Jaclyn Carter is an educational development consultant at the University of Calgary and coeditor of Women and War from the Middle Ages to the Renaissance (2020).Michael Tavel Clarke is associate professor of English at the University of Calgary. He is the author of These Days of Large Things: The Culture of Size in America (2007) and coeditor with David Wittenberg of Scale in Literature and Culture (2017). He coedits the journal ARIEL: A Review of International English Literature with Faye Halpern.Maura D'Amore is professor of English at St. Michael's College in Colchester, Vermont. She is the author of Suburban Plots: Men at Home in Nineteenth-Century American Print Culture (2014).Faye Halpern is associate professor of English at the University of Calgary. She is the author, most recently, of an article in Narrative called “Charles Chesnutt, Rhetorical Passing, and the Flesh-and-Blood Author: A Case for Considering Authorial Intention.” She coedits the journal ARIEL: A Review of International English Literature with Michael Tavel Clarke.Derritt Mason is associate professor of English at the University of Calgary. He is the author of Queer Anxieties of Young Adult Literature and Culture (2021) and the coeditor, with Kenneth B. Kidd, of Queer as Camp: Essays on Summer, Style, and Sexuality (2019).Rachel McCabe is an assistant professor and director of writing at La Salle University. Her research focuses on the affective experience and its importance to the reading and viewing of texts and how doing so impacts the student writing process. She also considers how positions of power and privilege influence the interpretation process. Her scholarship has been published in Composition Studies, Studies in Documentary Film, and Compass.Jessica Nicol is an educational developer at the Southern Alberta Institute of Technology (SAIT) and author of the recent chapbook Can I Ask You a Question? (2020).Zack Shaw is a fourth-year PhD candidate in the Department of English at the University of Florida, where he studies rhetoric and composition, film and media studies, and animation. He has taught upper- and lower-division courses, covering diverse topics such as film analysis, argumentative writing, technical writing, first-year composition, and media composing. He designs each of his courses with the ultimate goal of creating a multimodal, inclusive, and accessible educational experience for all students. He holds a Master of Arts degree in English from Northeastern University, and his work has previously appeared in Kairos: A Journal of Rhetoric, Technology, and Pedagogy and ImageTexT: Interdisciplinary Comics Studies.Anne Shea is associate professor and chair of the Writing and Literature Program at California College of the Arts. Her fields of teaching and research include twentieth- and twenty-first-century North American literature and composition. She has published essays in College Literature, Contemporary Literature, MELUS, and Women's Studies, among others.Nathan Shepley is associate professor of English at the University of Houston, where he teaches rhetoric and composition courses at all levels. The author of Placing the History of College Writing: Stories from the Incomplete Archive (2016) and articles in journals including Reflections and Composition Studies, he studies interactions among place, history, and college student writing. He remains active in creating pedagogical resources for and otherwise assisting his fellow instructors at the UH Department of English.William Stroup is professor of English at Keene State College, New Hampshire's public liberal arts college. He teaches courses on eighteenth- and nineteenth-century British literature and on environmental literatures in many traditions. He has presented on Jane Austen and pedagogy at MLA and his essays have appeared in The Wordsworth Circle, ISLE, volumes on Wordsworth and the Green Romantics, and elsewhere. He is currently editing an unpublished play by the poet Amy Clampitt about Dorothy and William Wordsworth and serving as a Thayer trustee of the Keene Public Library.Morgan Vanek is assistant professor of English at the University of Calgary. She is currently at work on a book titled “The Politics of the Weather, 1700–1775.” Research related to this project has recently appeared in Studies in Canadian Literature/Études en littérature canadienne, Eighteenth-Century Studies, and Eighteenth-Century Fiction.Paul Walker is a professor of English at Murray State University, where he teaches rhetoric, writing, and literature. His published work has primarily focused on composition, assessment, environmental rhetoric, and archival research. He is the founder and editor of Intraspection: A Journal of Rhetoric, Culture, and Style, and is currently working on a monograph about the rhetoric of ordinary heroism.

Other| October 01 2022 BOOKS OF INTEREST Curated and edited by Michael Kennedy Curated and edited by 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 (2022) 55 (3): 331–336. https://doi.org/10.5325/philrhet.55.3.0331 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation Curated and edited by Michael Kennedy; BOOKS OF INTEREST. Philosophy & Rhetoric 1 October 2022; 55 (3): 331–336. doi: https://doi.org/10.5325/philrhet.55.3.0331 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 The text of this article is only available as a PDF. Copyright © 2022 by The Pennsylvania State University. All rights reserved.2022The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

A lot has happened in Indian Country recently: water protectors and the NoDAPL movement brought international attention to Native sovereignty and ongoing resistance to settler forms of violence against Indigenous ways of being; a settler public became aware of the MMIW movement and the ongoing assault on the lives of Indigenous women; an apology was given by executive order for a genocide that occurred in California and a Truth and Healing Council was created to investigate the historical relations between California Indians and the state of California; and Native identity is “complex” and certain people seek to profit from that complexity by duplicitously or erroneously claiming Native identity, to name a few. To be sure, these are all issues long addressed by Native people (Indigenous movements, in particular, always have a long arc), but it sure feels like these are events that happened within a recent timeframe.The feeling that these are events and not manifestations of continuing struggles that go back hundreds of years is related to the well-documented fact that settler discourses on Native peoples often still represent us as existing in the past. A settler public, almost ritualistically, gets reminded of the existence of Native people and is seemingly perpetually surprised. This condition for Rifkin, while representing a significant problem on its own, also represents a double bind for Indigenous people. The long-standing and common response to these discourses of Native pastness has been to assert Native contemporaneity and/or modernity, but, for Rifkin, such a response participates in the very terms set forth by the discourses by contesting them within a linear, developmental, and rationalistic temporal framework. Rifkin rather seeks to dispel the idea that such a response adequately contests continuing settler domination and to show that it appeals to and bolsters a deeper settler framework.The double bind is a familiar ruse first theorized by Gregory Bateson in communication theory as patterns of confusion, a general condition for him for PTSD and schizophrenia, and popularized by Michel Foucault’s analysis of two opposing forms of power that together enmesh unsuspecting and well-meaning subjects further into power’s snares. In brief, Foucault argues that repressive power, the blunt, straightforward, top-down, and usually explicit kind, elicits an antagonistic response from the subjugated that surreptitiously turns them to directly face the repression or exclusion, speak up and against it, and, in order to be intelligible, and this is the twist, assert themselves within the terms of a growing if dispersed productive power that works through them. Rifkin links the double bind to claims that modernity is a collaborative construction between the West and the rest. In this case, for Rifkin, a generative knowledge production on Native contributions to modernity both depends on and bolsters what he refers to as the “background” of a shared temporal framework, asserting a common container in which events take place, which contests narratives of Native disappearance and vulgar forms of archaism and yet contributes to national and global narratives of historical progress, wedding Native assertions of contemporaneity to state interests.Rifkin’s answer to this dilemma is Beyond Settler Time, a long, theoretically expansive, wide-ranging, and erudite book on what he calls “temporal sovereignty,” which he contrasts to “temporal recognition,” the institutional and assimilative mode through which Indigenous peoples get brought/bring themselves into the present. Temporal sovereignty, on the other hand, engages “the texture of Indigenous temporalities” (Rifkin 2017, 7–8) and Native collective experiences of becoming. Echoing Glen Coulthard’s distinction between a politics of recognition (mediated by the settler state and its epistemic frames) and grounded normativities, “the modalities of Indigenous land-connected practices and longstanding experiential knowledge that inform and structure our ethical engagements with the world and our relationships with human and nonhuman others over time” (cited in Rifkin 2017, 207–8), Rifkin’s argument likewise emphasizes a form of self-determination that refuses external legitimation, flowing directly from Indigenous experiences, forms of governance, and social relations, but in temporal terms.Rifkin’s turn to time isn’t an obvious one for Native studies considering the intense and persistent focus the field has on “the land question.” Though, from at least the publication of Vine Deloria Jr.’s God Is Red, in which he asserts that Indigenous epistemologies have a spatial orientation in contrast to Western, Christian orientations to historical, linear, and teleological/eschatological time (which Deloria claims undergirds an inherent colonial imperative uprooting a lived sense of place) to the recent publication of Our History Is the Future, Nick Estes’s analysis of the longue durée of Native resistance up to Standing Rock, scholarship in Native studies has had an abiding interest in theorizing time. This includes the heavily populated list of Native scholars that Rifkin draws on to make his argument, including those whom he critically locates as being Native theorists of modernity (Philip Deloria, Scott Lyons, Jean O’Brien). But Vine Deloria’s lesson, drawing on years of Indigenous struggle, has been influential, with the most recent and visible manifestation being the LandBack movement. In this sense, Mishuana Goeman’s Mark My Words is another important touchstone for Rifkin, linking as it does Indigenous modes of storying to practices of grounded normativity, distinguishing between Indigenous place making and settler-colonial space making, or, as Robert Nichols calls it, the (violent) production of land as property. Goeman writes, “Stories teach us how to care for and respect one another and the land. Responsibility, respect, and places created through tribal stories have endured longer than the Western fences that outline settler territories and individual properties that continue to change hands” (cited in Rifkin 2017, 59–61). To Goeman’s abiding sense of storied Indigenous place, Rifkin offers a storied, collective, and experiential Indigenous sense of duration.The structure of Rifkin’s book is a familiar one, beginning with a brief preface; followed by a long first chapter that details the primary argument and the theoretical and methodological investments of the book, and then three chapters that develop the argument through close readings of texts, heavily weighted by novels (where the rubber hits the road, so to speak); ending, finally, with a coda that critically reflects on the relation between the book’s argument and U.S. Indian policy as it affects Native American sovereignty. Because this is such a theoretically rich text, and because Rifkin takes great pains to develop a powerful if complex argument on Native conceptions of time, in this review I primarily focus on the first chapter. For those interested in Native American literature and other forms of Native writing, Rifkin is a consummate literary scholar, and it is certainly worth reading his continuing engagement with the work of Native authors in the last three chapters, where he offers fresh takes based on his theorizing of temporal recognition and temporal sovereignty of largely canonical Native literary texts and authors. Each of these chapters engages a different aspect of temporal recognition as the means through which more radical temporal formations in the form of sovereignty are managed or silenced.In brief, chapter 2, “The Silence of Ely S. Parker,” addresses U.S. historical narratives of developmental progress through the rhetoric of a perfecting union. Beginning with a meditation on the silent, onscreen presence of Haudenosaunee politician, Ely S. Parker, in the Steven Spielberg and Tony Kushner film Lincoln, Rifkin addresses the imposed temporal formation of the expanding and perfecting rule of law and its relation to violence by juxtaposing two concurrent wars caused by uprisings, the Civil War, and the lesser-known Dakota War. Attending to the writing of Parker as well as Dakota scholar Charles Eastman, Rifkin analyzes the temporal formations of the treaty and reservation systems as outcroppings of the rule of settler law. Chapter 3, “The Duration of the Land,” focuses on John Joseph Mathews’s novel Sundown, set in an Osage community during the allotment era. Analyzing the temporality of U.S. Indian policy and its focus on resource development (allotment and the petro-economy here), Rifkin notes how Mathews’s novel represents and disrupts a maturational and heteronormative conception of social reproduction. To do so, he juxtaposes reproductive futurity to the queerness of the main character, Chal, whose Indianness acts as an opening onto a sense of place-based duration. The final chapter, “Ghost Dancing at Century’s End,” addresses the almost excessively researched social, political, and spiritual response to settler invasion, the Ghost Dance. Removing it from the sociological interpretations it has been subjected to and restoring its affective and everyday aspects, Rifkin discusses two novels in which the ceremony features prominently, Sherman Alexie’s Indian Killer and Leslie Marmon Silko’s Gardens in the Dunes. Referencing the version of the ceremony envisioned by the Paiute Doctor, Wovoka (there have been others), the ceremony, as made clear by Rifkin’s readings of the two novels, is both a hopeful vision for a future restored to Indigenous peoples, with the dead returning to live with the living in many interpretations, and a messianic manifestation of Indigenous rage through the prophesied disappearance of all white people. This affective ambivalence is summed up by Rifkin through the emotions of anger and longing, which, he argues, open up cross-time proximities based in prophetic temporality and its everyday manifestations.Rifkin lays out the book’s theoretical and methodological infrastructure in chapter 1, “Indigenous Orientations,” where much of his aforementioned argument and the basis for his notion of Indigenous duration reside. Ambitious and just a bit irreverent, the chapter ranges across a bewildering set of philosophies, concepts, and theories: Native and Latinx philosopher V. F. Cordova’s vitalist philosophy; Sarah Ahmed’s queer phenomenology (from which Rifkin draws the term “orientation”); Native theorist, memoirist, and poet Deborah Miranda’s archival meditations on the afterlife of annihilation in the wake of the California missions; theories of Native modernity; decolonial theories of coloniality (which get lumped in with the previous group); postcolonial critiques of the enlightenment; Native studies critiques of recognition politics; queer theories of time; Einsteinian relativity; Henri Bergson’s philosophical concept of duration; Native theorist Dian Million’s felt theory (along with non-Native queer theorists of affect); and Native conceptions of storying. It’s honestly a bit overwhelming; however, Rifkin’s erudition together with a conceptually tight argument hold it all together.After establishing the broad parameters of temporal recognition, described above, Rifkin explores a variety of theoretical conceptions of temporal plurality, what he calls being-in-time, as alternatives to dominant settler time. As a subjective form, being-in-time is a phenomenological orientation drawn from past experiences that frame possible future experience, turning one toward the future through interest and momentum in the form of a trajectory. The phenomenological experience of time organizes much of the chapter, though it takes different faces with Ahmed’s queer phenomenology, Bergson’s theory of duration, and Merleau-Ponty’s more canonical philosophy. What this step does is specify the experience of time away from abstract, common time. Threaded through this argument is the question of collective (as opposed to common) and therefore Indigenous experiences (which are not just subjective or intersubjective). To begin to answer the question, Rifkin turns to Native scholars: Cordova’s notion of communal frames of reference and Miranda’s and Dian Million’s respective theories of collective storying. Rifkin ends the chapter by staging a conversation between Indigenous storying as collective and affective frames of reference and queer theorizations of temporality. This last section is the only one in the book where non-Native theories are directly questioned through a Native critical lens and is, for that reason, one of the more robust moments of theorizing in the book. It is also very much in Rifkin’s wheelhouse, hearkening back to his earlier work on intersections of queer and Indigenous studies.The hinge between temporal recognition and temporal sovereignty in the chapter, perhaps surprisingly, is physicist Albert Einstein’s theory of relativity and his idea of frames of reference. In Einsteinian relativity, Rifkin finds a conception of time that breaks with natural time, the common temporal experience of the present as an “unfolding, universal line of development” (Rifkin 2017, 34–35). Frames of reference, on the other hand, are based on one’s relative position and make the idea of a universal time impossible. Turning to theoretical physics in order to understand temporal sovereignty, though, carries a number of risks, which Rifkin acknowledges by noting the limits of Einstein’s theory for discussing Indigenous experiences. While, according to the theory, there is no possible universal time, what makes a frame of reference intelligible is having a common measure to compare frames, in this case mathematics itself (it also helps to have a common perspective, the absolute speed of light). One can understand differences between frames by comparing them according to this measure, each having internally consistent relations to time that onto each The of is that this for different experiences, a problem that philosopher Henri out to with his theory of duration. To and notion of time, offers a and notion of duration. It is, the and subjective of relativity, a philosophical to Einstein’s physics if the that had with was of the for to the between the two conceptions of time is to Rifkin’s distinction between temporal recognition and temporal sovereignty. Bergson’s of and experiential duration from time much of the critical of Rifkin’s a that the book. than time as an abstract, measure of universal movement a can of it as as temporality than temporalities” The term is as Bergson’s notion of duration is up with the question of in two against theories that human is of asserting a of human of Bergson’s and and, perhaps as a response to the by of that is an if one takes the that space is This of space and time to assert a of experiential duration, and from abstract, had significant on American such as as well as American and It’s a critical that has had and has as a form of critical common sense, as by this by V. F. is an from the fact that there is and change in the (cited in Rifkin 2017, in this distinction Rifkin’s as It like this settler time, as a of and is a that a temporal experience for temporal such as Indigenous that this are through temporal recognition, through a conception of shared modernity and the however, time is and the of settler time is a a of experiential time. The step that Rifkin takes is to this to show that Indigenous peoples within that are at also with the individual of Western Indigenous forms of temporal sovereignty, as within the settler framework. Attending to these for Rifkin, is a to time and open space for “Indigenous forms of collective and modes of One to do this is to the texture of temporal formations in Rifkin turns to physics and a philosopher of to Native temporal sovereignty, because to made but in to Indigenous and also as a of earlier discourses of social development and a time that between peoples according to a though the make is often as a spatial one, as opposed to to Rifkin’s very rich concept of temporal sovereignty into what has as I the Western Rifkin draws on for an conception of time, do not are more than the while certainly directly with Indigenous formations of and experience, of whom theorized in ways that themselves to Rifkin’s obvious answer is that and are interested primarily in time within a Western framework, to the critically turn makes to an of the West such a still makes and then of out into and and so This is of what Rifkin refers to on as his to Western formations of in order to make open and make visible the texture of Indigenous of an critical within a dominant framework. The other obvious answer is the of by Native that it a notion of that in if not Indigenous people into of a different notion of This version of pastness is largely for the idea of a against which Native people are to the common that is a Indigenous people not just in time or but also in does the question of in relation to time discussing for in as an time (Rifkin 2017, the aspect of into Rifkin how is a concept that temporal recognition through the lens of and its and relative to Indigenous time against the of settler time. But there a between Rifkin’s notion of temporal and relativity that I I it has to do with the complex between the of the and as and by Tony the concept and the of on its and more by as of an that and and through the of subjects the in the different of between and the links this and to the of the term which the question of how and, in Rifkin’s conceptions of temporal recognition and temporal sovereignty. how do these conceptions on or and for a book review if are to it back in a the and Rifkin’s book that it Rifkin’s on a double bind of its only was a philosopher if there was one, but Rifkin’s on phenomenology a form of human of the Western a number of Native in order to this sense of time as Rifkin gets there by first the problem of settler time and then it within the of Western the and its out time as a in order to the double bind of historical and assertions of Native modernity another one in relation to the of the human as a of an as is, does Rifkin the Native people are of modernity all with Native people are also complex To begin to answer this the colonial and of and its in the of to peoples, as described by and how that undergirds a sense of the This is a question that on the of from to and a that to how in social, and and interest in epistemologies and is at as made clear by the of of Indigenous What if Indigenous epistemologies and are not in the Western What and make possible another of In his engagement with the work of Deborah Rifkin offers a possible on the of the of Rifkin notes that Miranda’s work in the of the of people in the face of such a notion of turning away from a in which Indigenous people up of for an and within a Miranda’s rather the very and of through storying as of our was to the I to that the of was but other Indians California Indians been a the a lot power to or (cited in Rifkin 2017, What is is the of the term with Miranda’s the and of as well as its an or in seemingly form, perhaps through and This isn’t against the such as the but it also have the It’s at this Rifkin’s of Indigenous takes and of Indigenous as the of land or modes of governance, Rifkin finds in Miranda’s conception of a to the of Indigenous and In the of and recognition, acts as a that the itself of an Indigenous through an sense of different and ways of living that into are an affective of experience, what Dian calls felt and in often and The one is the to which, according to like water flowing the of our (cited in Rifkin 2017, in the form of and temporal experiences. For Rifkin, this sense of storying a of a lived that back against the of imposed settler forms of recognition and that from Indigenous governance, to relations to to social and and the of the time of in Rifkin 2017, is at his this sense of into conversation with queer theories of time, his earlier work on imposed forms of settler through Indian the of of Native and and with settler in other of settler as a and the of in of recognition settler and Rifkin this question to on the possible of queer to and the of time to the and through for this of queer temporal conceptions for on of and investments in the of the settler these theories against the terms of addressed by and the for collective to in the face of and Rifkin both takes the from queer temporality and also asserts that Native temporal formations are not to non-Native (which includes non-Native queer It’s a of living with the and in an of Rifkin does with queer theory what he do with Western his notion of on this powerful of storying in and through Rifkin, through us toward another of and making making in other do take up this

This essay argues that technical rhetoric in ancient Athens is neither well nor fully understood in its present historical characterization but rather is best realized as occupying a position on a spectrum of literate skills ranging from an art to a craft. The dismissive views of technical writing advanced by Plato and Aristotle should be reconsidered and specialized literate practices be recognized as an important feature of rhetoric in Athens’ classical period. A review of discursive and material (archaeological) evidence reveals that technical writing was evolving into a craft-skill in Athens as early as the archaic period and, by the classical period, would be regarded as a respected “rhetorical” profession of artistic expression. This essay urges readers to reconsider the restrictive characterization of rhetoric advanced by some historians of rhetoric and include the specialist craft-skills of writing as a manifestation of technical rhetoric that both illustrates, and more accurately represents, the range of classical rhetoric in ancient Athens.

This book provides an up-to-date, practical, and accessible description of the world of collaboration in work. The book aids readers in developing their awareness of the intricate area of collaboration, identifying the difficulties involved and discovering doable strategies for strategically promoting it to achieve their collaborative goals. As much as the book is about the collaborative writing process, at its core it is a book about authorship—or at least the concept of authorship. This book gives readers the chance to examine how they think about partnerships that produce valuable outcomes, such as text documents. This book’s six chapters are classified into two parts: the more theory-focused speculations and the more practical-focused enactments. This book is certainly an excellent resource for encouraging successful collaborations in the workplace, but by covering only a few real situations, the information it conveys will be more accessible to nonprofessionals. Students from diverse fields, such as engineering, who are not experts, will not understand constructs, such as actor network theory, which is widely used in the social sciences. Real-world examples will help readers from other fields grasp this book because it is applicable to a wide range of readers. Overall, the book serves as a very helpful manual for encouraging long-term, fruitful collaborations that produce synergy among contributors and innovative results. Successful partnerships will encourage other people to start, sustain, and advance collaborations to new levels.

This book provides an up-to-date, research-based, but practical and accessible description of contemporary technical communication practice in a global environment. It gives readers a thorough understanding of the technical communication field by emphasizing how it should be viewed as a profession, how one might pursue a career in it, and finally how to practice it. Finally, the book draws the reader’s attention to background material with a succinct summary of ideas that have been popularized in both literature and practice. In addition, the book’s extensive multiple method study methodology provides a solid justification for the information’s foundation. The book has nine chapters that are divided into the following three sections: An introduction to the fundamentals of technical communication as a profession; an examination into how diverse the technical communication profession is—for instance, by examining the many competencies required, various sorts of activities that are performed, and various work environment options accessible, including working from home; and finally, an introduction into the theories and procedures that serve as the book’s foundation and link the first two sections to a research framework. This book is accessible and useful for industry practitioners, students, and teachers. The book also helps novices by giving them all the knowledge they need about the subject, educational options, societies, technologies, necessary skills, workplaces, and the need to adapt quickly to changing conditions to meet future needs. Real-world case studies and the sharing of technical communicators’ real experiences are of tremendous value to professionals and will aid in the development of their technical communication skills.

In the Introduction to this book, the author presents a picture of rampant mistrust of our organizations and institutions: Consumers, citizens, and corporate buyers are feeling a sweeping, protective skepticism that undermines the delivery of information, products, and services in every sector of the economy. How can an organization communicate effectively in this context? Through pithy case studies and interviews with communicators in those organizations, the author presents a blueprint for clear, effective communication that evokes trust, educates the audience, and supports the audience in effective decision-making. Case studies include private and public companies, individual communicators who are supporting a target constituency, and government agencies. The value of this book is in its presentation of real-world communication, a real world in which both internal and external circumstances change, a real world in which organizations must decide who they are and who they want to be to their audience, a real world in which determining your organization’s voice and tone may not be sufficient. The book is a notable addition to texts that support professional and business communication and content strategy, and is a valuable supplemental text for courses in those areas. The book includes resources for further reading, identities of individuals interviewed for the book, endnotes, and an index.

Reviewed by: A Shared History: Writing in the High School, College, and University, 1856–1886 by Amy J. Lueck Jason Maxwell Amy J. Lueck. A Shared History: Writing in the High School, College, and University, 1856–1886. Writing Research, Pedagogy, and Policy. Carbondale, IL: Southern Illinois University Press, 2019. 272 pp. ISBN 978-0-8093-3742-2 Historians of composition have long understood their work as a necessary corrective to reductive accounts of English Studies that focus solely on literary studies and critical theory. In their efforts to provide a more capacious understanding of the discipline, however, compositionists have themselves produced significant exclusions, offering a rather limited understanding of the history of college writing. As Amy J. Lueck explains, the field of Rhetoric and Composition, perhaps in an effort to fortify its standing within the research university, has tended to overlook the role that high schools have played in shaping college writing pedagogy. In A Shared History: Writing in the High School, College, and University, 1856–1886, Lueck does not merely seek to document points of overlap and contestation between high school and college writing curriculum. Instead, her work aims to call into question the very boundaries between designations like “high school” and “college.” These boundaries, Lueck maintains, are responsible for producing a standardized academic hierarchy that limits the range of pedagogical possibilities within any given level of the system. For instance, high school becomes conceived as little more than a preparatory vehicle for college, and its curriculum becomes defined negatively—that is, high school is understood as not providing college-level instruction. History has shown that this reification and subordination proves detrimental for both high schools and colleges. While we take these distinctions for granted today, Lueck turns to the nineteenth century, a point when the current academic system had not yet solidified (in this regard, her work shares much with Laurence Veysey’s [End Page 415] landmark The Emergence of the American University [Chicago, IL: University of Chicago Press, 1965], which similarly documents a period of intense fluidity and contestation). Prior to the establishment of research universities, which precipitated the creation of our broader contemporary hierarchy, the middle of the century boasted a landscape populated by a wide array of educational institutions whose relations to one another were anything but clear. Consider the name “high school.” While the term might suggest an institution that serves as a capstone to the “lower” primary schools, it just as easily might be read as belonging under the banner of “higher learning” that we usually reserve for colleges and universities. Much of the ambiguity surrounding various schools’ status and function can be attributed to the larger conversation about the role of education in American life during this time. For example, many were calling into question the hegemony of the traditional college’s “classical curriculum,” which privileged learning languages like Greek and Latin in order to produce distinguished gentlemen. Critics of this curriculum suggested replacing it with a “modem curriculum” that would better prepare students for the practical concerns of work and citizenship. Because the transition to this modern curriculum was uneven at best, many high schools adopted it long before their college counterparts, making them an attractive option for many in the community. Indeed, practically-oriented high schools were not merely viable alternatives to classically-minded colleges. They also constituted sites of pedagogical innovation that colleges and universities would later draw upon in their own reform efforts. Lueck grounds her analysis in A Shared History by studying the developments of a number of schools in Louisville, Kentucky during the second half of the 1800s. She dives into the archival record and finds a range of institutions, instructors, and students that challenge long-held assumptions about the educational system and the kinds of work students are expected to produce at any given site within that system. Admitting that it would be impossible to produce a comprehensive account of the changes unfolding during this time, Lueck argues that the city nevertheless engaged meaningfully with almost every larger educational trend of the era, and several educators who worked in Louisville went on to have an impact shaping educational policy at the national level. Moreover, her...

Reviewed by: De la “agudeza” al “gusto.” Cicerón, entre el Barroco y la cultura ilustrada by Javier Espino Martín Genaro Valencia Constantino Javier Espino Martín. De la “agudeza” al “gusto.” Cicerón, entre el Barroco y la cultura ilustrada. Cuadernos del Centro de Estudios Clásicos 62. Ciudad de México, MX: UNAM, Instituto de Investigaciones Filológicas, 2019. 305 pp. ISBN 978-607-30-2747-2. Este libro es un verdadero desafío conceptual y un profundo estudio sobre la retórica ciceroniana en diversos horizontes culturales y estéticos de la temprana Modernidad; valiéndose de la propuesta hermenéutica que ha desarrollado en los últimos años en torno a la “estética de la recepción”—con base principalmente en Jauss e Iser—, Javier Espino entrega una investigación muy bien documentada, razonada y original acerca de los mecanismos literarios que hicieron de Cicerón un multiforme estandarte para ideologías educativas y movimientos políticos y religiosos varios. Esta obra, ingeniosa y de buen gusto, requiere una lectura atenta debido a la complejidad de todo el engranaje textual que el autor despliega con el fin de trazar los rasgos que caracterizan el pensamiento retórico del arpíñate, apropiado y manipulado en la estética del Barroco y la Ilustración. El autor se propone explicar los tres grandes escenarios históricos y estéticos en que se entendía de una manera particular la retórica y el lenguaje de Cicerón: en primer lugar, “una retórica artificiosa, basada en un tipo de escritura abstrusa y compleja”, que sería la barroco-jesuítica; en segundo, “una retórica ordenadora y clarificadora de ideas”, que evolucionó gracias al racionalismo ilustrado; y por último, “una retórica como referente de un gusto estético tanto literario como artístico”, de matriz sensista, empirista y prerromántica (11). Para lograr tal cometido, Espino inicia el periplo de su investigación exponiendo detalladamente los conceptos ingenium y decorum acordes con la teoría retórica de Cicerón, por medio de un repaso sucinto desde la propia antigüedad griega con Gorgias, Platón y Aristóteles, entre otros más, para establecer algunos fundamentos retóricos y poéticos, hasta las teorías de los romanos Cicerón y Quintiliano en torno al par de conceptos que son clave en la recepción posterior, al ser adoptados más tarde por la tradición medieval escolástica y la renacentista. En este punto, se hace, para todo el estudio, una esencial distinción entre modus rhetoricus y modus philosophicus: el primero “se liga a una forma de entender el lenguaje y la expresión humana más creativos e imaginativos” y el segundo “se asocia a una forma más filosófica y lógica de entender el entramado lingüístico humano” (15). [End Page 412] Estas dos nociones son la base para concebir la articulación hermenéutica entre los textos y el hilo conductor del libro. Resulta indispensable, como marco teórico del cual proceder, el apartado consagrado a la polémica del ciceronianismo (33–41), pues constituye la discusión propiciada y propulsada por no pocos pensadores de diversas latitudes principalmente entre los siglos XV y XVI, sobre cómo plantear un lenguaje adecuado no sólo para transmitir el pensamiento antiguo, sino para influir a partir de él de una forma determinante en el escenario político, social y religioso europeo. Dos son las propuestas que se pueden destacar en el ciceronianismo.· una en la que Erasmo de Roterdam figura como el mayor exponente y que consiste en un eclecticismo retórico, sin implicar un menosprecio de Cicerón, sino un empleo razonado del arpíñate, a más de otros tantos autores posibles de la antigüedad clásica, tardía, cristiana y medieval, en vista de amoldarse con la doctrina cristiana antiprotestante y sin filtraciones de doctrinas paganizantes; la segunda es realzada por Julio César Escalígero, quien aconsejaba, además de un acertado eclecticismo, una apropiación, habilitada para sus propios tiempos y condiciones, de los ideales políticos, éticos y sociales de Cicer...

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Abstract The nonviolence so heralded in studies of protest has lost its strategic effectiveness; nonviolence has become, not a strategy in the pursuit of justice, but an end in itself, a telos. In order to better conceptualize violence and nonviolence in the contemporary rhetoric of social protest, this essay provides a review and critique of prominent rhetorical studies of protest violence that have placed violent tactics solely in the service of nonviolence. Rhetorical scholars are in a unique position to reconsider and reframe understandings of violence and nonviolence in social protest that persist both in rhetorical studies and in the popular imagination about how social change can and should happen. Violence and nonviolence have too often been divorced from the white supremacist history and context in which they operate, particularly in the United States—creating meaning structures that make the violent protest tactics deployed by non-dominant groups culturally illegible. This essay works to reframe the violent tactics most commonly deployed in the current moment by arguing that the looting, property destruction, and even the direct physical violence that is most often associated with various Leftist and anti-racist activists can work strategically to challenge the police-State's monopoly on violence. Drawing out the implications of these interconnected points, the essay provides a more nuanced understanding of violent tactics that can both help restore the disruptive function of protest rhetoric and better challenge white supremacy in the service of justice.

Part of the RSA series in transdisciplinary rhetoric, this volume brings together the insights of a diverse group of rhetorical scholars exploring the rhetorical dimensions of mathematics. There is no single perspective or approach on display as the reader is presented with studies of the rhetoric of mathematics as well as the use of rhetoric in mathematics and the rhetorical nature of mathematical language. These three prongs structure Edward Schiappa's foundational paper that explicitly informs the work of several contributors to the volume. In addition to these essentially theoretical explorations, the volume is rounded out by prescient applications that reinforce the topicality and importance of the subject matter. But any full review of the collection must begin with Schiappa's analyses.To the casual reader, no subjects could be more disconnected than rhetoric and mathematics. The language of demonstration and proofs measures an attitude of mind that values the apodictic and axiomatic while marginalizing, if not ignoring, the efforts of rhetoric. Chaim Perelman drew attention to this divide in his critique of the Cartesian ideal that detached the self-evident from the human sphere, wherein questions arise that mathematicians would consider foreign to their discipline.1 To consider numbers themselves as a source of evidence is part of what is at stake when mathematics is exposed as a human activity. Schiappa takes what Perelman abandoned and claims it as rhetorical territory. “In What Ways Shall We Describe Mathematics as Rhetorical?” answers the question in fertile ways (as subsequent papers show). The rhetorical turn of recent decades involves the rhetorical nature of mathematics on different fronts: “(1) the rhetoric of mathematics, understood as the persuasive argumentative use of mathematics; (2) rhetoric in mathematics, understood as the argumentative modes of persuasion found in written proofs and arguments throughout the history of mathematics; and (3) mathematical language as rhetorical, a sociolinguistic approach to the language of mathematics,” an approach supported by recent writings of Thomas Kuhn (33). In the first case, mathematics serves as evidence in an argument, increasing the persuasiveness of a claim. The second case refers to the argumentative and stylistic modes of persuasion found in proofs, a feature of the history of mathematics. The final case finds its motivation in the work of rhetoricians like Richard Weaver and Kenneth Burke,2 for whom all symbol use is rhetorical including that of mathematics. Mathematics is a language like others and with its own reasoning patterns operating in the discourse community of mathematicians. Schiappa illustrates each of these rhetorical aspects of mathematics with examples and bolsters their importance with argument, including a detailed discussion of the work of Kuhn. This, before taking a particularly interesting turn into ethnomathematics and the differences in how mathematics is conceived and used across cultures.Four of the papers in the collection make explicit reference to Schiappa's account and draw part of their stimulus from his distinctions; and the other analyses can be read through the lens of one or more of his distinctions, whether the papers are historical in nature or deal with contemporary questions. In the opening paper, and beyond their Introduction, the book's editors, James Wynn and G. Mitchell Reyes, open some of the relevant discussions by exploring relationships between rhetoric and mathematics. They reinforce their belief that the volume offers a timely and coordinated effort to explore the intersections of these two fields. In Schiappa's distinctions they find the appropriate routes into the subject matter. They trace the historical division between the fields, beginning with Plato and Aristotle, whose system of argument offered little overlap between rhetoric and mathematics, through to the uneven attention directed by Perelman and Olbrechts-Tyteca (not so much, although the authors’ reading of quasi-logical arguments suggests something) and Burke (quite a bit, with the explicit inclusion of mathematics as a symbolic means of communication). This reinforces the importance of rhetoric in mathematics, and much of Wynn and Reyes’ closing analyses confirm this.Two papers pursue the themes of the volume into the field of economics. Catherine Chaput and Crystal Broch Colombini explore the persuasive role of mathematics at work in the metaphor of the invisible hand. And G. Mitchell Reyes provides a detailed investigation of the 2008 financial crisis through a case study of the mathematical formula known as the Li Gaussian copula. As Reyes writes: “Unraveling this copula reveals the constitutive rhetorical force of mathematical discourse—its capacity to invent, accelerate, and concentrate economic networks” (83). The story is long and far too complex to be detailed here. But the study rewards the reader with an understanding of just how traditional rhetorical modalities (like analogy and argument) connect to the rhetorical modalities of numeracy (like abstraction and commensurability) to generate something new (114).Likewise, Chaput and Colombini draw from the traditions of rhetoric in exploring the metaphor of the invisible hand. Their concept of particular focus is energeia, the power or force that activates potential. One of the theses of the analysis is that “the metaphor of the invisible hand regulates the energetic force of economic arguments” (62), and they track the metaphor accordingly, from the work of Adam Smith to that of John Maynard Keynes, where mathematics gains a more central place in economic discussion, and on to Milton Friedman's “positivist mathematical economics” (66). Through these and further analyses, the paper successfully supports the argument that capitalism's force (energeia) emerges in part from the historical developments of the mathematization of the invisible hand.The last paper of Part 2, by Andrew C. Jones and Nathan Crick, weaves together the mathematical reasoning of Charles Sanders Peirce and the detective fiction of Edgar Allen Poe, specifically the Dupin trilogy that includes “The Murders in the Rue Morgue.” The discussion identifies similarities between Poe's forensic analyst and Peirce's mathematician, offering a further case of rhetoric in mathematics. Like Burke in the earlier paper, Peirce is a thinker who understands rhetoric as the effective communication of signs—although I would not want to be taken as suggesting similarities between Burke and Peirce beyond this—and this would apply to all signs, including the mathematical. Poe's detective Dupin further illustrates Peirce's method of abduction, and Jones and Crick take us through the steps involved, from hypothesis to confirmation (while also using the wrong turn of the real case behind “The Mystery of Marie Rogêt” to show how abductive reasoning can fail).Part 3, on mathematical argument and rhetorical invention, begins with Joseph Little's adoption of Schiappa's taxonomy for his study of the Saturnian account of atomic spectra, the most technical paper in the collection. That said, the historical case study of Hantaro Nagaoka underlying the discussion is quite accessible. The investigation of atomic spectra begins with a puzzle involving different appearances under different conditions. Little addresses responses to this by looking at rhetoric in Nagaok's mathematics, specifically his use of an analogy between the behaviour of material in Saturn's rings and that of atoms in what is known as the Zeeman effect. Little then analyzes the rhetoric of Nagaoka's mathematics, showing that “a mathematical equation can function indexically, symbolically, and qualitatively in a given case without taking on a computational role (164). Finally, he completes the Schiappian analysis with an account of Nagaoka's mathematical language as rhetorical in the debate that ensued between Nagaoka and the mathematical physicist G.A. Schott.Jeanne Fahnestock's paper, “The New Mathematical Arts of Argument: Naturalists Images and Geometric Diagrams,” completes Part 3. The study takes its place among Fahnestock's meticulously wrought accounts of rhetorical thinking in the history of science.3 She plunges the reader immediately into a discussion of the depiction of scallops in Martin Lister's publications of 1695. Illustrated with original drawings from the account, the rhetorical importance of image reproduction combined with geometrical ways of seeing diagrammatically is shown to underlie arguing in sixteenth century natural philosophy to an extent “that is difficult to appreciate from a twenty-first century perspective that separates the mathematical and the verbal” (174). Fahnestock believes these features underlie arguing because, unlike today, grounding all disciplines (including mathematics) was dialectic in the form of a general art of argumentation. The dialectic in question is Philip Melanchthon's Erotemata dialectics, a work which Fahnestock has just translated into English (Fahnestock 2021). This is a dialectic in which mathematics plays a detailed role, and the paper proceeds to provide a history of this work that blends naturally into a deeper history of the argumentative use of diagrams. Her conclusions point to how, through geometrically controlled images. mathematical ways of viewing the natural world issued in today's “mathematically constructed world” (204).The final two essays comprise Part 4, and both deal with the role of mathematics in education. James Wynn's “Accommodating Young Women” explores some of the gender biases in the way mathematics is taught but more specifically provides a lengthy case study of the rhetorical devices used by TV star and math scholar Danica McKellar to turn middle school girls to the study of mathematics through her book Math Doesn't Suck. This involves an interesting application of epideictic rhetoric to a contemporary subject of concern, and the strategies used are both traditional and innovative. Essentially, McKellar strives to modify the image of mathematics, and Wynn's study of her attempts is both fascinating and instructive.The final paper in the collection, Michael Dreher's “Turning Principles of Action into Practice,” studies the National Council of Teachers of Mathematics’ (NCTM) rhetoric in reforming mathematics education. Two of Schiappa's categories come into play here: rhetoric of mathematics and in mathematics. Built on a historical account of philosophies of mathematics education, and incorporating several pertinent anecdotes, Dreher reveals the successes and failures of the NCTM's persuasive attempts to counter the idea that mathematical ability is inherent in only few and instead promote wide success in students’ mathematical achievement. It is a challenge that continues, and Dreher makes clear the difficulties still to be faced.This is, in sum, an eclectic set of papers gathered around a few common agreements and unified by a deep conviction of the importance of challenging any vestiges of the traditional belief that rhetoric and mathematics occupy different, even competing, spheres. The stand-out paper, testified to by the importance accorded it by many of the other studies in the book, is Schiappa's. One could say that it is worth the price of the book, but that would be unfair to the many other fine pieces of scholarship collected here.The observant reader will also have noted that much of the forgoing discussion refers to rhetoric and mathematics, while the title of the volume speaks of arguing. In fact, the attention to argumentation is pervasive, and this book takes its place among a recent appreciation of the role of mathematics in argumentation,4 while answering the kinds of dismissive critiques we once witnessed from skeptics like Alan Sokal and Jean Bricmont,5 who attempted to maintain the rhetoric/mathematics gap by suggesting that those who crossed it (at least from one direction) were unknowledgeable interlopers. It was one of Schiappa's opening insights that “If we replace the word “rhetoric” with “argument” . . . we find considerable recent interest in “mathematical argumentation” as a social and pedagogical practice” (43). And, as I have noted, this is repeatedly corroborated in this highly recommended book.

This assignment aims to help nascent scholars break into print and develop scholarly connections between their own areas of interest and the subfield of rhetoric, composition, and writing studies (RC&WS). Drawing on advice from Ballif et al. (2008), students in my graduate seminar write a publication quality book review of a recently published monograph in RC&WS. After a series of priming activities, students engage in a structured peer review that follows guidelines I developed as book review editor at Composition Studies.

Book Review| August 01 2022 Review: Robert Burton's Rhetoric: An Anatomy of Early Modern Knowledge by Susan Wells; Reading by Design: The Visual Interfaces of the English Renaissance Book by Pauline Reid; The Players' Advice to Hamlet: The Rhetorical Acting Method from the Renaissance to the Enlightenment by David Wiles Susan Wells. Robert Burton's Rhetoric: An Anatomy of Early Modern Knowledge. RSA Series in Transdisciplinary Rhetoric. University Park, PA: Pennsylvania State University Press, 2019. 211 pp. ISBN: 978-0-271-08467-1.Pauline Reid. Reading by Design: The Visual Interfaces of the English Renaissance Book. Toronto: University of Toronto Press, 2019. 283 pp. ISBN: 978-1-4875-0069-6.David Wiles. The Players' Advice to Hamlet: The Rhetorical Acting Method from the Renaissance to the Enlightenment. Cambridge: Cambridge University Press, 2020. 370 pp. ISBN: 978-1-108-49887-6. Timothy Barr Timothy Barr Northeastern University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2022) 40 (3): 325–330. https://doi.org/10.1525/rh.2022.40.3.325 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 Timothy Barr; Review: Robert Burton's Rhetoric: An Anatomy of Early Modern Knowledge by Susan Wells; Reading by Design: The Visual Interfaces of the English Renaissance Book by Pauline Reid; The Players' Advice to Hamlet: The Rhetorical Acting Method from the Renaissance to the Enlightenment by David Wiles. Rhetorica 1 August 2022; 40 (3): 325–330. doi: https://doi.org/10.1525/rh.2022.40.3.325 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2022 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.2022The 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 2022 Review: Rhetoric and Hermeneutics: Approaches to Text, Tradition and Social Construction in Biblical and Second Temple Literature, by Carol A. Newsom Carol A. Newsom. Rhetoric and Hermeneutics: Approaches to Text, Tradition and Social Construction in Biblical and Second Temple Literature. Forschungen zum Alten Testament 130. Tübingen: Mohr Siebeck, 2019. 382 pp. ISBN 978-3-16-157723-9. Davida Charney Davida Charney University of Texas at Austin Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2022) 40 (3): 322–324. https://doi.org/10.1525/rh.2022.40.3.322 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 Davida Charney; Review: Rhetoric and Hermeneutics: Approaches to Text, Tradition and Social Construction in Biblical and Second Temple Literature, by Carol A. Newsom. Rhetorica 1 August 2022; 40 (3): 322–324. doi: https://doi.org/10.1525/rh.2022.40.3.322 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2022 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.2022The 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 offers an analysis of the landmark 1961 speech given by the Federal Communications Commission chairman, Newton N. Minow (born 1926). It includes a discussion of the rhetorical situation in which the oration was delivered, review of the persuasive tactics employed by the orator and the goals he attempted to achieve, as well as assessment of the degree to which his effort was successful. The speech is analyzed against the political background of the early days of the Kennedy administration, marked by social optimism and rapid technological progress. Widely regarded as the most significant speech on television in the history of American rhetoric, Minow’s oration was delivered during turbulent times for the U.S. media and has indeed led to far-reaching changes in the nation’s broadcasting environment, including the establishment of the system of public media in the second half of the 1960s. The landmark speech caused a great deal of stir in the national consciousness as well, becoming a part of the popular culture of the decade, with the words “vast wasteland” still remembered today.

Recent decades have seen a shift regarding ideas of and approaches to literacy. One example is that the individual-psychological perspective focusing primarily on specific writing skills that used to be predominant has been extended and complemented by functional, social semiotic, and sociocultural perspectives where the interaction between the individual's use of language resources and the social, cultural, and historical contexts is in focus (e.g., Furthermore, issues of writing instruction and research have, in recent years, received far more attention than before, which can be noted by the publication of handbooks of writing research (MacArthur et al., 2016), writing development (Beard et al., 2009), writing instruction (Graham et al., 2019), and reviews of writing research

There is little research on teachers’ thoughts about giving feedback to young text writers. This study aims to contribute more knowledge about this by interviewing four primary school teachers about their thoughts about giving feedback on texts written by young writers. A second aim for this study is to contribute more knowledge about how writing medium might affect what potential teachers see for giving feedback on different aspects of a text. Finally, the study investigates which discourses of writing become visible when teachers talk about giving feedback on texts written by young writers. Findings indicate that overall teachers report that they give oral feedback to beginning writers, and they say it is important to have a positive focus. When teachers talk about what feedback they would have given examples of student texts, they have a tendency to focus on local aspects of the text. Interestingly, even in digital texts where some local aspects are occluded, there is a focus on local level. A review of the answers given by the teachers in this study indicates that most responses represent a skill discourse.

Scandinavian writing research forms a relatively new field, with an increased number of studies conducted in the last two decades. In this qualitative synthesis review of 87 peer reviewed journal articles from Denmark, Norway, and Sweden published between 2010 and 2020, the aim was to outline the landscape of current educational writing research from the region. The sample included research articles published in both Scandinavian and international journals. Our analysis focused on the articles’ research approaches and main themes regarding the object of investigation. The main themes identified were Writing Instruction, Writing Assessment, and Students’ Text. We found a predominance of studies conducted in the context of language arts/first language (L1) education, concerning either disciplinary or general aspects of writing. We also found a predominance of approaches based on either sociocultural or social semiotic theory. Furthermore, a majority of the reviewed studies were explorative and small-scale, and, for the Writing Assessment studies in particular, directed at the secondary stages of school. The results suggest a call for future studies focusing on writing interventions and studies deploying a wide range of methodological approaches, as well as studies based on inter-Scandinavian collaborations across Denmark, Norway, and Sweden.

Eli Goldblatt and David A. Jolliffe's 2020 Literacy as Conversation: Learning Networks in Urban and Rural Communities is to be interpreted as a "book of essays" and, more importantly, as vivid and lived conversations that aim to showcase nearly three decades of friendship between two colleagues concerned about meaningful community participation and literacy. This collection captures their reflections on their participation in community-based projects within the urban neighborhoods of Philadelphia and rural and semirural towns of Arkansas, but also offers an expanded and active understanding of literacy as social practice with complex relationships between sponsors, learning networks, power, and taking place in non-school environments having an access point through conversation and written symbols. Goldblatt and Jolliffe's endeavor to highlight the social connections and complexity of literacy aligns with their intent to include not just scholars in higher education, but also "everyday folk" or ordinary people including educators, government officials and policy makers, and people from all walks of life. As a scholar of color and teacher of a Hispanic-serving institution and as a community member of a predominantly Hispanic city in Texas, I was immediately intrigued and captured by the authors' commitment to highlight the stories of people who persevere and design interventions to construct hope and shape themselves and the world into a better place.

The use of design thinking (DT) as a pedagogical and problem-solving strategy has been gaining interest in technical and professional communication (TPC) for years, and Jason Tham'sDesign Thinking in Technical Communicationis the best and most comprehensive statement on this topic that our discipline has created yet. The book first overviews its central concepts (DT and "making"), then illustrates very concretely how those concepts can improve pedagogy, social advocacy, and collaboration in TPC. All the book's chapters (except the conclusion and first chapter) contain empirical elements, which Tham uses to support his points.

Review Essay of the following RHM Books: Lawrence, Heidi Yoston. (2020). Vaccine rhetorics. Columbus, OH: The Ohio State University Press. pp. 172. Hardcover $99.95.    Pender, Kelly. (2018). Being at genetic risk: Toward a rhetoric of care. University Park, PA: The Pennsylvania State University Press. pp. 184. Hardcover $69.95.     Rowland, Allison L. (2020). Zoetropes and the politics of humanhood. Columbus: OH: The Ohio State University Press. pp. 190. Hardcover $99.95.

<roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Introduction:</b></roman> Social media have been widely used for corporation-generated narratives. Corporate communication entails a “storytelling process” and a narrative perspective. Corporate narrative has taken on new forms with the emergence of social media, which is the object of this study and called corporations’ owned social media narrative (COSMN). To our knowledge, however, no research has systematically investigated studies on COSMN. Our study provides a synthesized review on the strategies and functions of COSMN. <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research questions:</b></roman> 1. What are the general characteristics of studies on COSMN? 2. What strategies are usually adopted by corporations via their social media narrative? 3. What functions do corporations intend to achieve by their social media narrative? <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Methodology:</b></roman> We conducted an integrative literature review of studies on corporations’ owned social media narrative based on journal articles from the database of the Web of Science Core Collection. After retrieving 25 articles in accordance with our research purpose, we conducted a qualitative content analysis to describe general characteristics of the literature and identify narrative strategies and functions. <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results and conclusions:</b></roman> When corporations undertake advertising, branding, and social networking activities (among others) on social media, they tend to use form-based narrative strategies (technical strategy and formality strategy), content-based narrative strategies (broadcasting strategy, reacting strategy, engaging strategy, and emotional strategy), and medium-based narrative strategy (transmedia strategy) to achieve functions of market communication, technical communication, and public relations work (identity construction, impression management, stakeholder endorsement, corporate social responsibility communication, and crisis communication). This integrative literature review provides theoretical implications for corporate social media research and practical implications for digital marketing practitioners.

This book is a thorough yet accessible resource to support communication managers and practitioners who represent a wide range of organizations. The author draws on his expansive career as a risk, crisis, and high concern communication expert to offer a theory-based guide that will suit communication professionals in every field who often—or even infrequently—encounter high-stress situations. The author provides a research-based, relevant, and helpful risk communication resource. Technological change has radically transformed the ways in which risk communication is shared and consumed. Further, the unprecedented COVID-19 global pandemic has required many professionals to provide risk and crisis communications for the very first time. In the context of these challenges, the author presents numerous case studies from his broad career that demonstrate communication successes, failures, and lessons learned. Overall, the author provides a detailed and helpful resource on risk, high concern, and crisis communication to support communication professionals working in a wide range of contexts. His research-grounded approach is supported by numerous, compelling case studies that offer important lessons for communicators. It is rare to see such a thoroughly theoretically grounded text coupled with practical tools and techniques for communicators to employ. The book is an extensive resource for professionals who can have only one text to support their risk communication planning and practice. For teachers and students of technical and professional communication, the book establishes solid risk communication foundations.

Background: Technical communicators use special language information to describe technology products. Researching such information is part and parcel of their job and thus occupies a relevant share of their working time. Literature review: Numerous studies examine information needs and search techniques of various professionals, such as engineers or translators. However, very little is known about technical communicators’ use of and requirements for information sources containing special language information. This article contributes to filling this research gap by discussing results of an empirical study. Research questions: 1. What types of nonhuman information sources do technical communicators use when researching special language information? 2. What properties do technical communicators expect from special language reference tools? Research methodology: We conducted a written online survey among technical communicators. In this article, we analyze and interpret survey data related to the two research questions. Results: Respondents use 14 major types of information sources for researching special language information. Half can be categorized as reference tools, while the other half are document-like. Respondents would like to have special language reference tools that are available electronically, can be adapted to their personal needs, and offer up-to-date information with good usability. Conclusions: Half of the information source types are document-like and can be used as text corpora. Thus, text corpus-management methods and tools should be promoted in technical communication practice and teaching. Technical communicators’ requirements and wishes described in this article lay the groundwork for developing tailor-made special language reference tools.

Reviewed by: Robert Burton’s Rhetoric: An Anatomy of Early Modern Knowledge by Susan Wells Timothy Barr Susan Wells. Robert Burton’s Rhetoric: An Anatomy of Early Modern Knowledge. RSA Series in Transdisciplinary Rhetoric. University Park, PA: Pennsylvania State University Press, 2019. 211 pp. ISBN-978-0-271-08467-1. Pauline Reid. Reading by Design: The Visual Interfaces of the English Renaissance Book. Toronto: University of Toronto Press, 2019. 283 pp. ISBN: 978-1-4875-0069-6. David Wiles. The Players’ Advice to Hamlet: The Rhetorical Acting Method from the Renaissance to the Enlightenment. Cambridge: Cambridge University Press, 2020. 370 pp. ISBN: 978-1-108-49887-6. The works reviewed here celebrate the openness and indefiniteness of rhetoric’s domain by arguing against its assimilation of a disciplinary mode of scholarship. They work from three distinct positions while drawing from the early modem and (mostly) English archive. Susan Wells’s argument for a “transdisciplinary rhetoric” (it is part of the RSA Series in Transdisciplinary Rhetoric) is sustained throughout each chapter of her reading of Burton’s Anatomy of Melancholy, refiguring what Nancy Struever has called rhetoric’s “theoretical insouciance” as its value for playing tavern-keeper at a crossroads of other disciplines’ inquiries. Pauline Reid’s work explicitly targets the boundaries between new media and bibliographic studies by showing how early modem print involved visual modalities beyond the oft-rehearsed oral-print divide. David Wiles offers a fresh perspective by taking counsel for the discipline from a position without one: the professional actor of the early modern English and French stage. Each has a distinct refrain: transdisciplinarity, interdisciplinarity, and a kind of “undisciplining”—unlearning the trained incapacity of academic theorization. Wells opens her book with an autobiographical note. She first read The Anatomy of Melancholy for her comprehensive exams in the mid-1970s. Although her scholarship did not initially take her into uncovering the allusive world of Burton’s massive work, she describes being impressed by the voice of his prose. It was one “utterly at ease with its learning ... thin, rhythmic, quizzical, the voice of an eccentric and intimate friend” (1). Although such notes are often left in the prefatory material, here it is germane to the work. Reading Wells is to hear her performance of just such a voice witty, opinionated, with an erudition that feels like an inviting gesture at a cherished library rather than the intimidating cage of fingers pressed against the don’s lips in office hours. Wells’s style is part of her argument: like Burton, she is a scholar writing for other scholars, but—also like Burton—she refuses any idée fixe, a symptom of melancholy and today of too academic a discipline. Her second chapter, published in an earlier form in Philosophy & Rhetoric, is a contribution to genre studies. Is a genre like a genus, a category [End Page 325] for an assembling of species? Or, as she argues, is it a kind of space for exchange rather than classification? The Anatomy is a sui generis work. Rather than merely dismissing all the previous scholarship devoted to locating it in a taxonomy—an admittedly “old-fashioned project” (40)—Wells reflects on the underlying metaphors of the field. Even the idea of a “hybrid genre” relies upon the species metaphor (49). Burton identifies his work variously as “satire, as a treatise, as a cento, as a consolatio, or as a drama, satire, and comedy, but not as a satiricocento or a dramatic treatise” (40). His use of genre is often skew, bent to his peculiar and often-changing purposes. He delves into the medical genre of observationes less for clinical knowledge and more for the narrative color and moral insight that these cases might provide. Sometimes he interpolates speech into these stories for dramatic effect, as when in a case of love-melancholy he has the stricken Lady Elizabeth say, “O that I were worthy of that comely Prince ...” (66). Elsewhere he neglects the more florid detail of the original observation in order to make a point. One case tells of “two Germans who drank a lot of wine and within a month became melancholy.” Their symptoms were diverse: one “sang hymns...

Reviewed by: Rhetoric and Hermeneutics: Approaches to Text, Tradition and Social Construction in Biblical and Second Temple Literature by Carol A. Newsom Davida Charney Carol A. Newsom. Rhetoric and Hermeneutics: Approaches to Text, Tradition and Social Construction in Biblical and Second Temple Literature. Forschungen zum Alten Testament 130. Tübingen: Mohr Siebeck, 2019. 382 pp. ISBN 978-3-16-157723-9. In Rhetoric and Hermeneutics, Carol A. Newsom has collected eighteen of her essays that appeared between 1989 and 2016 and one previously unpublished essay. Unlike many volumes of this sort, the whole greatly exceeds the sum of its parts. Apart from its usefulness as a survey to scholars and students, the book advances Newsom’s scholarly agenda. Newsom works with texts circulating in and around Jerusalem during the late Second Temple period. This was a time of intellectual ferment: proto-gnostic sects proliferated; established religious practices were being challenged, defended, and modified. Newsom argues persuasively that these groups were led by sophisticated readers and rhetors. The leaders grasped that the Hebrew Bible, still undergoing canonization, is polyphonic and intertextual. Further, the texts that they created deployed polyphony, enargeia, and other rhetorical techniques to shape communal identity, attract adherents, and help individuals cope with the precarity of their status. These arguments are advanced in each of the book’s four topical sections. First are six essays that explain and apply Newsom’s methods of rhetorical criticism. Second are four essays illustrating how the Qumran community—responsible for the Dead Sea Scrolls—shaped communal and individual identity. Third are three essays that lay out an ethno-psychological model for mapping conceptions of self and agency across cultures. The essays apply the model to the Hebrew Bible and a variety of Second Temple texts. Last are six reception studies that examine how narratives of the period are taken up and transformed both in antiquity and in modern times. Newsom, a chaired emerita professor of theology at Emory University, has published on so many aspects of Second Temple literature over her career that she has plenty of essays on method, theory, and application to choose from. As a result, even without additional commentary, the sections build coherent arguments. Each section opens with introductory issues of [End Page 322] theory, method, and scope and develops with close textual analysis and suggestive implications. The first section on methods reveals what Newsom means by rhetorical criticism and what theorists she relies on most. Like many biblical scholars, her immediate rhetorical touchstone is George Kennedy. But he does not inspire her to read widely in the Greco-Roman tradition. She is not concerned to trace possible cross-influences during the Hellenistic period. Instead Newsom turns to Bakhtin and Burke and the more literary strand of twentieth-century rhetorical criticism. For Newsom, rhetorical strategies in scripture reflect the identities and ontologies of their compositors and shape those of readers and writers to come. Accordingly, this section accomplishes two tasks for Newsom. First, the section launches Newsom’s larger claims that Second Temple communities deployed rhetorical strategies to shape individual and communal identities with case studies of Job (chapter 2), Proverbs 1—9 (chapter 3), Jewish apocalyptic texts (chapter 5), and texts from Qumran (chapter 6). Second, for biblicists new to rhetorical approaches, it introduces concepts and methods of rhetorical criticism, including Bakhtinian polyphony and dialogism (chapters 1 and 3), genre studies (chapters 2 and 4), and a variety of basic rhetorical concepts (chapters 5 and 6) such as epideictics, arrangement, enargeia, and kairos, though she doesn’t always employ these terms. While displaying nuanced rhetorical sensibilities, Newsom would clearly benefit from additional reading in rhetorical scholarship, particularly Carolyn Miller’s classic “Genre as Social Action”1 and William FitzGerald’s Spiritual Modalities for its use of Burke’s religious terministic screen to draw Burkean implications for prayer and religious practice.2 In Section Two, Newsom argues that the Qumran community—a break-away Jewish sect that deliberately positioned itself against the practices in the Second Temple—was “intentional and explicit in the formation of the subjectivity of its members” (159). First, she argues that the Dead Sea Scrolls served as a library for the community (chapter 7), based...

Abstract When side-by-side photographs of the 2009 and 2017 U.S. presidential inauguration crowds circulated after President Trump's inauguration, few doubted what they saw: the crowd in 2017 was significantly smaller than it had been eight years earlier. Whereas popular discourse around the photo obsessed over size of the crowds, I argue that differences in contrast, color, and clarity suggest a different narrative than the logic of quantity: Trump will return an orderly, white national body, cleansed of Obama's unruly, sepia swarm. This essay re-reads a key moment of recent U.S. visual politics, turning what came to be read as either a joke or a preview of the “death of facts” as something more sinister: a visual harbinger of Trump's white supremacist program.

Other| June 01 2022 BOOKS OF INTEREST Curated and edited by Michael Kennedy Curated and edited by 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 (2022) 55 (2): 215–221. https://doi.org/10.5325/philrhet.55.2.0215 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Curated and edited by Michael Kennedy; BOOKS OF INTEREST. Philosophy & Rhetoric 1 June 2022; 55 (2): 215–221. doi: https://doi.org/10.5325/philrhet.55.2.0215 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 The text of this article is only available as a PDF. Copyright © 2022 by The Pennsylvania State University. All rights reserved.2022The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

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Book Review| May 01 2022 Review: Peculiar Rhetoric: Slavery, Freedom, and the African Colonization Movement, by Bjørn F. Stillion Southard Bjørn F. Stillion Southard. Peculiar Rhetoric: Slavery, Freedom, and the African Colonization Movement. Race, Rhetoric, and Media Series. Jackson, MS: University Press of Mississippi, 2019. 176 pp. ISBN 978-1-4968-2383-0 Sara C. VanderHaagen Sara C. VanderHaagen University of Wisconsin-Milwaukee Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2022) 40 (2): 213–215. https://doi.org/10.1525/rh.2022.40.2.213 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 Sara C. VanderHaagen; Review: Peculiar Rhetoric: Slavery, Freedom, and the African Colonization Movement, by Bjørn F. Stillion Southard. Rhetorica 1 May 2022; 40 (2): 213–215. doi: https://doi.org/10.1525/rh.2022.40.2.213 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2022 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.2022The 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 2022 Review: Persuasion, Rhetoric and Roman Poetry, by Irene Peirano Garrison Irene Peirano Garrison. Persuasion, Rhetoric and Roman Poetry. New York and London: Cambridge University Press, 2019. 295 pp. ISBN 978-1-316-21935-5 Michele Kennerly Michele Kennerly Penn State University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2022) 40 (2): 211–213. https://doi.org/10.1525/rh.2022.40.2.211 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 Michele Kennerly; Review: Persuasion, Rhetoric and Roman Poetry, by Irene Peirano Garrison. Rhetorica 1 May 2022; 40 (2): 211–213. doi: https://doi.org/10.1525/rh.2022.40.2.211 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2022 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.2022The 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 2022 Review: Lives, Letters, and Quilts: Women and Everyday Rhetorics of Resistance, by Vanessa Kraemer Sohan Vanessa Kraemer Sohan. Lives, Letters, and Quilts: Women and Everyday Rhetorics of Resistance. Tuscaloosa: University of Alabama Press, 2019. 232 pp. ISBN 978-0-8173-2038-6 Sarah Walden Sarah Walden Baylor University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2022) 40 (2): 209–211. https://doi.org/10.1525/rh.2022.40.2.209 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 Sarah Walden; Review: Lives, Letters, and Quilts: Women and Everyday Rhetorics of Resistance, by Vanessa Kraemer Sohan. Rhetorica 1 May 2022; 40 (2): 209–211. doi: https://doi.org/10.1525/rh.2022.40.2.209 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2022 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.2022The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

An instructor of undergraduate rhetoric and composition courses creates a mind-mapping activity for syllabus review to engage her students.

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Review of Translanguaging Outside the Academy; Negotiating Rhetoric and Healthcare in the Spanish Caribbean, Rachel Bloom-Pojar, Urbana, Illinois: Conference on College Composition and Communication/National Council of Teachers of English, 2018. 161 pages, $29.99.