AbstractIn March 1703, hundreds of New England sailors returned home after years of slavery in the Barbary States. In response, Cotton Mather authored and circulated a sermon titled The Glory of Goodness. This text, ostensibly given in celebration of the captives’ return, gave voice to an exceptionalist understanding of Puritan identity premised on foreign—notably Muslim—others. It therefore informs our understanding of early eighteenth-century colonial depictions of Islam, while bearing insight for discourses surrounding Puritan exceptionalism, the rhetorical construction of race, and the articulation of religious identity in New England following the Glorious Revolution.

Agency is a central concern of gerontology, age studies, and life course research, but the role of literate action in supporting and perpetuating agency in older adult writers is not well understood. A conceptual framework for the relationship between agency and literate action would provide important insight into contemporary writing research on older writers. In this study, I trace the literate practices of one writer, Frank, in order to understand how he used literate action to both negotiate his lifeworlds and support his own agency in his life after his retirement from an engineering career. Drawing on posthumanist understandings of agency, I use a combination of sociohistoric (Erickson and Roozen) and sociological (Brandt) methodologies to trace Frank’s literacy history, the chronotopes for writing that he enacts, and the agency that he develops and supports through that chronotopic work. I focus in particular on the acts of textual coordination that Frank enacts, using those data points to understand how Frank creates objects in his daily writing that bolster his agency in future social situations—a concept I refer to as expansive agency.

Educators and researchers from a range of fields have devoted their careers to studying how reading develops and how to support students who find reading challenging. Some children struggle specifically with learning to decode print, the central issue in what is referred to as dyslexia.However, research has failed to identify unique characteristics or patterns that set apart students identified as dyslexic from other readers with decoding challenges. Nevertheless, an authoritative discourse that speaks of a definitive definition, a unique set of characteristics, and a specific form of intervention saturates policy and practice around dyslexia, and teacher educators are under increasing pressure to include this state-sanctioned information in their classes. Literacy educators’ experiences teaching reading in schools and preparing literacy professionals can add valuable perspectives to the conversation about dyslexia; however, currently their voices are largely silent in conversations around dyslexia research, policy, and practice. The current research was designed to address this gap through an intensive interview study, in which we employed a Disability Critical Race Studies framework, along with Bakhtin’s notions of authoritative and internally persuasive discourse to explore the perspectives, understandings, and experiences of literacy teacher educators regarding dyslexia.

In this article, I propose Critical Race English Education (CREE) as a theoretical and pedagogical construct that tackles white supremacy and anti-black racism within English education and ELA classrooms. I employ autoethnography and counterstorytelling as methods that center my multiple identities and lived realities as I document my racialized and gendered experiences in relation to my journey to Ferguson, MO and my experiences as a secondary ELA teacher. The research questions guiding this study are the following: (1) As a Black male English educator and language and literacy scholar, how am I implicated in the struggle for racial justice and what does it mean for me to teach literacy in our present-day justice movement?; (2) How are Black lives mattering in ELA classrooms?; and, (3) How are we using Black youth life histories and experiences to inform our mindset, curriculum, and pedagogical practices in the classroom?This article explicates findings from three interconnected stories that work to show how CREE can be operationalized to better understand the #BlackLivesMatter movement in its historical and contemporary dimensions. The data analyzed stem from my autobiographical narratives,observations, social media artifacts, and images. I aim to expand English education to be more synergistically attuned to racial justice issues dealing with police brutality, the mass incarceration of Black people, and legacies of grassroots activism. This analysis suggests implications that aim to move the pedagogical practices around the intersections of anti-blackness and literacy from the margins to the center of discussion and praxis in ELA contexts.

Bryan J. McCann asks us to think about the history of Gangsta Rap as instructive for engaging rhetorics of identity and embodied performances embedded in the politics of “the mark of criminality,” ...

John P. Jackson Jr. and David J. Depew’s Darwinism, Democracy, and Race: American Anthropology and Evolutionary Biology in the Twentieth Century is an important, much needed, closely reasoned, and ...

In this qualitative study, the authors apply Callon’s sociology of translation to examine how new technology entrepreneurs enact material arguments that involve the first two moments of translation—problematization (defining a market problem) and interessement (defining a market and the firm’s relationship to it)—which in turn are represented in a claim, the value proposition. That emergent claim can then be represented and further changed during pitches. If accepted, it can then lead to the second two moments of translation: enrollment and mobilization. Drawing on written materials, observations, and interviews, we trace how these value propositions were iterated along three paths to better problematize and interesse, articulating a problem and market on which a business could plausibly be built. We conclude by discussing implications for understanding value propositions in entrepreneurship and, more broadly, using the sociology of translation to analyze emergent, material, consequential arguments.

Threshold concept theory can identify transformative concepts in disciplinary communities of practice, making it a useful framework pedagogically for scholars of academic literacies. Although researchers have studied how to teach thres hold concepts and how students have taken up theseconcepts in learning to write, few have looked at two aspects that are particularly important for students placed into basic writing: threshold concepts of reading and questions of learning transfer.Taking an epistemological approach to disciplinary literacies, I used case study research to trace the changing reading and writing practices of Bruce, a basic writing and first-generation college student, during his first year of college as he moved from a basic reading course into biochemis-try. Bruce leveraged audience awareness to write rhetorically and to comprehend difficult texts written for professional biochemistry researchers. Findings show that audience awareness is a threshold concept of reading, one that transforms academic literacy practices and that furthersidentity in disciplinary communities of practice. These findings support the teaching of audience awareness in secondary and postsecondary classrooms, but they also demand that we recognize the additional work basic writing students, like Bruce, must do to establish agency in a system that has labeled them underprepared.

Several writing studies have affirmed the literacies of young Black men in schooling contexts in humanizing ways, which has importantly moved us beyond rationalizing their literacy practices in educational spaces. Less of this important research has directly focused on young Blackmen who are deemed academically high-achieving in traditional English language arts (ELA)classrooms. Thus, academically high-achieving young Black men are often silent in literacy education and research; they have “untold stories,” as described by Shawn, the focal student inthis critical ethnographic case study. In an effort to provide literacy supports for these students and their ELA educators, I developed a consequential literacy pedagogy. In this article, I focuson consequential writing—one product of the consequential literacy pedagogy. Consequential writing concurrently develops academic and critical literacies. This layered literacy approach is intentionally developed by, for, and with historically marginalized communities to equip them to act against inequity within and beyond academic spaces through the learning, teaching, and sharing of writing. The current study cultivated consequential writing with a Black male student through a critical approach to metaphor. Metaphor is ideal for developing consequential writing due to its ability to simultaneously engage critical, creative, and cognitive literacies. In this paper,I address the following research question: How did an academically high-achieving Black male secondary student utilize the generative power of metaphor to cultivate consequential writing?Next, I illuminate the transferability of this work to support ELA educators in cultivating consequential writing with students beyond this study. Finally, I discuss some unintended consequences of consequential writing for Black youth in academic spaces that do not honor their lives or minds.

In the first installment of our In Dialogue section, we recognize the generations of scholars who have paved the way for literacy research, teaching, and activism committed to equity. We feature three of the field’s luminaries—Celia Genishi, Sonia Nieto, and Carol Lee—as each reflects on her professional journey as it intertwines with key moments in history. We begin with Celia Genishi’s recollection of the ways that her experience as a child speaker of Japanese in the United States during a period of pronounced state-sanctioned xenophobia led her to become a researcher of early childhood bilingual education. Next, Sonia Nieto recounts her own “political coming of age” and dedication to “inclusion, equity, and social justice” as she learned about the role of institutional racism in creating failure for Black and Puerto Rican children in New York City schools, where she herself was both a student and teacher. Finally, Carol Lee describes her own conceptual and methodological orientations, exemplified by her Cultural Modeling frameworkand idea of the “problem space,” in helping to create equitable learning conditions, particularly for students from nondominant backgrounds. All three of our featured essayists trace their professional commitments to their experiences as young people and educators in the US during times of tumult and change, to their own mentors, and to their ongoing relationships with colleaguesand students. Taken together, the essays serve as a powerful reminder of the importance of his-tory, place, and intergenerational learning as we imagine new directions for research and more just educational futures.

This essay examines intersectional discourses of race and disability as they emerge in a 2014 wrongful birth lawsuit. Jennifer Cramblett filed the lawsuit after she discovered she was given sperm from the wrong donor resulting in the birth of her biracial daughter. The filing provides an opportunity to understand how rhetorics of identity are intersectional; in this case, how a legal filing for disability structures public arguments about race. Taking a critical intersectional rhetorical perspective, this essay analyzes the case and resultant public discourse to demonstrate how Cramblett enacts a mourning of her whiteness structured by already circulating disability rhetorics.

In 1964, the Student Nonviolence Coordinating Committee (SNCC), a predominantly Black civil rights organization, recruited hundreds of volunteers, mostly white college students, to work with them in Mississippi for the summer with two goals in mind. First, they aimed to use the volunteers’ social connections in order to garner federal support for their work in Mississippi. Second, they aimed to collaborate across racial lines while maintaining Black leadership. While they worked toward both goals, they only achieved the first, which resulted in short-term gains and long-term damage.

This essay reports on an interview-based study of ten veteran WPAs, whose three decades of service spans neoliberalism’s growing influence on universities. Our findings trace their enactment of social resilience, a dynamic, relational process that allowed them, even in the face of constraint, to act and to preserve key commitments.

Based on descriptive narratives of older, homebound adults, this article articulates how holding on to literacies is a vital part of staying engaged as an older adult. It traces a parallel between the idea of aging and literacy development. Employing the concept of heritage literacy—the decision-making processes individuals use regarding whether to adopt, adapt, or alienate various literacies and technologies over time—the article theorizes more extensively the heritage literacy practice of alienation. Alienation from literacies becomes a particularly important part of our understanding of literacy development in light of widespread experiences of aging, such as when physical health, mental health and acuity, social connection, spiritual health, or maintaining independence are challenged because of age. By examining how literacy is employed in agentive and nuanced ways in the lives of homebound adults, the article shows the impact that literacy has on aging and the impact that aging has on understandings of literacy throughout the life course.

Performing Anti-Racist Pedagogy offers an insightful look into racialized identities within the university. Developed as a reaction to racist institutional effects and unaware instructors, the chap...

The principate of Augustus (27 BCE to 14 CE) has been portrayed as a period of rhetorical decline, given the suppression of late-Republic fiery, Ciceronian oratory. Building from recent scholarship that complicates this narrative, this article considers public poetry as a site of rhetorical practice, enriching understandings of rhetoric’s metamorphosis during the principate. In particular, the Odes of Horace—public poetry with persuasive designs achieved through enthymematic argument—are one example of how poetry served as a form of “hidden” epideictic rhetoric during the reign of Augustus when traditional forms of oratory were suppressed.

To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.

ABSTRACTDemanding is a fundamental rhetorical strategy for marginalized groups, but recent rhetorical theories of demanding have not explained how speakers can design demands that influence addressees to accede. Although psychoanalytic and decolonial theories have identified constitutive functions, they have not explained how speakers can design demands that pressure addressees to accede, and while speech act theories have explained specific kinds of demands, they have not synthesized insights into a model of demanding generally. We draw on normative pragmatic theory to argue that speakers design demands that generate persuasive force by openly making visible their intent to influence addressees to accede and bringing to bear a reciprocal obligation for themselves and addressees to live up to the norm of “right makes might.”

Writing studies scholarship has long understood the need for context-based studies of student writing. Few studies, however, have closely examined how students use intertextual relationships in the context of learning to compose argumentative essays. Drawing on a 17-day argumentative writing unit in a ninth-grade humanities classroom, this article uses the concept of “intertextual trace” to explore how students make intertextual connections in their writing and negotiate the social dynamics of classroom learning. Intertextual analysis of students’ final essays revealed overlapping tracings and resonances across multiple resources, showing how and the ways in which students create arguments and respond to exigencies within a classroom setting. Analysis of thematic, structural, and lexical tracings also showed students making intertextual connections through repeating, reordering, responding to, and extending the texts offered by their teacher and peers. In so doing, students served as curators—shaping ideas, curricular offerings, and language into final argumentative essays—who were able to develop agency in and through their writing.

This article explores the potential of a song lyrics-based curriculum to encourage the practice of racial literacy in the first-year composition classroom.

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Abstract This essay traces how Ronald Reagan’s invocation of Lenny Skutnik in his 1982 State of the Union address inaugurated a new generic norm for the president’s annual message to Congress. We argue that the invocation of a “Skutnik” enables presidents to display—both rhetorically and physically—the civic ideals they wish to laud, the national issues they deem important, and policy proposals they want to advance. When U.S. presidents honor individual citizens and seat them in the House Gallery before the nation and the world, these “Skutniks” fuse the judicial, epideictic, and deliberative characteristics of the State of the Union address. Abstract values and complicated policy agendas are simplified—and vivified—before the eyes. The body of the “Skutnik,” we argue, is particularly persuasive because it offers a physical representation of the overall body politic, a living, breathing metaphor testifying that the state of the union is, in fact, strong.

ABSTRACT This article aspires to explain how it is possible that “white lives matter,” “blue lives matter,” and, ultimately, “all lives matter,” can sound, feel like and act as responses to the claim that “black lives matter” for so many Americans by approaching the political sequence as both a historical (situated, epistemological, and ideological) problem and a philosophical (metaphysical and ontological) question. By way of general history, the first part of the article specifies how a statement (vital but otherwise unqualified human life), a political rationality (molecularization), and a rhetoric of democratic indifference (whose master trope is the metonym) lend to our political present its common sense. The second part pushes against it, first by advocating on behalf of the usefulness of spectralization in antiracist struggle and, second, by recommending a dramatic transformation of the common sense—from molecularization to singularization or bios as “singularly plural coexistence,” founded on a rhetoric of democratic copossibility whose master trope is the exemplar.

Multimodal composing can activate literacy practices and identities not typically privileged in verbocentric English classrooms, and students’ identities as particular kinds of learners (e.g.,“visual artist”) may propel—or limit—their engagement in classroom work, including in multimodal composing. Although researchers have studied the ways multimodal projects can evidence literacy learning and have argued that identity is negotiated, improvisational, and hybrid, they have offered few sustained analyses of the processes by which identities evolve during and across multimodal composing tasks. By examining how students position themselves and one another as particular kinds of learners over time, researchers can better understand the ways in which multimodal tasks help students explore new skills and roles or reify old ones. Drawing on an approach to discourse analysis from the linguistic anthropology of education, we trace the pathways of three 12th graders’ learner identities across two events as they worked in a group to compose visual responses to literary texts for their English class. We examine how one student’s robust identity as an artist emerged in tandem with the devaluing of other participants’ artist identities. Seven weeks later, these positionings led her to act as the painting’s primary author and other students to act in increasingly perfunctory ways. We call for teachers and researchers to consider how students’ identities—interacting with factors such as the teacher’s expectations for group work and the affordances of particular media and materials for collaboration—drive students’ participation in and ownership of multimodal compositions.

I am writing in response to the recent Forum essay “Taking the Long View on Writing Development,” authored by Bazerman, Applebee, Berninger, Brandt, Graham, Matsuda, Murphy, Rowe, and Schleppegrell (2017; and hereafter “The Long View”). I argue that “The Long View” was driven by the aim of identifying consensus rather than working through difference, that the principles represent commonplaces rather than a principled synthesis of research, that questions of epistemology and theory central to research agendas are essentially ignored, and that views of writing as semiotically exceptional and writing development as centered in school represent serious flaws in setting the agenda. The semiotic exceptionalism of “The Long View” represents a serious category mistake (Ryle, 1949). Taking “writing” as the unit of analysis occludes the diverse semiotic activity that necessarily shapes all textual artifacts and acts of inscription. Viewing writing as sharply distinct from orality risks reigniting Great Divide theories that had so many problematic effects on research, pedagogy, and people. Seeing school as the primary context for writing development ignores the rich roles of life outside school. In short, “The Long View” takes too narrow and problematic a view on issues of epistemology, theory, and literate lives to serve as the foundation for the critical research enterprise it aspires to conjure in our collective future. Instead, I suggest that research on the lifespan development of writing needs to begin with embodied, mediated, dialogic semiotic practice as its unit of analysis and to trace what people do, learn, and become across all the deeply entangled domains of their lives.

This article argues for a purposeful, racial justice–focused framework for community-engaged projects in rhetoric and composition so that faculty, students, and community partners work together to understand and overcome the myriad ways racist and racial discourses perpetuate injustice. The author explores critical race inquiry in community-engaged projects by presenting analyses of successes and missed opportunities of an ongoing multi-year partnership with a small, local, all-volunteer, collector-based museum and the local branch of the NAACP. These projects reveal insights about pedagogy and disciplinary knowledge and suggest possible forward paths that may lead to more egalitarian partnerships, multi-perspectival knowledge, and impactful antiracist writing instruction in our classes and communities.

Meta G. CarstarphenFigure 1: Screenshot of YouTube video depicting an image of Obama grinning with a gold dental grill and gold chain necklace (Downs).University of OklahomaKathleen E. WelchUnivers...

This article examines how the popular television series Downton Abbey, functioning in tandem with twentieth-century novels, provides students with a cultural forum that opens up a cultural, literary, and historical period that would otherwise remain distant. By encouraging students to perceive television as participating in what Horace Newcomb and Paul M. Hirsch call “public thinking,” the article highlights the way the PBS period drama offers students the means to engage critically and empathetically with a historically distant cultural moment. Ultimately, the author argues that incorporating Downton Abbey and related social media to the study of novels of the early twentieth century enlivens the material, motivating students to enter into a period of history through its literature in service of not only increased historical and literary knowledge but also a more nuanced understanding of the importance of the humanities in examining society and its values, the very elements television both shapes and reflects.

Transitional care communication events—such as discharge from hospital—are complex and dynamic: impromptu questions are asked and answered, documents are discussed and signed, and health-care professionals and patients with different knowledge must work together to establish understanding. This article examines a set of patient discharge instructions that bear substantial traces of impromptu conversation in the patient discharge communication process and argues that we need to do more to account for such exchanges as a part of the complex information our documentation must coordinate and make accessible for end users.

Other| September 01 2017 Racial Presidentialities: Narratives of Latinxs in the 2016 Campaign J. David Cisneros J. David Cisneros J. David Cisneros is Assistant Professor of Communication at the University of Illinois, Urbana-Champaign. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2017) 20 (3): 511–524. https://doi.org/10.14321/rhetpublaffa.20.3.0511 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation J. David Cisneros; Racial Presidentialities: Narratives of Latinxs in the 2016 Campaign. Rhetoric and Public Affairs 1 September 2017; 20 (3): 511–524. doi: https://doi.org/10.14321/rhetpublaffa.20.3.0511 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. © 2017 Michigan State University Board of Trustees. All rights reserved.2017 Article PDF first page preview Close Modal Issue Section: Forum: The 2016 Presidential Primary: Rhetoric, Identity, and Presidentiality in the Post-Obama Era You do not currently have access to this content.

Abstract In this project, I argue that J. Edgar Hoover’s style of political realism should be studied by critics because it long preceded that of President Harry S. Truman. The style belonged to a stockpile of anti-Communist imagery that helped to shape how the Truman Doctrine speech was drafted and how audiences interpreted its meanings in more local domestic politics. When Truman finally announced that the Soviet Union had challenged international protocol, I argue that he confirmed the vision that his Federal Bureau of Investigation (FBI) director and other detractors had developed throughout the New Deal to discredit reformers who challenged issues of race, labor, and police technique. In this way, anti-Communist containment rhetoric limited the president’s ability to control the domestic security and economic agendas. The stockpile of anti-Communist discourse belonged to, I also argue, a relative of political realism—literary realism and its spinoff, literary naturalism. My final argument is that the FBI director refurbished key tropes in the stockpile, which helped Truman’s congressional opponents invoke Hoover’s authority within the executive branch and thereby displace the president’s credibility as commander in chief. Combined, Hoover and his allies in Congress and elsewhere used rhetorical realism to communicate a deterministic philosophy about human nature through a diffuse mythic narrative, coordinated between Congress, Hollywood, the press, and official FBI discourse.

Examining the chanupa, or ceremonial pipe, from a Lakota perspective reveals it as responding to a particular ontology and extends indigenous rhetorics to consider the ontological dimensions of communication. Distinctions between indigenous rhetorics and new materialist rhetorics bring greater attention to how groups and individuals constellate themselves as beings.

This article discusses findings from two interconnected ethnographic studies on the out-of-school literacy practices of Black adolescent males: 18-year-old Khaleeq from the US Northeast, and 18-year-old Rendell from the US Midwest. The data analyzed derive from their engagements in nonschool, community-based, social justice initiatives that, we argue, represent rejections of deficit narratives about who they are (their racialized and gendered identities) and what they allegedly cannot do (their literacy capacities and capabilities). Utilizing a critical literacy approach that attends to out-of-school contexts, race, and counternarratives allows us to demonstrate how they questioned narratives of failure that unfairly place blame on Black youth and not on the structural inequalities endemic to US society. These narratives include (among others): the widening gap in achievement and high school graduation rates between Black and White male students in the United States; the school-to-prison pipeline and increasing drop-out and push-out rates that impact high school–aged Black males; and the overrepresentation of Black males in special education classes. Khaleeq and Rendell used literacies to question these racialized narratives and their consequences, and to produce counternarratives to negative assumptions about Black adolescents. As a result, we focus on how they cultivated their literacies, nurtured their spirits, and charted their own trajectories within community spaces when school was not enough. This analysis offers implications for how literacy practitioners and researchers can narrow the school community divide by lovingly attending to the out-of-school literacies of Black adolescents.

Intended to contextualize and elaborate on the Two-Year College English Association's 2016 Guidelines for Preparing Teachers of English in the Two-Year College, this article examines the history, current status, and possible futures of graduate preparation for two-year-college English professionals. It traces the five-decade history of efforts among two-year-college English faculty to articulate the distinct demands and opportunities of their profession and to hold university-based graduate programs accountable for providing meaningful preparation for future two-year- college teacher-scholars. Based on our survey of this history and the current landscape of graduate education in English studies, we argue that transforming graduate programs to meet the needs of the teaching majority will require embracing the four principles articulated in TYCA's 2016 Guidelines: develop curricula relevant to two-year-college teaching; collaborate with two-year-college colleagues; prepare future two-year-college faculty to be engaged professionals; and make two-year colleges visible to all graduate students.

ABSTRACTThis article argues for closer dialogue between the work of Kenneth Burke and contemporary posthumanist philosophers, especially in the context of the small technologies of ubiquitous computing. A Burkean critique of commercial advertisements for the Motorola Droid phone demonstrates the potency of rhetorical criticism in unpacking the tropes of what I call “corporate posthumanism.” Informed by contemporary posthumanist philosophers and critical theorists of technology, I depart from Burke's too-sweeping claims about technology to identify a “critical posthumanist” practice that can be found in the “check-in.” By analogizing “checking in” through mobile phone technologies to canine marking strategies, I show how critical theories of technology ought to account for both the instrumentalizing and animalizing tendencies of digital media. The conclusion emphasizes the need for critical posthumanism to embrace a Burkean critique of efficiency, dramatistic analysis, and for a “definition of the animal (in a posthumanist spirit).”

This article foregrounds story as a rhetorical mode of Indigenous leadership to argue for the value of local scholars working in place. Utilizing recent scholarship in Native rhetorics, educational leadership, decolonial theory, I offer my own experience as a Cherokee citizen and Indigenous researcher to illustrate the value of local cultural knowledge to the field and the academy. I suggest the reconsideration of cosmopolitan values and institutional practices that alienate Indigenous scholars from their communities.

The creative writing program through its theory, pedagogy, and praxis in workshops has resisted the inclusion of lived experiences of politically active radical minorities. To mitigate some of these exclusions, I restructured a traditional workshop to integrate critical race studies by including nonwhite writer-activists and writer-centered social movements countering dominant white discourses.

In an effort to expand the range of ways graduate programs prepare students to be scholars and practitioners in technical and professional communication, this article argues for a fresh direct reengagement with stories, storytelling, and narrative as valuable ways of studying and effectively producing the varied texts of the workplace. The previous call for acknowledging the value of narrative traces back almost 30 years, and story is still being used in a variety of compelling ways, even as an overt regard for narrative has not been sustained. What may be lacking is a systematic way to transform assumptions about stories as informal anecdotes into stories as data for rigorous analysis. David Boje’s antenarrative theory and method offers technical and professional communication graduate students, scholars, and practitioners just such a compelling and timely position from which to consider workplace processes and products.

Book Review| March 01 2017 Dog Whistle Politics: How Coded Racial Appeals Have Reinvented Racism and Wrecked the Middle Class Dog Whistle Politics: How Coded Racial Appeals Have Reinvented Racism and Wrecked the Middle Class. By Ian Haney López. New York, NY: Oxford University Press, 2014; pp. xx + 277. $24.95 cloth; $17.95 paper. Jonathan P. Rossing Jonathan P. Rossing Indiana University Purdue University, Indianapolis Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2017) 20 (1): 180–183. https://doi.org/10.14321/rhetpublaffa.20.1.0180 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jonathan P. Rossing; Dog Whistle Politics: How Coded Racial Appeals Have Reinvented Racism and Wrecked the Middle Class. Rhetoric and Public Affairs 1 March 2017; 20 (1): 180–183. doi: https://doi.org/10.14321/rhetpublaffa.20.1.0180 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. © 2017 Michigan State University Board of Trustees. All rights reserved.2017 Article PDF first page preview Close Modal Issue Section: Book Reviews You do not currently have access to this content.

In the early twentieth century, students produced and used a variety of texts to commemorate their school experiences and foster a sense of community among themselves. Through the compositional practices and values associated with these texts“particularly those of school literary annuals and memory books”the genre of the modern school yearbook emerged. This article draws on primary sources to trace the emergence of the yearbook as a form and practice at one Louisville high school for girls, where yearbooks both reflected and shaped the experience of high school for students who manifest complex genre knowledge and identity work in their compilations and inscriptions.

Arguments about literacy (and its boogeyman antonym, illiteracy) allow for, perhaps even insist upon, a certain degree of rhetorical flexibility. The idea of literacy slips into familiar commonplaces, hard to resist“or heard whether we mean them or not”in arguments with administrators, the public, our students, ourselves. Literacy’s trailing clouds include the sorts of promises that literacy scholars have learned to distrust, even as we’ve probably heard ourselves make them. None of the books in this review can sidestep these binds of literacy education, and in fact in their own ways, each of them embraces those binds as central to their analyses.

Scientific research demonstrates that monosodium glutamate (MSG) is neither solely found in Chinese food nor a cause for health panics. Nonetheless, such a narrative still persists in the public sphere. I conduct a rhetorical analysis of the original debate on MSG to illuminate how the process of genre uptake – the process of information selection and translation from medical discussion to popular news – facilitated this prejudiced understanding. In the original debate about MSG’s effects, doctors trivialized this issue via satire that was based on latent stereotypes of Chinese identity. Although performed as insider humor, these responses were sufficiently aligned to genre expectations so as to appear to outside readers as unquestionable medical fact. As this knowledge was taken up and disseminated in the public sphere, the markers of humor disappeared, but the prejudicial views remained. This case demonstrates how the process of genre uptake can perpetuate prejudiced ideological narratives even in the absence of overt discrimination.

This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject positions and social relations. Using rhetorical genre theory to understand methods as the cultural tools of research communities, we argue that methods can be enacted as flexible resources in the interest of advancing ethical knowledge. In the context of Indigenous epistemological activism, researchers can then take a contingent stance toward method, a stance we name “principled uncertainty.”

Expressivism lost status and respect in composition and rhetoric during the 1990s, despite attempts by some to defend its insights. Few in the field call themselves expressivists today, and yet we can recognize traces of this movement in work by contemporary scholars and theorists. Indeed, the field itself still retains commitments that echo that early approach to writing and writers.

Literacy “sponsorship” in refugee communities is not without its risks and limitations. For potential sponsors, risks include the commodification of refugee voices, while limits include inaccurate generalizations of those being sponsored. This essay draws from a case study of refugee student discourse to discuss how a more explicit decolonial approach to sponsorship can help sponsors rethink a giver-receiver paradigm. This approach would first deconstruct imperialist discourses of power and then replace them with new, alternatives to meaning-making. While contingent on local contexts, this study aims to set an agenda for continued debate within refugee community literacy support projects.

Critical race theory has long relied on metaphors of perception to further its critiques of white hegemonic power. However, such criticism often depends on a paradoxical logic that silences white students in classroom discussions of race. This essay suggests the dominant pedagogical approach to whiteness is obsolete, calling for new inclusive strategies to break the rhetorical stalemate.