The disaggregation of data around human identities can act as a rich method, providing researchers with new ways of understanding community and workplace writing. However, demographic analysis can unknowingly perpetuate harmful stereotypes and constructions of human identity. This article examines common issues with disaggregation of identity-based data in research and details an empirical research project that drove the research team to reconsider new approaches to desegregated data. In response, I propose a participant self-identification method and offer a heuristic guiding researchers to critically interrogate demographic data collection, enabling more equitable, participant-centered approaches to understanding identity in writing research.

We report on a longitudinal case study (n = 9) about popularization writing skills in undergraduate interdisciplinary students. Writing skills were determined by analyzing components of the cognitive process model of writing proposed by Hayes. Keystroke logging and video observation were used to analyze the text construction process (the process level) in third-year writing. Genre knowledge (the control level) was analyzed through text analysis and assessment of first-year and third-year texts. Results showed that writing was highly individualized at the process level, including switches between processes, timing, number of edits, and reliance on the source text. At the control level, popularization genre knowledge did not significantly change over time and text quality remained low to average, suggesting a lack in genre knowledge. Choices in the writing process are, thus, not reflected in the quality of the writing product. These findings point to a need for explicit training in popularization discourse alongside academic discourse training.

This dialogue examines rural health and healthcare by putting rhetoricians who study rural communities in direct conversation with healthcare professionals who practice in and advocate for rural communities. Thematic analysis of the dialogue revealed that conversations about healthcare in rural communities can simultaneously address what rural communities lack, how rural communities are exploited, and how strong and resilient rural communities are, while also emphasizing what opportunities there are for scholars and practitioners to partner together for the benefit of rural communities. The dialogue demonstrates how working directly with key stakeholders like medical providers can be both practically and intellectually fruitful when addressing complex issues like rural health and RHM.

This article presents a constructivist writing placement framework, developed from the study of two pilot iterations of a local writing placement mechanism at a large public research university. Through preliminary analysis of data from these pilots, we present a model of constructivist writing placement and demonstrate how it helps move conceptualizations of student agency as primarily housed within student exercise of choice toward more robust understandings and facilitation of student agency via placement. Extending recent calls to reconsider methodological traditions like directed self-placement to more explicitly account for educational equity issues, our two pilot assessments illustrate how we might reposition student agency within writing placement as emergent from situational interactions with faculty and the institutions they represent, rather than merely authorized by them.

In popularization discourse, insights from academic discourse are recontextualized and reformulated into newsworthy, understandable knowledge for a lay audience. Training in popularization discourse is a relatively new and unexplored research topic. Existing studies in the science communication field suffer from under-utilized baseline assessments and pretests in teaching interventions. This methodological problem leads both to a lack of evidence for claims about student progress and to a gap in knowledge about baseline popularization skills. We draw the topic into the realm of writing research by conducting a baseline assessment of pre-training popularization skills in first-year undergraduate students. Undergraduate science communication texts are analyzed to identify instances of popularization strategies using a coding scheme for text analysis of popularization discourse. The results indicate a lack of genre knowledge in both academic and popularized discourse: textual styles are either too academic or overly popularized; the academic text is misrepresented; and the essential journalistic structure lacking. An educational program in popularization discourse should therefore focus on the genre demands of popularization discourse, awareness of academic writing conventions, the genre change between academic and popularized writing, the role of the student as a writer, and stylistic attributes.

This study examined the perceptions and expressions of learning of 18 undergraduate students who participated in case study competitions through qualitative inquiry. The participants articulated learning outcomes based on their participation in a case competition, including enhanced communication, critical thinking, and analytical skills; viewing diversity as an educational benefit; and gaining a deeper understanding of business fields such as consulting. These findings suggest case study competitions are a viable tool for business educators to aid students in preparing for competitive work environments.

Profile writing enables nursing students to draw a connection between first-year composition and nursing through the genre’s emphasis on descriptive details and understanding the individual.

Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach—the oral exam—is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by business graduates. Prior studies of oral exams in higher education are reviewed, along with the empirical findings from an exploratory investigation of an oral exam in an undergraduate human resource course. Implications for future research and the use of oral exams in business education are also presented.

Research Article| January 01 2006 On Persuasion, Identification, and Dialectical Symmetry Kenneth Burke; Kenneth Burke Search for other works by this author on: This Site Google James P. Zappen James P. Zappen Search for other works by this author on: This Site Google Philosophy & Rhetoric (2006) 39 (4): 333–339. https://doi.org/10.2307/20697166 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kenneth Burke, James P. Zappen; On Persuasion, Identification, and Dialectical Symmetry. Philosophy & Rhetoric 1 January 2006; 39 (4): 333–339. doi: https://doi.org/10.2307/20697166 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 © 2006 The Pennsylvania State University2006The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

The cost effectiveness of Internet-based communications in the ever more fully networked business environment continues to drive the use of Web surveys for corporate information gathering. However, simply applying traditional survey techniques to the Web can result in significant shortcomings in the data so gathered. Recent research has been directed at these issues, within the context of Web surveys as a general research tool. We discuss the application of that research to the narrower organizational context. This article synthesizes from the literature on Web-based surveying and from the authors' own experiences. It suggests a design framework for managers and communications professionals interested in increasing the statistical validity of Web surveys deployed in an organizational context. The results of a recent organizational Web survey developed and administered within the framework guidelines support the efficacy of the framework.

The act of inventing relates to the process of inquiry, to creativity, to poetic and aesthetic invention.Building on the work of rhetoricians, philosophers, linguists, and theorists in other disciplines, Karen Burke LeFevre challenges a widely-held view of rhetorical invention as the act of an atomistic individual. She proposes that invention be viewed as a social act, in which individuals interact dialectically with society and culture in distinctive ways.Even when the primary agent of invention is an individual, invention is pervasively affected by relationships of that individual to others through language and other socially shared symbol systems. LeFevre draws implications of a view of invention as a social act for writers, researchers, and teachers of writing.

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The engineering program at Clemson University (South Carolina) incorporates communication projects within the regular courses. Presentations on course assignments are regarded as “projects to be managed” just as technical problems are handled. The project stages are definition, planning, production, presentation, and post-analysis. A miniproposal is used to launch each project, giving the audience description, communication objectives, approach to the presentation, content outline, budget, and schedule.

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