on the surface—the open to view, the…

In this paper, we investigate two approaches to building artificial neural network models to compare their effectiveness for accurately classifying rhetorical structures across multiple (non-binary) classes in small textual datasets. We find that the most accurate type of model can be designed by using a custom rhetorical feature list coupled with general-language word vector representations, which outperforms models with more computing-intensive architectures.

ABSTRACTThis article builds four composite characters from the international Zika response to demonstrate each role’s position relative to inclusive health communication. I argue that a lack of jurisdictional stasis is at play in decision-making practices about transnational risk communication approaches. During emergency health responses, this lack of jurisdictional stasis functions to maintain the status quo in order for stakeholders to leverage their power in prioritizing local deliberations in transnational public health discourse and decision making.KEYWORDS: Transnationalstasishealth communicationcommunity engagement Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. In keeping with norms of global health discourse and of the context of this study, I preserve the gendered language used by the organizations throughout this manuscript that refers to women and girls. Terms such as “women of reproductive age” are consistent with the WHO and were used nearly exclusively to refer to people with uteruses who could be affected by Zika in utero or by giving birth to a child with congenital Zika syndrome. This term also reflects the history of gender-based violence that has predominantly affected people assigned female at birth. That said, the author acknowledges that this language can be harmful and reductive, particularly because transgender and non-binary people with uteruses are reproductive agents and that people who identify as women of reproductive age may not be able or choose to reproduce.2. More recently, the global health discourse community has dropped “communication” from the disciplinary title to account for the various way that behavior change interventions can be broader than what’s traditionally considered “communication.”3. Often, in my experience, these issues were tabled for pandemic preparedness discussions or for “lessons learned” documents meant to support future outbreak responses.4. All names of individuals and organizations in the narrative composites are fictional.5. Here, I reference Galison’s (Citation1997) trading zone, referred to by Wilson and Herndl (Citation2007) in their argument that a knowledge map created a boundary object to facilitate understanding of how knowledge from different areas within the interdisciplinary group that they were working with created a zone through which knowledge important to disparate parties about a shared area of concern could pass.6. For more on empowerment, refer to chapter 4 of Dingo’s (Citation2012) Networking ArgumentsAdditional informationNotes on contributorsJulie GerdesJulie Gerdes is an assistant professor of technical and professional writing and rhetoric at Virginia Tech. She works at the intersection of technical communication and global public health. Her interdisciplinary research examines methodologies for understanding and implementing inclusive risk communication, particularly during public health emergencies.

Abstract The article recounts the author's experiences designing an undergraduate business writing course that bridges the long-standing divide between the traditional liberal arts and professionally-oriented forms of education. This course, organized around the television series The Wire, helps students grapple with the interpretive complexities that shape contemporary institutional life.

Abstract This article applies critical pedagogy to creative writing courses in the context of the modern transforming university. The author incorporates discussions of varied forms of capital, histories of cultural and capital production in the academy, and transforming canons into workshops to facilitate student contextualization of their own creative work.

Abstract This piece is a reflection on spatiality as critical approach in the classroom. The article focuses on a seminar taught during spring 2019, in which cognitive mapping and thirdspace were used as tools to analyze twentieth-century American literature. Through the elaboration of thirdspace provided by Edward Soja in his seminal work Thirdspace: Journeys through Los Angeles and Other Real and Imagined Places and Fredric Jameson's definition of cognitive mapping found in Postmodernism, or, the Cultural Logic of Late Capitalism, this study offers examples of how literary cartography can be used as a tool in the classroom to reflect on the social and historical conditions that informed specific literary narratives.

Abstract In this essay, the authors discuss how collaborative course design fundamentally reshapes power structures within the classroom, opening traditional texts and canonical authors to generative readings. Through the design of an introductory-level literature course centered around a single celebrity author, Charles Dickens, the co-teachers detail how students came to see authorship as an inherently collaborative act, and through the lens of Foucault's “author function,” how these students came to see themselves as both collaborators and authors. This course, from inception to execution, was a collaborative effort grounded in feminist pedagogy, and as demonstrated by student feedback and the project examples included in the appendix, this pedagogical approach empowered the students to recognize themselves as co-creators of knowledge within a classroom.

The architecture of Texas A&amp;M University at Qatar (TAMUQ), set up under Her Highness Sheikha Moza Al-Misnedd and the Qatar Foundation, spatially embodies new possibilities because AIA Gold Medal award-winning architect Ricardo Legorreta designed buildings that both challenge and encompass Gulf Arabian tradition. The buildings exemplify, enact, and embody new ways of experiencing gendered educational identity that also honors traditional local values. This architecture is important because TAMUQ is a U.S. institution that serves several different international student populations. This article emphasizes how TAMUQ functions as a heterotopia, one which creates embodied experiences of gender, education, and identity and requires what Rogoff termed “a curious eye” to discern how these educational spaces reflect changing identities in the Gulf states.

This paper suggests adding a social justice framework to the questions that Kostelnick suggests to help students investigate culture in “Seeing Difference.” Using visual rhetoric to teach technical communication is beneficial for students; however, problematic representations of culture may unintentionally appear in visual design and are easy to overlook. Using a social justice framework that promotes a contextual study of culture should allow technical communication instructors to prepare students to investigate the social and political aspects of culture. This paper, therefore, revisits “Seeing Difference” and asks that technical communication instructors guide students to research sociopolitical aspects of culture and visuals to develop designs that are interculturally appropriate.

This article investigates multimodal elements—images, links, gifs, videos, and galleries—of crowdfunding campaigns on the platform Kickstarter to develop an understanding of characteristics of successful campaigns. The authors scraped 327,586 campaign pages, analyzing the multimodal elements of successful and unsuccessful campaigns. They found that successful campaigns featured more images, links, and gifs and more frequently included a project video than did unsuccessful campaigns. Images, links, and the presence of a project video had a positive impact on success while gifs and project galleries did not. These findings give business communicators practical guidance, develop theoretical aspects of Kickstarter research, and validate previous findings with a larger data set.

Drawing on discussions of (de)coloniality and translanguaging, this article reports findings from a classroom-based ethnographic study, focusing on how a self-identified Latina bilingual student resists colonial constructs of language and literacies in her multimodal project. Based on an analysis of the student’s multimodal composition, other classroom writings, and a semistructured interview, I examine how she creatively and critically draws on her entire language and literacy repertoire in her multimodal composing. More specifically, I demonstrate how she draws from and builds on her lived experiences of linguistic injustices and racialization and transforms such experiences into embodied knowledge making and sharing through her multimodal composing. I argue that students’ engagement with multimodality can and should be cultivated, sustained, and amplified as a site of translingual activism and justice with decolonial potential, and I suggest, further, that such a shift requires a change in approaching, reading, and valuing students’ multimodal meaning making.

In science disciplines, students need sufficient and well-designed support to successfully gain writing competence along the different stages of their writing development. This study examines effective inquiry-based writing pedagogies and the contextualization of scientific writing instruction for supporting student writers in the scientific community. The researchers first systematically reviewed effective pedagogical practices that can help students gain writing competence through inquiry-based learning, then explicated how scientific writing is situated in inquiry-based writing instruction (IBWI) with respect to text structures using a genre-based approach. A systematic review of 40 empirical studies published between 2000 and 2021 was conducted. The researchers examined the pedagogies, methods, and models that effectively support IBWI and identified some emerging trends that aim to raise undergraduates’ scientific writing communicative competence. Implications for how scientific writing should be situated in IBWI were provided to help disciplinary faculty respond more precisely to science students’ writing needs in tertiary settings.