This article connects work on emotion, rhetoric, and entrepreneurial experience as it reports findings from a questionnaire issued to 80 entrepreneurs who belong to the global entrepreneur community Startup Grind. The findings from this study offer researchers a more robust representation of the rhetorical theories that guide entrepreneurs’ professional communication practices. In particular, the authors report on the distribution and dependency between two variables: operative rhetorical theory (indicated by one of four choices) and entrepreneurial experience (indicated by number of ventures and total years of experience).

Research problem: Studies how one entrepreneur acquired, applied, and fit frames to her startup venture and stakeholders over one year. Research questions: How do pitchers acquire frames for pitches? How do pitchers apply frames to existing pitches? How do pitchers gauge the fit between the innovation, frames, and stakeholders? Literature review: The literature examined-framing professional communication, developing pitches, and framing pitches-stresses the relationship between framing, agency, and deliberation. However, few studies approach data from the perspective of the pitcher and few frames outside of the problem-solution frame are considered. Methodology: This autoethnography analyzes data from more than 500 pages of field notes, 60 minutes of video-recorded pitch sessions, 25 interviews with pitch stakeholders, and various textual artifacts that pertained to Author 1's nonprofit startup organization, Hacker Gals. Themes in the data were identified and analyzed through the composition of analytic memos. Frames were identified and analyzed through close reading and holistic interpretation. Results and conclusions: The entrepreneur acquired the most influential frames through stakeholder discussion, applied these frames in a way that stacked and made salient multiple frames beyond the problem-solution frame, and judged frame fit by considering the degree to which catchers took up the frames. The study's results suggest that the practice of frame stacking might increase pitch effectiveness by mitigating troubled identifications.

This article outlines a three-part pedagogy capable of responding to the risks, rewards, and headaches associated with public rhetoric and writing. To demonstrate the purchase of this pedagogy, I revisit one of the oldest and most misunderstood public rhetoric and writing assignments: the letter-to-the-editor assignment.

Recent legislative action invites teachers of rhetoric to revisit Isocrates' Antidosis from a perspective suggested by Jean Baudrillard. A Baudrillardian perspective positions this ancient text as a rhetorical offensive against the conventional value systems that affix very particular meanings to certain types of education and educators.

This article defines research centers as associative enterprises for solving scholarly and societal problems that cannot be adequately addressed by individuals. We identify more than fifty research centers in rhetoric and writing, past and present, and argue that they function as change agents by emphasizing collaboration and conducting research focused on publics.