ABSTRACT Aristotle says in the Rhetoric that leading judges into passions is like warping a rule or kanon before using it. Rather than seeing this as an exclusion of emotion from rhetoric, I argue that the ability for the pathe to bend judgment has its appropriate use in achieving equity. The pathe are themselves a kanon, resembling the soft, leaden rule used by Lesbian masons, referred to in his discussion of equity in the Nicomachean Ethics. In problematic cases, the rigidity of law requires the correction of a judge's pathetic capacity. I then read Lysias's Against Simon, a speech given under strict relevancy requirements, to show how the pathe are used in the narration of the accused party in seeking an equitable judgment. I conclude with how such a view may inform contemporary rhetorical inquiry on the emotions.

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In Indigenous/settler relations, temporal rhetoric functions as an essential tool for both subjugation and resistance. Much scholarship on these temporalities focuses on Turtle Island and is thus implicitly shaped by a seminal historical event: the arrival of European colonizers. We extend this research by turning to Sweden, where the Indigenous Sami and the Scandinavians, who would later become their colonizers, have a long history of continuous interaction. We analyze a pamphlet written by Elsa Laula, the leader of the Sami civil rights movement in early twentieth-century Sweden, as well as Swedish policies and press documents from the time. While the settler Swedes employ similar techniques of temporal othering and erasure as colonizers on Turtle Island, Laula’s rhetoric differs subtly. Her rhetoric enacts resistance by highlighting how Sami temporalities are braided with Swedish temporalities, a rhetorical move that echoes their intertwined histories.

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As a Latinx writer who has attended and taught at Hispanic-Serving Institutions (HSIs) in South Texas, I have been disappointed to find that much existing scholarship assumes sameness among us, oft...

Despite the recent surge in social justice and decolonial scholarship, technical and professional communication (TPC) research remains a potential site of oppression. This article is meant to be a call to action; it attempts to (re)ignite discussions about what we value and how we express what we value. It encourages the field of TPC to be more responsive to the experiences and struggles of research participants—those we engage during our knowledge production process. I explore what I call oppressive rhetoric in TPC research with a specific focus on the term subjects in institutional review board forms and in the reporting of some TPC research about research participants. I assert that in spite of our best efforts in advancing the goals of marginalized groups and despite the forward-looking trajectory of progressive research, more work needs to be done to address oppressive rhetoric in TPC scholarship.

NCTE/CCCC Cross-Caucus Present Tense Special Issue: &#8220;Diversity is not an End Game: BIPOC Futures in the Academy.&#8221; Edited by Ersula Ore, Kimberly Wieser, &#038; Christina Cedillo. This issue pursues answers for how BIPOC in the academy can build towards futures while on foundations of precarity. To this end, we seek 150-300-word abstracts from BIPOC scholars that address the question. All abstracts must be accompanied by an 25-75 author&#8217;s bio that includes institution, rank, department, and research interests. Please email abstracts and author bios to Ersula Ore at ejore@asu.edu by April 20, 2021 no later than 11:59 MST. Accepted submissions are due July 18, 2021.

Using racial rhetorical criticism, we apply and extend Flores’s theory of racial recognition to United States news and sports media usages of “Angry Russell” as a name for National Basketball Association (NBA) star Russell Westbrook. Focusing on media coverage of an 11 March 2019 incident in which a Utah Jazz fan allegedly yelled racist and homophobic taunts at Westbrook during an Oklahoma City Thunder game against the Utah Jazz, we map how the mediated attention to Westbrook’s “anger” and so-called threatening behavior is a form of spatiotemporal collapse that situates Black male bodies as menacing and violent sites of subordination to whiteness. We then interrogate how player statuses and the intimacy of NBA arenas themselves, like Vivint Smart Home Arena, operate as sites of spatiotemporal excess by signaling a recognition of race as unable to be contained within the racial categories established by whiteness.

AbstractWe argue that decolonization must be a future direction for the study of rhetoric and public address. Settler rhetoricians must not only recognize that the field is founded on settler colonialism but also commit to an ongoing process of unsettling the field and making both mundane and extraordinary tangible engagements with decolonization. What the field needs is to begin charting a path for all rhetoricians to participate with decolonization struggles, particularly settler scholars. Drawing from research from Indigenous scholars and Native American and Indigenous studies, we focus on tactics for settler scholars to engage with this important research trajectory. This essay teases out the distinctions between theories of postcoloniality, decoloniality, and decolonization; highlights the active role rhetoric plays in settler colonialism; and lays out tactics for settler rhetorical scholars to enact forms of accountability and responsibility in their research, at their universities, and in the field of rhetoric.

Abstract We have been asked to engage in a conversation about the current role of ideology—as critique, as rhetoric, as a framework within which academics operate. Our approach will not seek to write the history of rhetorical critique from an ideological perspective, nor work from extant literature as one might in a traditional research essay. Still, we reference ideas emanating from that literature; instead of the normal “source citation in text,” we will list references at the end. Our ideas do not exist in a vacuum—they are stimulated by our own reading/writing in the area of ideology critique— from the original “ideological turn” to the present day. Hence it seems appropriate to acknowledge where ideas, especially about missing elements or future trajectories in research, come from. This conversation touches on the Cold War afterlife of the public as an ideological force, whiteness’s role in gatekeeping the field, and how political liberalism and those interpellated by it constrain the field’s future(s).

AbstractUsing the murder of Magdiel Sanchez as a case study, we argue that rhetoric’s future must embrace practices of situated listening. While much of the field’s work has focused on speakers and practices of invention, we argue that a more just study of public deliberation must position this approach in conversation with an acknowledgment of situated reception. We follow scholars of color, feminist theorists, and disability advocates who have long argued for the practices of ethical listening, adding that the imperative to listen extends beyond the listening ear, accounting for the totality of the body and its environmental and contextual positions. By reaching beyond the demands of race to consider the intersecting axis of (dis)ability, we push the fields of rhetoric, sound studies, and critical/cultural communication studies to consider embodiment as a whole condition of rhetorical reception.

AbstractDecolonial smuggling is a practice that falls at the intersections of fugitivity (Moten) and delinking (Mignolo, Wanzer-Serrano). It is geared toward disrupting rhetorical studies’ zero-point epistemology to open space to marshal alternative epistemologies—of Black being, Indigeneities, and their relational formations—against the canon to enable more radical, decolonial disciplinary futures. Building on the work of Black, Indigenous, and People of Color (BIPOC) scholars, this essay details the forms of whiteness and knowledge production that reproduce epistemic violence, performs metaphoric (meta)criticism across various strands of race scholarship, and comments on white scholars’ role in these conversations. This essay seeks to add clarity to what decolonization looks like for rhetoricians with respect to the epistemologies and ontologies embedded within the metaphors that, for many, are matters of life and death.

Abstract What obligations do scholars of rhetoric and public address have to understand, address, and sustain the conditions of earthly coexistence? Only if the field of rhetoric embraces a genuinely ecological notion of rhetoric, the author argues, and only if we collectively commit to addressing the ecological dimensions of our various objects of study, can we truly give back to the earth in ways that honor all that it has given, and continues to give, to us. Toward that end, this essay outlines several dimensions of an “ecocentric rhetoric.“

AbstractThe pandemic and economic catastrophes of 2020 and the forms of resistance that surged against racist systemic and physical violence indicate, we contend, that studying public address in the present moment requires attention to the mutual contingency of rhetoric and digitality. Relying on interdisciplinary literatures and a global perspective, we direct such attention along three vectors: platforms, commons, and methods. We indicate how theorizing rhetoric and digitality transforms critical and historical traditions. In expanding the purview of the public address tradition while retaining the tradition’s hermeneutic potential, we emphasize the need to challenge disciplinary terms and the desirability of expanded analytical methods. We submit that by not attending sufficiently to the advent and diffusion of digital media technologies, public address scholarship misses opportunities to shape ongoing conversations about how rhetoric mediates public affairs; and that insofar as struggles for racial justice are bound up with, not just mediated by, digitality, the prospects of diversifying rhetoric’s professoriate increase when research on this topic is central rather than peripheral.

Abstract In this article, the authors draw on their personal experiences as mid-career administrators and scholars of color to consider both the structures that limit, and opportunities for equity and social justice in, academic institutions. Although the primary logics that shape academic institutions serve to marginalize certain types of scholars and scholarship, they argue that institutions also contain gaps and contradictions where resistance is possible and from which alternative structures can be built. They identify and define three critical practices—storytelling, structural transformation, and allyship—that administrators can use to create a more equitable academy. The authors discuss why they believe it is important to invest in administrative and professional association service, where they have witnessed the gaps that make transformation possible, and how they have implemented critical administrative praxes.

The prevalence of high-stakes testing, scripted curricula, and accountability measures in schools discourages experimentation with curriculum. This article encourages curriculum design experimentation in teacher education by proposing playful practices, game-like activities for designing curriculum that draws on students’ out-of-school literacies. We explore the benefits and challenges of game-based curriculum design with preservice teachers (PSTs; N = 19) in two public university secondary English education courses and trace one PST’s take-up of the curriculum design moves through incorporation of these playful practices into her classroom. Data collection occurred across one academic year and included field and observation notes, written reflections, interview data, and artifacts. Findings show the potential for game-based curriculum design in literacy teacher education to (1) create an imaginative space between teacher and student, (2) encourage collaborative production, (3) connect PST university coursework to classroom practice, (4) support students’ creative language production, and (5) create playful social contexts for participatory learning. Challenges highlight the importance of attending to power dynamics in game play and design. Implications include how game-based pedagogical invitations in teacher education can help PSTs imagine new ways to organize classroom structures and literacy learning experiences that value an interplay of youth cultures and classroom curriculum.

Writing studies scholars have long examined how race- and class-based hierarchies shape teachers’ and students’ experiences of writing in US universities. But universities are also workplaces that profit from a racialized writing economy in which laborers of color () underpin writing production. Drawing from a yearlong qualitative case study that examines the writing practices of university custodial workers, this article addresses the following research questions: What kinds of writing do university custodial workers use and practice? What are the conditions for their writing? And what do these practices and conditions tell us about writing in race- and class-stratified workplaces, including educational institutions? Using critical race (; ; ; ; ; ; ) approaches to literacy sponsorship (), and observations and interviews with university custodians, this article discusses two main findings: (1) labor conditions restrict participants’ writing as a part of race and class hierarchies; and (2) the participants employ writing practices that run under the radar of institutional restrictions to serve their own purposes. This study’s findings have implications for workplace writing scholarship and higher education policy, because they expand definitions of and purposes for workplace writing in institutions of education.

In Writing Across the Curriculum/Writing in the Disciplines and Academic Literacies, researchers have produced compelling evidence of the disjunction between faculty members’ assertions that good writing is universal—i.e., the autonomous model of literacy—and faculty’s own tacit practice of discipline-specific conventions. In studies of race and language in education, scholars have identified disconnections between what teachers profess to value—e.g., students’ right to their own language—and how they actually grade. Contradictions are a natural part of any ideology, and these are commonly understood to demonstrate the resilience of the autonomous model. In this article, however, I introduce a set of theoretical tools from the sociology of scientific knowledge—namely, the concept of interpretative repertoires and of variability in participants’ interpretations as an analytic resource—that can reveal cracks in the autonomous model. Although these tools are over thirty years old, they have not circulated widely in literacy and composition studies. I apply the tools to text-based interviews with two faculty writers who had espoused universal “rules” for writing. After identifying apparent disconnections between the rules and their own practices or those of other writers with whom they worked, I present this evidence to them and analyze their explanations: They maintain that the rules still apply, but their accounts are complex, shifting, and self-contradictory. These case studies reveal, rather than its strength, the inherent instability of the autonomous model. Ultimately, I hope that these research tools can, in conjunction with systemic efforts, aid in dismantling the construct of “good writing” and its inherent privileging of white language practices.

In U.S. secondary schools there is an overriding emphasis on formulaic approaches to argumentative writing instruction in English language arts that tends to trivialize disciplinary norms of argument and evidence because of institutional pressure to bolster students’ test performances.&nbsp; This paper seeks to provide an ethnographically-informed framework for understanding for whom, how, when, and to what extent it is possible for students to participate, through writing, in the study of literature as the central disciplinary content of English language arts. The corpus of data used in this study of an 11th grade International Baccalaureate (IB) classroom (26 students) consisted of classroom instruction (video-recordings and field notes) that occurred across an initial instructional unit (September 8th to November 3rd). Of particular importance is a summative writing assignment, teacher interviews and collaborative data analysis (with video clips), student interviews about instruction and their writing, samples of student writing, and related documents. We also analyzed two essays written by the two case study students in response to a writing assignment that the teacher, described as an IB “literary commentary with an unspecified topic” that she reframed as a literary argument. Discourse analysis of a series of events within instructional conversations revealed that rather than prescribed forms, the teacher offered “possible” writerly moves for her students’ arguing to learn. Consequently, her students enacted their writerly moves in a variety of patterns suggestive of disciplinary ways of knowing in English language arts rather than in a pre-set formula that they had learned in previous grades. In order to trace how the students enacted modes of participation (procedural display and deep participation) in disciplinary activity (literary argumentation) as writing practices and shifting writer identities&nbsp; we also conducted a multi-phased and multi-layered ana

When first admitted to Oberlin College, women were expected to attend their rhetoric courses in silence. Not content with an education that did not prepare them for public speaking, some women students collaborated to educate themselves. Their history uncovers feminist and antiracist disruptions to composition and rhetoric that have much to teach present-day educators.

The Truman Commission created the modern community college in 1947 to democratize our system of higher education in America. Before this moment, higher education was thoroughly segregated by race, class, and gender. The modern open-admissions two-year college cannot, therefore, be understood simply as a convenient, low-cost alternative to four-year colleges. It is—by mission and mandate—a social justice institution.

Theme courses are a common practice despite their limited presence in composition scholarship, which contributes to a fractured understanding of the theme course’s purpose and place in the discipline. This article offers an aggregate picture of theme (or topic) based courses based on disparate scholarly publications and affirmed by data collected through an online survey of writing instructors and program administrators. To trace the theme course within our disciplinary tradition and as a continuing practice, this article defines the theme course, distinguishing between writing as subject matter and theme content as a form of reinforcement. It furthermore historicizes the theme course’s limited life in scholarship, synthesizing key features of theme course practice, reinforced by survey responses. Ultimately, this article offers a framework for reflective practice that all theme course practitioners can use for developing, implementing, and evaluating their teaching methods. The underlying argument is that theme courses can support learning about writing, so long as theme selection and implementation work in purposeful support of the course’s learning about writing goals.

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.

While data 1 has shown that COVID-19 disproportionately affects Black people, the CDC’s early data listed race as “missing/unspecified” at high rates. Incomplete demographic data obscures the virus’s full impact on marginalized communities. Without more information about who the virus is affecting and how, we cannot protect our most vulnerable. This article demonstrates disconnects between reported datasets and data visualizations in public-facing COVID health and science communication and suggests steps that technical and professional communicators can take in creating or using data visualizations accurately and ethically to describe COVID conditions and impacts.

The Queer Caucus created the Gloria Anzaldúa Rhetorician Award to honor Anzaldúa’s impact on “studies of both rhetoric and queer theory” through forging “connections across difference and oppression in order to dismantle systems of privilege, whether that be heterosexism, heteronormativity, racism, sexism or ableism (as a non-exhaustive list).” However, the text of the Award, along with its impetus, belies these intentions. The Award erases Anzaldúa’s Chicanidad from her work and her person through the emphasis on culture-less sexual and gender minority experiences, the redefinition of Anzaldúa’s work as focused on generalized difference and oppression, and the omission of any substantive acknowledgment of her Chicanidad. This essay examines the erasure of Anzaldúa’s Chicanidad and the appropriation of Anzaldúa as a race-less and culture-less liberatory figure through the operation of homonormativity and whiteness. I analyze the text and impetus of the Award through an analytical framework rooted in the rhetorical concepts of Kenneth Burke and Gloria Anzaldúa’s own concerns about erasure and appropriation through homonormativity and whiteness. I argue that the meaningful change to the text and its authorship, as well as to meaningful inclusion of queers of color, is necessary for the Award to continue.

ABSTRACT Dissociation is considered by many to be Perelman and Olbrechts-Tyteca's most innovative and significant contribution to rhetorical theory. Currently on display in American debates over racial justice and public health, dissociation is a nuanced process of conceptual reconfiguration. After exploring how dissociation figures in these debates, the introduction summarizes how scholars over the years have extended and complicated the concept. The introduction then identifies key gaps in scholarship that are addressed by the articles included in this special section, including dissociation's philosophical genesis, its linguistic manifestations, its structural possibilities, and its role in comedic discourse.

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A long lineage of Women of Color (WOC) feminists illustrates how, despite academia’s insistence on “bifurcate[ing] life into neat categories—scholar, Chicana, mother, or activist,” in the lived exp...

The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.

As the reach of community engaged writing has expanded, it has come to offer a uniquely powerful contribution to a college education, well beyond service. We have the opportunity to make a visible, cross-disciplinary case that embraces this remarkable diversity in a compelling public argument—one that can link vision with new evidence of genuine educational&hellip; Continue reading The Consequences of Engaged Education: Building a Public Case by Linda Flower

AbstractThe city of New Orleans has long narrated its own demise through reference to “the Big One,” a singular hurricane that would destroy the city for good. The “catastrophe to come” is a more or less permanent spectral presence for many of its residents, evidence of which can be traced as far back as the city’s founding in 1718. When it comes to memorialization of Katrina, the central question of this essay is: how does one analyze public memory of an event so thoroughly anticipated, indeed, whose historical anticipation is fundamental to the later memory of it? Rather than merely acting as the historical context within which public memory comes to be interpreted, this anticipation and the anxiety that marks its form figures directly into the reading of the later memory object itself. In this essay, I argue that the repeated narrativization of the Big One is an anxious rhetoric that prefigures post-Katrina memory objects through a process of melancholic rhetorical incorporation. I first engage the history of New Orleans and this anxiety, extrapolating my usage of anxiety and melancholy as rhetorical concepts along the way. Then, I tender a critical analysis that first reads two narratives of such destruction to describe memory’s prefiguration and then turns symmetrically to two post-Katrina memory objects to demonstrate the work of incorporation in the production of memory objects.

Research Article| September 01 2020 (Re)-Signing Reconciliation: Reading Obama’s Charleston Eulogy through a Rhetorical Theory of Adaptive Racism Mark Lawrence McPhail Mark Lawrence McPhail Mark Lawrence McPhail is a Senior Research Fellow in the Office of Diversity, Equity, and Multicultural Affairs at Indiana University. I wish to thank Professor Martin Medhurst for his sustained and ongoing commitment to inclusive excellence, diversity, and equity, Professors Aaron David Gresson, III, John Hatch and David Frank for their courage, commitment, and integrity, and Dr. Evelyn Boise Bottando for showing me the clear connection between white privilege, innocence, and sociopathy. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2020) 23 (3): 529–552. https://doi.org/10.14321/rhetpublaffa.23.3.0529 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Mark Lawrence McPhail; (Re)-Signing Reconciliation: Reading Obama’s Charleston Eulogy through a Rhetorical Theory of Adaptive Racism. Rhetoric and Public Affairs 1 September 2020; 23 (3): 529–552. doi: https://doi.org/10.14321/rhetpublaffa.23.3.0529 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2020 Michigan State University Board of Trustees2020 Article PDF first page preview Close Modal You do not currently have access to this content.

To reveal responsibilities of storytelling, I first disclose my representation of indigeneity, and then, as an indigenous writer, I use the narrative paradigm to examine divergent stories told about the death of Apache Chief Mangas Coloradas. This study demonstrates for teachers and students of writing how important it is to remain ethical in telling and listening to stories.

Drawing from an interpretive decolonial framework that understands multimodal writing as the act of creatingco-composedknowledge, this article analyzes Chicanx murals as multimodal compositions that exemplify the continuation of the Aztectlacuilolitztlipractice of writing with images. This work also invites rhetoric and composition scholars to reexamine Western understandings of history, particularly the history of writing.

Women continue to be underrepresented at the highest academic rank of full professor. Studies show that once women earn tenure, they are inundated with teaching, service, and administrative responsibilities, which take time away from research and publication—the primary criteria for promotion. We believe that rhetoric and writing studies (RWS) faculty are uniquely situated to confront this challenge because of our disciplinary expertise, our experience administering writing programs, and our interest in equity. With the goal to increase the number of women full professors at our university, we created a year-long writing program for women associate professors. Based on results from this pilot study, we argue that RWS faculty can use their expertise to decrease the disparity at the highest academic rank and make the university more diverse and equitable. Moreover, we believe that RWS scholars can use their disciplinary expertise to address a range of other institutional and systemic challenges.

Rhetorical studies scholars in both communication and writing and rhetorical studies (WRS) are currently investing in momentous discussions about social justice with the promise of material, consti...

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Editors’ Note: With this interview, we inaugurate a regular feature of the journal focused on interviews and articles about community-based writing projects unaffiliated with higher education. Discovering the genesis, evolution, and meaningfulness of such projects illuminates theories and practices of writing as a potentially transformative social activity that fosters creativity, communication, equity, and justice. It&hellip; Continue reading Everyone is a Writer: The Story of the New York Writers Coalition by Aaron Zimmerman

With increased interest in communityengaged course design, instructors across the United States are looking for ways to encourage their students to become more connected with their local contexts and the larger communities surrounding their university’s walls. Moving beyond a “feel good” approach to making college courses more meaningful, I think it is crucial that educators&hellip; Continue reading Community-Based Writing with Latinx Rhetorics in Milwaukee by Rachel Bloom-Pojar, Julia Anderson, &#038; Storm Pilloff

This paper traces strategies and successes—for both students and community partners—in the implementation of service learning within my English 353: Chicana/oLatina/o Literature classes at California State University Channel Islands. In order to bridge university culture and the farmworker communities that work and live alongside the university, in consultation with community partners, we created bilingual reading&hellip; Continue reading Learning to Value Cultural Wealth Through Service Learning: Farmworker Families’ and Latina/o University Students’ Mutual Empowerment via Freirean and Feminist Chicana/o-Latina/o Literature Reading Circles by Georgina Guzmán