This article develops the concept and procedures of a large-scale, autoethnographic research process termed Community Inter-Autoethnography . This is a research methodology in which multiple individuals conduct autoethnographies and collaboratively synthesize their positionings to produce negotiated, community-level understandings. The methodical argument is that there is a need for a research process that allows multiple voices across large social groupings to be heard in order to capture and understand diverse and shared positionings within that setting. As argued, this increase in scale answers historical questions concerning the representativeness and applicability of autoethnographic research. Building upon the expansion of single-person autoethnographies to collaborative studies (Chang, Ngunjiri, & Hernandez) and developments in science education toward the inclusive Research and Education Community (Hanauer et al.), the current article explicates how autoethnographic research can be used with a large number of participants across a community. In Hanauer et al. this approach is exemplified in a study that included 106 participants co-authoring a study of the professional identity of Course-Based Research lab instructors. Community inter-autoethnographic research provides a way of reaching community conclusions based on both diverse individual experiences and negotiated collective understandings.

On Friday morning, December 2, 1955, less than 18 hours after Rosa Parks’s arrest, copies of an anonymous, half-page leaflet began circulating in Black neighborhoods of Montgomery, Alabama. It called for a 1-day boycott of city buses on Monday, December 5. The leaflet was the work of the Women’s Political Council (WPC), namely, its president, Jo Ann Robinson. After drafting the text on the night of December 1, she drove to her office at Alabama State College (ASC) to copy it, then, the next day, with helpers, distributed those copies across the city. By evening, nearly everyone in Montgomery’s Black community knew of the boycott plan. This article offers the fullest examination yet of that leaflet, one of the most impactful texts of its kind in U.S. history. It analyzes its composition, which drew on years of activism by the WPC; its reproduction, using a mimeograph machine at ASC; and its distribution, by car, foot, and hand, across a divided urban landscape. Rhetoric and writing studies help us uncover the material resources, social context, and situated processes that enabled that text; history reminds us of its extraordinary mobilizing power.

In today’s digitally advanced, AI-driven workplace, effective communication is more critical than ever. Business communication scholarship empathizes competencies such as professionalism, clarity, conciseness, persuasiveness, and evidence-driven messaging, yet applying these systematically in complex decisions remains a challenge. This article introduces the Evaporating Cloud tool—part of the Theory of Constraints Thinking Processes—as a structured communication aid. Through a fictional case study, we show how EC clarifies objectives, uncovers underlying needs and hidden assumptions, and supports ethical, collaborative decision making. The article highlights EC’s value in enhancing core communication competencies in business and professional contexts.

This study investigated the effects of assessor gender (male vs. female), fictitious assessee gender (male vs. female), and assessment training (with vs. without) on peer feedback specificity (i.e. localisation and focus) and intrapersonal factors (i.e. trust in the self as an assessor and discomfort). This study involved 240 undergraduate psychology students (nMen=120, nWomen=120), with half receiving assessment training and the other half receiving the task instructions. Participants were divided into eight subgroups based on training condition and their self-reported gender to provide peer feedback to three writing samples (poor, average, excellent quality) by fictitious male or female peer assessees in Eduflow. A total of 3017 peer feedback segments were analysed, revealing that trained or untrained male and female assessors were comparable in most peer feedback specificity categories when assessing fictitious male or female assessees. Nonetheless, we also found that female assessors excelled in certain categories of peer feedback specificity, while male assessors also demonstrated competencies in other categories. Results also showed that assessors who received assessment training provided localised peer feedback in all the writing samples. Finally, gender and training did not affect participants’ trust in their abilities and (dis)comfort when providing peer feedback.

This study assesses the potential use of artificial intelligence-programmed managers in the workplace through two experiments that manipulated source cues and time cues. Data were collected before the Novel Coronavirus pandemic and then 3 years after the pandemic’s outbreak when many businesses had returned to normal operations and ChatGPT had been released. Results held across the two experiments. Neither time nor source automation cues had an impact on the affective impressions participants formed of the simulated email exchange. Attention check data further suggests time cues may no longer be a relevant predictor of impression formation in workplace communication.

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 project is an interdisciplinary endeavor to connect research in the teaching of English with Critical Disability Studies, an intersection that is crucial to disrupting ableism and creating more liberatory schooling and societal contexts that embrace broader notions of human differences. Invoking critical content analysis of five young adult novels that depict characters with Tourette syndrome (TS), we asked, how are various models for understanding “disability” invoked in YA fiction that depicts Tourette syndrome? How do these various models function to reinforce, complicate, or reconstruct in a more progressive way notions about human difference in YA fiction that depicts Tourette syndrome? We focused on one of the many pervasive tropes found within all five novels using the psychodynamic construct of splitting. In particular, we call attention to depictions of TS as embodying an animal—most often a dog—that splits off into the bad/dangerous side, usually subsumed within a character’s “normal self.” This trope can be seen as part of broader, historical discourses that have dehumanized disabled people, constructing them as “other” and subsequently rationalizing exclusionary practices. We advocate for and discuss ways for scholars and educators to continue integrating disability from the margins to the center in literacy research.

This article explores four different topics of conversation in technical and professional communication (TPC) scholarship that overlap and connect with contemporary issues in generative artificial intelligence (AI): process and iteration, theory and power, actors and activity, and the social justice turn. The authors offer four nonexhaustive reviews of these conversations, offering insight into key issues and texts that have animated discourse in the field and can directly or indirectly address the complex relationship between TPC work and generative AI.

ABSTRACTAs immersive technology grows in popularity, universities are developing academic innovation labs (AIL) that often introduce students to virtual reality (VR) and other emerging cross reality applications. Although these labs help educate students on emerging technology, a more critical eye is needed to examine user experience (UX). This article reports on a qualitative, multimethod study that employed a talk-aloud UX protocol to gather data on VR users' experience at the University of Connecticut's OPIM Research Lab. To fully define and contrast this data, we juxtapose these individual narratives with rhetorical analysis of marketing discourse, as presented by VR platform HTC Vive, Google's VR application Tilt Brush, and the Research Lab's promotional material. Based on our findings, we assert that sociotechnical imaginaries as constructed by promotional material often reduce the complexities of immersion in user experience. Such marketing rhetoric creates "top-down" imaginaries that contrast with "bottom-up" imaginaries generated in user experience, reinforcing the complex and fluid definitions of immersion. The resulting study has practical implications for stakeholders across higher education, especially in the context of innovation labs, as well as for technical and professional communication educators and practitioners.KEYWORDS: Immersive technologyinnovation labsvirtual realityimmersionuser experienceemerging technologyfuture imaginariessociotechnical imaginaries Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrent LuciaBrent Lucia is an Assistant Professor In-Residence at the University of Connecticut School of Business. He has a PhD in Composition and Applied Linguistics from Indiana University of Pennsylvania. His current research explores the rhetorics of technology and its relationship to the production of space. His recent scholarship can be found in Rhetoric Review, Business and Professional Communication Quarterly, and Enculturation.Matthew A. VetterMatthew A. Vetter is an Associate Professor of English and affiliate faculty in the Composition and Applied Linguistics PhD program at Indiana University of Pennsylvania. His research, which asks questions related to technology, rhetoric, and writing, has been published widely in venues such as Social Media and Society, Rhetoric Review, Studies in Higher Education, and Computers and Composition. His co-authored book, Wikipedia and the Representation of Reality, was published by Routledge in 2021.David A. SolbergDavid A. Solberg is a teaching assistant at the Holy Family Institute in Pittsburgh, Pennsylvania. He received his MA degree in TESOL (Teaching English to Speakers of Other Languages) from Indiana University of Pennsylvania. His master's thesis was entitled The Use of Parallelism in Poetry Writing for the Acquisition of English Grammar (available from ProQuest).

ChatGPT and other LLMs are at the forefront of pedagogical considerations in classrooms across the academy. Many studies have spoken to the technology’s capacity to generate one-off texts in a variety of genres. This study complements those by inquiring into its capacity to generate compelling texts at scale. In this study, we quantitatively and qualitatively analyze a small corpus of generated texts in two genres and gauge it against novice and published academic writers along known dimensions of linguistic variation. Theoretically, we position and historicize ChatGPT as a writing technology and consider the ways in which generated text may not be congruent with established trajectories of writing development in higher education. Our study found that generated texts are more informationally dense than authored texts and often read as dialogically closed, “empty,” and “fluffy.” We close with a discussion of potentially explanatory linguistic features, as well as relevant pedagogical implications.

Supervisor communication competence was used to predict both beneficial (Study 1) and detrimental (Study 2) employee outcomes across remote, hybrid, and in-person work experiences. In both studies, there were no differences in perceived supervisor communication competence based on remote, hybrid, and in-person work experiences. As predicted, effective and appropriate supervisor communication were related to employee outcomes across work experiences. In Study 1, regression analyses indicated that effective communication was the best predictor of beneficial employee outcomes (engagement, empowerment, and accomplishment), whereas appropriate communication was the best predictor of detrimental employee outcomes (burnout, stress, alienation, and turnover intentions) in Study 2.

Embodied Environmental Risk in Technical Communication , edited by Samuel Stinson and Mary Le Rouge, is a timely collection of essays addressing the ways that humans conceptualize and interact with their environment when attempting to communicate the dangers of crises---such as climate change and COVID-19. Explicitly responding to the work of Jeffrey Grabill and Michelle Simmons (e.g., in their seminal 1998 essay, "Toward a Critical Rhetoric of Risk Communication"), this collection offers a broad variety of lenses for thinking about humans' relationships to their surroundings, especially while communicating environmental risk. The 14 chapters in this volume apply methodologies including rhetorical and discourse analysis, ethnography, integrated risk communication, and antiracist framing to topics ranging from university communications about the pandemic to groundwater pollution to upcycled art installations, in the process complicating traditional understandings of risk as something that exists "'out there,' independent of our minds and cultures, waiting to be measured" (Slovic, 1999, p. 690). Considered broadly, the collection offers human bodies and ecological impact as more effective barometers for risk than abstract calculations; individual chapters offer heuristics grounded in human experience or environmental considerations, along with discussion questions and assignments for use in classroom settings. The diversity of topics and methodologies represented ensure that the collection offers something of interest to most scholars and practitioners of risk communication, environmental communication, or embodiment in technical communication.

Fourteen years after the special issue on neuroscience and rhetoric in this journal (Neurorhetorics, vol. 40, no. 5), we turn back and look forward. We assess what has been accomplished in neurorhetorics in that time frame, examine what has changed in rhetorical studies and in the neurosciences, and offer suggestions for future research. Eight contributors detail the importance of neurorhetorics for their work and engage a range of topics. Those include neurodiversity, neuropolicy, neurogastronomy, and interdisciplinary collaborations, among others. Ultimately, the forum points toward the need for more critical cultural approaches in neurorhetorics, more policy discussions, new methodologies, and new philosophies that can stretch beyond the “neuro-” prefix and enroll insights from New Materialisms and Global Rhetorics.

Abstract: The Hebrew Bible accords great moral agency to the collective “children of Israel.” Its discourse focuses as much on the attitudes, words and actions of the nation as on those of kings, priests, or prophets, let alone ordinary individuals. Yet key texts emphasize that God’s covenant is forged with individuals. The relative priorities of individuals vs. the nation are nowhere stated explicitly. However, a remarkable text, King Solomon’s dedicatory address for the Jerusalem Temple in 1 Kgs 8, suggests that they have equal claim on God’s attention. Solomon authorizes seven types of petitions, half for individuals and half for the nation. The importance of individuals’ petitions is heightened through four distinctive rhetorical strategies—sequence, amplitude, narrative time, and billing. Implications are sketched for understanding the Hebrew Bible’s conception of identity, agency, and moral character.

In this discussion, we consider how the use of scenario-based assessment (SBA) can provide students with a way of developing the digital communication skills that business communication research has found they will need for the workplace, alongside other aspects of professional competence. This is because SBA can be employed to engage learners in the same types of authentic performance tasks in a situated context that they will likely encounter in their professional lives. In addition, SBA can also be used to maximize the integrity of an assignment by harnessing the positive effects of using generative Artificial Intelligence (AI) tools, while simultaneously mitigating against the misappropriation of AI by students. SBA allows learners to practice both their digital, and other, communication skills as well as contributing to their understanding of professional practice, and it also provides instructors with a powerful form of formative assessment. Our aim is to put forward a motivating and effective way of helping our students to develop the skills that they will need to become successful communicators in a postpandemic professional world.

OpenAI's ChatGPT is a large language model (LLM) that excels at generating text and public controversy. Upon its release, many marveled at its ability to author intelligible and generically responsible texts (Herman). Writing about his students' experiences using artificial intelligence (AI) writing assistants, S. Scott Graham remarks that the results were "consistently mediocre—and usually quite obvious in their fabrication." Why might this be true? How can an LLM succeed in some respects and fail in others? We argue that the discrepant reactions to human and AI rhetoric are a question of genre, specifically that AI rhetoric is only generic; AI rhetoric represents a new enactment of "writing degree zero" (Barthes) that is disengaged from immediate rhetorical situations and knowledge bases. AI text generators (currently) have a more difficult time simulating the positioned perspectives that human writers bring to situations and communicate to audiences through their genre usage. Drawing on the work of Bakhtin, we treat this problem as a question of generic form and audience addressivity. We describe the interplay of form and addressivity as genre signaling and offer it as a construct for the analysis of AI rhetoric and genre as a cultural form (Miller). Genre signaling (Hart-Davidson and Omizo) describes a feature of communicative behavior as it occurs over time that can help both humans and machines evaluate written discourse as it exhibits certain stabilized formal features. When texts contain specific genre signals at expected frequencies and intensities, it may be recognized as being generally accurate, reliable, trustworthy. Without these signals, a text with a similar topical focus might fail to be taken as credible or useful. In this essay we propose to quantify genre signaling based on three measures: (1) stability, (2) frequency, and (3) periodicity.

Recently, formative feedback in writing instruction has been supported by technologies generally referred to as Automated Writing Evaluation tools. However, such tools are limited in their capacity to explore specific disciplinary genres, and they have shown mixed results in student writing improvement. We explore how technology-enhanced writing interventions can positively affect student attitudes toward and beliefs about writing, both reinforcing content knowledge and increasing student motivation. Using a student-facing text-visualization tool called Write & Audit, we hosted revision workshops for students (n = 30) in an introductory-level statistics course at a large North American University. The tool is designed to be flexible: instructors of various courses can create expectations and predefine topics that are genre-specific. In this way, students are offered non-evaluative formative feedback which redirects them to field-specific strategies. To gauge the usefulness of Write & Audit, we used a previously validated survey instrument designed to measure the construct model of student motivation (Ling et al. 2021). Our results show significant increases in student self-efficacy and beliefs about the importance of content in successful writing. We contextualize these findings with data from three student think-aloud interviews, which demonstrate metacognitive awareness while using the tool. Ultimately, this exploratory study is non-experimental, but it contributes a novel approach to automated formative feedback and confirms the promising potential of Write & Audit.

Embodied Environmental Risk in Technical Communication , edited by Samuel Stinson and Mary Le Rouge, is a timely collection of essays addressing the ways that humans conceptualize and interact with their environment when attempting to communicate the dangers of crises---such as climate change and COVID-19. Explicitly responding to the work of Jeffrey Grabill and Michelle Simmons (e.g., in their seminal 1998 essay, "Toward a Critical Rhetoric of Risk Communication"), this collection offers a broad variety of lenses for thinking about humans' relationships to their surroundings, especially while communicating environmental risk. The 14 chapters in this volume apply methodologies including rhetorical and discourse analysis, ethnography, integrated risk communication, and antiracist framing to topics ranging from university communications about the pandemic to groundwater pollution to upcycled art installations, in the process complicating traditional understandings of risk as something that exists "'out there,' independent of our minds and cultures, waiting to be measured" (Slovic, 1999, p. 690). Considered broadly, the collection offers human bodies and ecological impact as more effective barometers for risk than abstract calculations; individual chapters offer heuristics grounded in human experience or environmental considerations, along with discussion questions and assignments for use in classroom settings. The diversity of topics and methodologies represented ensure that the collection offers something of interest to most scholars and practitioners of risk communication, environmental communication, or embodiment in technical communication.

This article offers perspectives on adopting smart home technology into usability testing for technical and professional communication (TPC) courses. Usability is a valued skill for technical communicators. However, usability testing methods have their problems as pedagogical tools. Internet-of-Things (IoT) devices and Smart Home Technology (SHT) may offer instructors tools to overcome some of those problems. This article details advantages and concerns associated with using SHT for curricular usability testing.

AbstractWe propose a revised definition of “argument scheme” that focuses on describing argumentative performances and normative assessments that occur within an argumentative context, the social context in which the scheme arises. Our premise-and-conclusion structure identifies the typical instantiation of an argument in the argumentative context, and our critical framework describes a set of normative assessments available to participants in the context, what we call practically normative assessments. We distinguish this practical normativity from the rationally or universally normative assessment that might be imposed from outside the argumentative context. Thus, the practical norms represented in an argument scheme may still be subject to rational critique, and the scheme avoids the is/ought fallacy. We ground our theoretical discussion and observations in an empirical study of US district court opinions resolving legal questions about copyright fair use and the lawyers’ briefs that led to them, instantiating our definition of argument scheme in the “argument for classification by precedent.” Our definition addresses some criticisms the argument-scheme construct has received. For example, using our data, we show that a minimally well formed instance of this type of argument does not shift any conventional burden from the proponent of the argument to its skeptics. We also argue that these argument schemes need not be seen as dialogical.

David Landes, Duke University 11 November 2023 Abstract In light of cross-disciplinary interest in rethinking the conceptions of attention and attention economy, this paper conducts an archeology of Kenneth Burke’s concepts in order to construct a theory of attention implicit in his work. First, I overview key parts of rhetorical studies calling for rethinking the idea of attention. Then, I read Burke’s concepts for their implicit attentional aspects and implications. These findings are collected, listed into a glossary, and extrapolated into an account of Burkean attention, which I call “symbol-formed attention” to complement the reigning empirical theories of attention problematically borrowed from the sciences. I conclude by suggesting how Burke provides a rhetorical idea of “attention” as a terministic screen adaptively reconfigurable to situation and strategy. What would it mean to conceive “attention” rhetorically? Terms considered “psychological” have been reinterpreted to recover their elided rhetorical processes: Oakley’s rhetorical conception of cognition (Oakley) , Goffman’s rhetorically performed self (Goffman) , Gross’s rhetorical publicness of emotion (Gross) , Billig’s rhetorical argumentation that constitutes psychology (Billig) , and rhetorical studies’ formulation of public memory (Phillips et al.; Dickinson et al.) . Such projects “rhetoricize” the psychological by explicating implicit rhetoricalities and by reframing concepts of mechanistic motion into socialized action. In their rhetorical interpretation, these terms—cognition, self, emotion, social psychology, and memory—are terministic screens attuned to discursive purposes. Rhetoricizing scientized terms is one of dramatism’s imperatives. Dramatism provisions our vigilance to round out reductive terms, animate action in motion, and de-mechanize accounts of human motive in the face of homo symbolicus’ catastrophic inclinations. The salience of “attention” as a crisis term and as an inherency…

This interview was conducted on February 14, 2023. It is available in an English translation by Benjamin de Buen on the RTE webpage at https://t.ly/Rf7KX. David Poveda es profesor titular de universidad en el Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología de la Universidad Autónoma de Madrid. Lleva algo más de dos décadas investigando a través de metodologías etnográficas y cualitativas un abanico amplio de cuestiones relacionadas con la educación y los procesos de socialización de la infancia y juventud contemporáneas.

This interview was conducted on February 14, 2023, and is published in the original Spanish in volume 58, issue 1 of Research in the Teaching of English. It was translated into English by Benjamin de Buen. David Poveda is associate professor at the Department of Developmental and Educational Psychology, School of Psychology of the Autonomous University of Madrid. He has been using ethnographic and qualitative methodologies for over two decades to study a wide range of educational and socialization processes of contemporary childhood and youth.

This article tells the story of YpsiWrites, a community writing resource that provides support, resources, and programs for all writers. It shows how ideas from adrienne maree brown's Emergent Strategy (2017) provide a generative framework for community-engaged initiatives. It uses this framework to examine the work of YpsiWrites, and, in doing so, illustrates the value of the framework for planning, carrying out, and assessing community-engaged work (CEW). The authors share responses to questions they posed to stakeholders, along with themes from those responses, which paint a more nuanced picture of the nature and potential of this work. They conclude with a call to engage and an invitation for others to use these questions as a heuristic in pursuing their own, unique community-engaged work.

Abstract In August 2022, the U.S. restaurant chain Cracker Barrel introduced a meatless sausage patty—the “Impossible Sausage”—to its breakfast menu. A viral social media backlash against the restaurant ensued. Using Fabio Parasecoli's theory of gastronativism as a theoretical lens, we perform a critical rhetorical analysis of online commentaries regarding Cracker Barrel's Impossible Sausage with an eye toward synecdochic representation. We contend that the online “culture war” that ensued within and beyond Cracker Barrel's social media pages is representative of plant-based meat alternatives’ gastropolitical resonance in U.S. American identity construction. Two synecdoches emerge through our analysis, the Cracker Barrel restaurant as right-wing sacred space embedded in “tradition” and the Impossible Sausage as a leftist, progressive, contagious intrusion into this space. Discourses of faux-Southern identity, right-wing appeals to traditional ways of life, and white masculine victimhood are entrenched in these synecdochic tropes. Understanding the Cracker Barrel's meatless menu debacle as a manifestation of gastronativist synecdoche demonstrates the ideological significance of meat and plant-based meat in contemporary U.S. political imaginaries. Given plant-based foods’ increasing popularity among health- and environmentally conscious consumers, rhetoricians concerned with the intersections of food, power, and identity should take note of how flesh (non)consumption symbolically (re)constructs U.S. American gastropolitical identities.

Preview this article: Editors’ Introduction: Pursuing the Midwifery Properties of Editing Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/58/1/researchintheteachingofenglish32607-1.gif

This review reflects on, 'New Perspectives on Academic Writing: The Thing That Wouldn’t Die', by Bernd Herzogenrath.

For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities should be emphasized? We invited them to think together, to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term, we are hoping that this effort toward intergenerational, collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.

This article examines Hunton and Johnson’s Two Colored Women with the American Expeditionary Forces, which recounts their WWI YMCA service in France supporting Black troops. TCW exemplifies a long tradition of Black civic pedagogy, drawing on prophetic and empirical strategies to teach audiences that Black experience and racial justice are foundational to American democracy. Deploying the Black jeremiad, it exposes racial inequities and envisions a racially just future; deploying testifying, it combines narrative, reportage, and documentary evidence to empirically support its findings of white racism, Black heroism, and French egalitarianism. These strategies suggest possibilities and limitations for future practice.

Despite calls to give greater attention to bodies and infrastructures, and despite the development of facial recognition software and face replacement apps, not to mention medical face masks during the COVID-19 pandemic and a long history of political faces in the news, rhetoric has not directly nor adequately dealt with the face. I offer a new materialist rhetorical theory of the face, drawing on the concepts of hyle and iwi to argue that the face is a bio-social conglomeration both human and nonhuman. I look specifically to biometric data collection and to artist Zach Blas’s algorithmically designed masks from his project, “Facial Weaponization Suite,” to illuminate how the face is rhetorical and how faces might resist facial recognition suppression. The study urges rhetoricians to think carefully and ecologically about the face.

Reviewed by: Architects of Memory: Information and Rhetoric in a Networked Archival Age by Nathan R. Johnson, and: Excavating the Memory Palace: Arts of Visualization from the Agora to the Computer by Seth Long David Marshall (bio) Nathan R. Johnson, Architects of Memory: Information and Rhetoric in a Networked Archival Age. Tuscaloosa, AL: The University of Alabama Press, 2020. 205 pp. ISBN: 978-0-8173-2060-7. Seth Long, Excavating the Memory Palace: Arts of Visualization from the Agora to the Computer. Chicago, IL: The University of Chicago Press, 2020. 243 pp. ISBN: 978-0-226-69514-3. Is memory the sleeping giant of the five parts of classical rhetoric? Some rhetoricians have been skeptical of the entire art of memory enterprise, denying essentially that there are any artificial means of training natural capacities for memory. But many have been believers, and there are vivid arguments asserting how memory as the fourth of those classical parts underwrites and illuminates each of the others. Memory is invention by another name, because the treasure house of previous performances is also a store of potential recombinations. In the most famous of the ancient mnemonic exercises, practitioners were asked to use a familiar architectural form—a sequence of rooms in a home they knew well, for instance—as a background and storage facility for items they wished to remember, and in the emphasis on sequencing there is a logic and practice of arrangement. (Cicero relayed an origin story for this topos about the Greek poet Simonides: during a performance at a dinner, he was called away; while he was away, the roof collapsed killing those within, mangling their bodies beyond recognition; but Simonides was able to identify the dead because he recalled where each guest had been sitting—and the inference was that visualizing figures against a ground is the secret of memorization.) When it comes to the work of symbolizing items to be set against this imagined background, moreover, we are certainly in the domain of style and trope. In the example that Pseudo-Cicero made famous (Rhet. Her., 3.20.33–34), we are asked to picture a scene in which a ram's testicles hang from the fourth finger of a man's hand. The goal of such imagining is to more securely recall facts that are relevant to a legal case we are memorizing—namely, the facts of an inheritance (Romans made purses from scrotums) and the availability of witnesses (testicle and testimony share an etymology). And, as for delivery, the deep paradox of memory is that organizing and practicing the passage of things from the present into the past is in fact one of the keys to performing in the moment: it is as if the artisan of a well-constructed and vividly-appointed memory palace is like an acrobat with every potential move memorized and at-hand equidistant as it were from the here and now of performance. There is thus a lot to say about the rhetorical dimensions of memory, and taken together the two books reviewed here, Nathan Johnson's Architects of Memory and Seth Long's Excavating the Memory Palace, make wide-ranging use of memory's rhetorical histories to make claims about contemporary mnemonic practices and possibilities. Nathan Johnson makes a pitch for the significance of the material infrastructures of memory work, and he anchors this pitch in histories of [End Page 100] the different cultures of Library Science and Information Studies after World War II in the United States. Johnson organizes his attention around two significant figures and their respective institutional contexts: Dorothy Crosland, a librarian at Georgia Tech from 1925 (and head librarian from 1953–1971), and Robert S. Taylor, who wrote the influential work The Making of a Library (1970) and who, within a year of his appointment as Dean in 1973, changed the name of the School of Library Science at Syracuse University to the School of Information Studies. Johnson does note the different trajectories that each of these individuals represents. In his narrative, Crosland represents a library sciences profession that women dominated and that was often coded as a "feminine" form of labor, and Taylor represents the rise of...

In light of cross-disciplinary interest in rethinking the conceptions of attention and attention economy, this paper conducts an archeology of Kenneth Burke’s concepts in order to construct a theory of attention implicit in his work.  First, I overview key parts of rhetorical studies calling for rethinking the idea of attention.  Then, I read Burke’s concepts for their implicit attentional aspects and implications. These findings are collected, listed into a glossary, and extrapolated into an account of Burkean attention, which I call “symbol-formed attention” to complement the reigning empirical theories of attention problematically borrowed from the sciences.  I conclude by suggesting how Burke provides a rhetorical idea of “attention” as a terministic screen adaptively reconfigurable to situation and strategy.

Small-scale fishers comprise nearly all capture fishery jobs, bring known benefits to biodiversity management, and, until recently, have provided humanity with the large majority of its seafood. Despite these well-documented benefits, small-scale fishers face increasingly intense displacement because of the marine closure pathway for biodiversity repair that is forwarded in the first draft of the Post-2020 Biodiversity Framework. In this paper, I analyze and contextualize conflated and extracted informational foci in marine science policy documents in order to illustrate that diminishing contexts for small-scale fisher value move through biodiversity policy texts to occupy priority positions in the first draft of the Post-2020 Biodiversity Framework.

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.

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...

The COVID-19 pandemic has cast digital communication competency into sharp relief. Rapid virtualization of how we work and learn has highlighted this challenge for business education. In response, the business communication syllabus must evolve to include digital communication competencies. Most of our students are comfortable with computer and Internet usage. However, our research uncovers a gap between their perceived and actual digital communication competency, as well as indications of stress in their online relationships. This article offers suggestions on creating a business communication syllabus in tune with learner and business needs given that digital communication is rapidly becoming the norm.

ABSTRACTAssuming that withdrawal is ontological, no method of inquiry will breach the “essence” of an object. As such, this article raises a question of onto-epistemological access to complicate the development of recent rhetorical theories and rhetorical method/ologies informed by object-oriented ontologies and new materialisms. This article wonders about the drive to know and to feel forwarded in these rhetorical method/ologies without discussing how things hide from other things and from themselves, how things elude critics, and how scholars access others through ethnographic and embodied methodologies. Explicating epistemist and anti-epistemist approaches to the question of onto-epistemological access, this article makes a modest proposal for rhetoric scholars to conjure rhetorics of unavailable diversities to remake the gap between knowledge and reality again and again.

The use of comics can be a powerful tool to expand educational outreach efforts for improving the health and well-being of people everywhere. Dr. Ian Williams coined the term "graphic medicine" to denote the use of comics in medical education and patient care ("Graphic Medicine"). Alzheimer's disease affects approximately five million Americans and is expected to triple to 13.8 million by 2050. Hispanics and Blacks are disproportionately affected at a higher rate than other groups ("Facts and Figures"). There is a lack of culturally relevant educational materials available for these populations. To address this disparity, an interdisciplinary community engaged collaboration was initiated with the Alzheimer's Association West Texas Chapter, The University of Texas at El Paso (UTEP), and Dukes Comics to produce a series of virtual workshops entitled, "Journaling and Doodling for Stress Reduction and Relaxation" for caregivers of people living with Alzheimer's and other dementias. These sessions were live-streamed and began during the COVID-19 pandemic. Spanish sessions have also been provided to the public. Health information about the disease process and common caregiver challenges are provided in each session. A guided journaling and doodling activity are also included. Journaling has been shown to be an effective and easy tool to use for stress management (Scott). The impetus behind this project was to address the dire need for increasing access to Alzheimer's disease education and resources in El Paso, Texas, a border community that is also home to Fort Bliss Army base. Hispanics comprise approximately 82% of the population and include a large Spanish-speaking segment. Language is often a barrier to health care access and education. To meet the aim of increasing accessibility, the workshops and comics are available in both English and Spanish and soon in-person. This project received a 2022 joint seed grant from Texas Tech University Health Sciences Center El Paso and UTEP to conduct research and examine data from these workshops that will be provided in-person in marginalized and multilingual Latina communities surrounding El Paso starting in the fall.

This past decade, the healthcare industry has undergone a transformation with where, how, and why writing happens. For example, what the health and medical professions conceive of as “documentation” or “charting” is writing, even though practitioners call it by another name. Additionally, most writing in healthcare settings is now also multimodal, incorporating textual, digital, visual, and aural content. This essay focuses on the patient decision aid as pedagogical tool that embraces the technological and multimodal changes in health and medicine. Patient decision aids can be understood as a multimodal tool guiding shared decision-making practices. As a genre, the decision aid prompts students to engage in a series of writing modalities – visuals, narrative, texts – as well as the application of user experience and design. Finally, the decision aid as an assignment offers explicit connections between humanities-based students and broader healthcare industries.

Lamentations surrounding the “loss” of 1960s activism leads some to ask: What happened to the social movements of the 1960s? Kristen Hoerl's answer might be that we (the public) are what happened. In other words, Hoerl's project reveals our collective participation in the ongoing processes of “selective amnesia.” Hoerl's book focuses on the ways in which movements are remembered (and forgotten), some forms these memory practices assume in cultural texts, and functions that continue to unfold. Hoerl's focus is on rhetorical texts about protest movements versus focusing on the discourse of these movements.Hoerl's introduction, “Selective Amnesia in Hollywood's Imagined Sixties,” alludes to both her intent and theoretical contribution. Hoerl's primary intent is to reveal how a series of Hollywood texts have coalesced in the public's imaginary. Coalescing occurs through a repeated process of remembering and forgetting. Hollywood represents (and directs) an important layer in such processes. This process of selecting (and deflecting) memories of the turbulent 1960s is a process of framing Hollywood narratives that she calls “selective amnesia.” Hoerl's introduction works to examine and explicate some of the layers contributing to our collective memory of the 1960s as a “bad” decade. The layers that constitute the 1960s come from many cultural corners (film, television, public address, etc.). In order to uncover the rhetorical form(s) that selective amnesia assumes the book offers case studies in each of its subsequent chapters.In the first chapter, Hoerl provides an overview of selective amnesia, contextualizing protests of the 1960s in its various guises. Hoerl provides brief snapshots of Black Power, Third World activism, the New Left, the antiwar movement, counterculture, women's liberation, and GLBTQ+ radicalism. In the second half of the chapter, Hoerl contrasts these snapshots of radicalism with the entertainment industry's depictions of dissent. As an industry, Hollywood has sought to profit through commercialized images of countercultural activities. Hoerl reveals that the form of these commercialized images reflects the “spectacle of dissent” while neglecting the politics informing dissenting groups. Taken together, Hoerl reads such portrayals as Hollywood's invitation to see any social movement as attempting to merely reform the status quo versus protestors desires to change the system. Hoerl traces these inflections and deflections diachronically through the 1980s and 1990s, finding recurring and reinforcing patterns that leave audiences with the “common sense that radical dissent is a phenomenon that belongs in the past” (53). Such sense-making has consequences because popular culture is an important arena that responds to and participates in the political struggles justifying the contemporary era (10).Chapter 2 explains “how the generational conflicts of several fictional families give meaning to the late sixties for eighties-era television and film audiences” (62). Hoerl's explanation of this process of meaning making is accomplished through her analysis of three serial situation comedies (sitcoms): Family Ties, Wonder Years, and thirtysomething. Hoerl joins scholars who argue that situation comedy remains the preferred modality for addressing and understanding the American family since the 1950s. Taken together, Hoerl's analysis of 1980s-era sitcoms reveals these shows “ultimately establish neoliberalism as a common-sense inevitability” (62). Common sense making then is a kind of cultural collusion imbricating Hollywood producers, politicians, and their vast public audiences in “halting nostalgia” for virtues of the pre-1960s past. This concept of halting nostalgia is not fully developed but hints at some political functions of cultural texts like sitcoms.Chapter 3 is where Hoerl outlines the qualities of the archetypal characters (ambivalent activist, macho militants, and good citizen) that can be found in an array of pop-culture texts. In particular, she finds these archetypes in the quintessential nostalgia film Forrest Gump and the NBC miniseries The ‘60s. To accomplish this outlining, she begins by contextualizing the culture wars of the 1990s, a time when religious conservatives blamed the 1960s for the fragmentation of the nuclear family. Within this culture war context, Forrest Gump won an Oscar for Best Picture in 1994. Conservatives, Hoerl observes, weaponized the film by framing fictional 1960s characters as ambivalent, macho, or good. Such frames reflected neoliberalism of the 1990s while simultaneously deflecting (and thus “forgetting”) the motivations of many 1960s protestors.Hoerl contrasts disparate textual visions of Black Power in chapter 4 through an analysis of a variety of cultural texts with a focus on Hollywood films. Film, she argues, “may offer resources for envisioning empowered collective resistance to ongoing instances of police violence” (124). The first half of the chapter explores how Spike Lee's Malcolm X and Mario Van Peeble's Panther offer alternative models for black political agency” (127), whereas the second half of the chapter critically reviews a variety of negative depictions of the Black Panther Party. Although Hoerl focuses on Malcolm X and Panther, she engages a series of other cultural texts. The chapter opens reflecting on Beyoncé’s 2016 Super Bowl halftime performance, through which the singer provoked memories of Black Power. It proceeds to consider sitcoms such as The Cosby Show. Through her close reading of these pop-cultural texts Hoerl suggests that both positive and negative portrayals of Black Power collude to reveal Hollywood's “ambivalent relationship with U.S. race relations” (125).If Hollywood texts regarding the Black Power movement advanced contrasting visions, chapter 5 explores a consistent and interlocking structured message system in Hollywood's police procedurals connected to and reinforced by mainstream news. Here, Hoerl examines frames through which late 1960s militancy of a variety of movements effectively criminalized the decade. Narrative patterns in police procedurals such as Law and Order repeatedly framed all dissent as dangerous. For example, in news accounts of the 1960s she finds that “the selective amnesia constructed by the news accounts . . . invariably exaggerated the criminal behavior of the actual activists who inspired the episodes” (164). The exaggeration of criminality is particularly pronounced in media coverage of women radicals (165).In her conclusion, Hoerl reviews contestations surrounding 1960s memories and some implications. She concludes that Hollywood has, by and large, taught viewers to see the 1960s as “bad” by framing its fictional subjects as immature, ambivalent, or dangerous to the body politic. At the same time, such media depictions largely left protestors’ rationale undeveloped or unexplained. Taken together, the “recurring character portrayals and narrative developments highlight the broader processes by which Hollywood has structured selective amnesia of radical 1960s-era dissent” (188). Hollywood's selective structuring continues into the 2000s, working to ossify public memory by returning to patterned responses. Beyond a critical review, the conclusion suggests that the implications of Hollywood's selective amnesia are numerous. Candidates in the 2016 presidential cycle resurrected symbols of both the “good” 1960s (Bernie Sanders) and the “bad” 1960s (Donald Trump). In addition, contemporary protest groups (including Occupy Wall Street and the Black Lives Matter movements) continue to experience negative framing muting their potential. Although independent films (such as Chicago 10) offer nuanced portrayals of the “radical” 1960s, such countermemory texts lack the widespread distribution and often celebrate a “decidedly white and masculine image of radical dissent” (197). The book's final page conveys a cautious optimism that countermemories “highlight the emancipatory potential of memory” (198).If Hoerl's conclusion is correct and Hollywood's selective amnesia of 1960s dissent is repeatedly framed in the negative, her project demonstrates that such framing is never complete. The book enters the process of public memory, reframing public memory of the 1960s through its deconstruction of prominent frames. As such, the book is a significant counterbalance to prevailing mediated memories and will be of interest to scholars working in public memory, cultural studies, media studies, and rhetoric.

Book Review| February 01 2022 Review: Editorial Bodies: Perfection and Rejection in Ancient Rhetoric and Poetics, by Michele Kennerly Michele Kennerly, Editorial Bodies: Perfection and Rejection in Ancient Rhetoric and Poetics. Columbia: University of South Carolina Press, 2018. 242 pp. ISBN: 9781108426237 David L. Marshall David L. Marshall University of Pittsburgh Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2022) 40 (1): 91–94. https://doi.org/10.1525/rh.2022.40.1.91 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 David L. Marshall; Review: Editorial Bodies: Perfection and Rejection in Ancient Rhetoric and Poetics, by Michele Kennerly. Rhetorica 1 February 2022; 40 (1): 91–94. doi: https://doi.org/10.1525/rh.2022.40.1.91 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.

In this review essay, we look back at the evolution of the rhetoric of science by reviewing the Case Studies and Issues and Methods volumes edited by Randy Harris. We conclude by reflecting on the past, present, and future of the discipline.

Reviewed by: Editorial Bodies: Perfection and Rejection in Ancient Rhetoric and Poetics by Michele Kennerly David L. Marshall Michele Kennerly, Editorial Bodies: Perfection and Rejection in Ancient Rhetoric and Poetics. Columbia: University of South Carolina Press, 2018. 242 pp. ISBN: 9781108426237 There exists a set of topoi still alive—undead—within ancient, medieval, and early modem historiographies of rhetoric that circles “the loss of politics” as the crucial fact when it comes to narrating the coming into being and passing away of rhetoric. Politics itself as an object of such attachment may take several forms, but it is the beginning and sine qua non of rhetorical [End Page 91] application. In her disciplined yet frequently humorous Editorial Bodies, Michele Kennerly boils the politics-as-lost-object topoi down to the bone: “oratory flourishes in democracies only, the Hellenistic age [for example] was undemocratic, ergo there were no speeches worth preserving” (56). Kennerly tilts at the politics-as-lost-object topoi (and contests this characterization of the Hellenic) from a refreshing and subtle angle—that of editing, revision, what she terms “ corpus-care” (15). For her, turning to the curation of texts with rhetorical attention is not the reluctant decision of a culture that has lost its opportunities to speak and decide together in public. As Kennerly puts it, “rather than being indicators of political decline or decadence, polished and published prose and verse point to contestation over what sort of words best sustain communal life,” and, in this way, “writing is no less democratic or republican than speaking: the two verbal forms live parallel lives” (209). Hers is also a re-reading of the early histories of both Greek and Roman rhetoric showing how concern for the written record was always at issue alongside concern for the oral performance. Kennerly’s approach yields instructive angles on a series of authors. We encounter what she calls “Horace’s meticulous file,” his editorial metaphor of choice for smoothing stylistic burrs. But Kennerly pushes against “a prevailing view on Horace’s strictures on the stilus-, that he ‘made a virtue out of a political necessity’”—“the ‘necessity’ being the need to watch one’s words as the imperial period gained force” (109). In her reading, Ovid is someone who “displays his editorial body” cultivating thereby “the image of a man trying to correct his mistakes” (134), and this leads to “the (cultivated) shabbiness of his corpora,” which for Kennerly “accords with their tristis situation” (139). Political exile means disheveled self-consuming textual performance. In reference to Quintilian, editing implies compilation and overview stemming from care, and “the enmbased lexical family is the progenitor of ‘curative’ and ‘curation,’ both of which apply to Quintilian’s labors: he sees what ails various oratorical corpora and means to cure them through his curation of rhetoric’s traditions and orations” (164). Editing, reworking, compiling, creating a summative edition—all these should be understood in terms of established rhetorical topoi. Just so, in Quintilian, compiling is also a form of ethopoetic exercise, and such processes become “habituation hexis (Greek, lit. ‘having’)” rendered sometimes, as we know, “in Latin as facilitas (ease)” (162). Always, Kennerly is attentive to the embodiments of writing and editing. In Latin, she relays, the “edowords”—at the root of “edit” and its variants—were themselves richly enmeshed in a slew of metaphors “from giving birth, to uttering words, to presenting something for inspection, to displaying it publicly, to publishing it” and did not denote “prepublic textual activities” (2). And the terms ancient Romans did use for textual revision drew on a range of artisan prototypes: “they dragged away, cut out, pressed, smoothed, polished, hammered, filed, and shaved” (2). On the Greek side, “gluing” was an important metaphor domain because it had pertinent literal applications too: “writers would glue papyrus patches atop errors to hide them or to insert emendations on top of them” (29). Again, [End Page 92] Kennerly is quick to note that “turning the stilus” was “idiomatic for rubbing out with the flat end of the stilus something written into a wax tablet with the pointed end” (79). It should thus come as no surprise that, although this work is ancient in...

Writing center professionals’ (WCPs) efforts to integrate transfer of learning theory into writing tutor education have exceeded empirical research on the effects of such curricula. Building on research in this area (Cardinal, 2018; Hill, 2016), we designed and implemented a semester-long, transfer-focused training curriculum for experienced undergraduate writing tutors that sought to build on tutors’ prior knowledge of writing center pedagogy. We tracked these tutors’ understanding of, attitudes toward, and uses of transfer and transfer talk in writing center sessions over the course of a semester. Through analysis of training meeting transcripts and a post-training survey, we found that tutors developed a basic understanding of transfer and demonstrated positive attitudes toward transfer and transfer talk; however, they responded negatively to examples of explicit transfer talk in the curriculum and proposed modifications constrained by the social context of tutoring (Carillo, 2020). We characterize these modifications as instances of tutors contextualizing transfer talk in light of their prior knowledge of writing center pedagogy. We encourage WCPs who are designing or researching transfer-focused tutor education to conduct additional empirical research and to prioritize tutors’ perceptions and experiences in order to develop more dynamic conceptions of transfer in writing center studies (Carillo, 2020).

The creation of a technology venture brings the entrepreneur to interact with different stakeholders and persuade them of the quality of the business idea. In such endeavors, entrepreneurial storytelling and business pitches are crucial to attract stakeholder interest and potential commitment. We focus on longer and structured elevator pitches used by entrepreneurs seeking funds and partners for their startup, and we present an integrative framework of evaluation dimensions, specific items, and key evidence to assess a pitch. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> We conducted a systematic review of specialized literature on business venturing, entrepreneurship, and business communication, and we selected 40 research articles from which we have extracted concepts related to the quality and effectiveness of an elevator pitch. We analyze and aggregate concepts to derive a taxonomy of evaluation dimensions. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and discussion:</b> We identify four dimensions of evaluation of an elevator pitch: background and contextual knowledge showed in the presentation, project content and venture information, storytelling approach and style, and entrepreneurial flow or “algorithm” of the pitch. We detail the dimensions by defining 19 evaluation items and associated key evidence to support assessment. We undertake a preliminary application of the framework with three groups: Business investors, potential entrepreneurs, and entrepreneurship students. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion and further research:</b> We advance the discussion on venture storytelling and provide practitioners with a useful tool to support the evaluation of an entrepreneurial idea presented through an elevator pitch.

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While various forms of smart home technology have been available for decades, they have yet to achieve widespread adoption. Although they have risen in popularity during recent years, the general public continue to rate smart home devices as overly complex compared to their benefits. This article reports the results of an eight-month study into the effects of training on smart home technology adoption. Building upon the results of a previous study, and using the same living laboratory approach, we studied the effects of training on the attitudes of a group of residents toward use of smart home technology. Results show that training influences those attitudes toward smart home technology, including increased confidence in future use, and increased actual use of more complex smart home features. Results also indicate that users tended to seek out other users rather than training materials for advice, and that privacy concerns were not a deterrent to using smart home devices.

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Some critics have theorized redemption in prison memoir as capitulation to prison’s disciplinary gaze. But a closer look at African-American memoirs emerging from the War on Drugs reveals that redemption is not an artifice of oppression or a singular destination but a topic for rhetorical invention. This essay shows how two memoirists—Jeff Henderson and Susan Burton—formed narrative identity from traumatic experiences and oppressive conditions of poverty and racism that led to crime and incarceration. Redemption begins when they question interpretations of that experience and create new narrative identities in the social worlds of upward mobility, recovery, and emancipation. Inventing redemption does not relieve them from the burdens of their histories but gives them new ways of relating to their histories and, in this way, new hope in controlling their futures. The rhetoric of redemption in African-American prison memoir is a powerful counterweight to the rhetoric of mass incarceration depicting African-Americans as unredeemable.

This study surveyed and analyzed feminist methodologies in four composition journals across ten years. Our findings offer a number of important checks upon methodological and epistemological conversations in composition research, particularly how the methods we choose demonstrate our attention to social justice, the materialities of research practice, and the situatedness of knowledge claims.

Drawing upon cognitive writing process theory and research, this study investigates the influence of language of writing, foreign language (FL) proficiency and gender on the revision processes of 77 undergraduate students studying at an English-medium college in Oman. Their first language (L1) was Arabic and their FL was English. The participants produced two argumentative authentic texts, one in L1 and one in FL. Their proficiency in English was assessed using the Oxford Placement Test (OPT). Participants’ revisions were recorded and analysed, according to the measures amount, location and type, via keystroke logging. The results showed that the vast majority of revisions in both languages were immediate, i.e. at the point of inscription, and focused on language rather than content. In addition, there was consistent evidence that participants made more revisions in the FL than they did in L1. For ‘total amount of revision’ and ‘immediate revisions’, there was a consistent interaction between gender and FL proficiency. The pattern of the interaction indicated two conflicting tendencies: (a) female participants appeared in general to be more motivated to make revisions in both languages than males, and (b) the less proficient they were in FL the more revisions they made. By contrast, the number of revisions made by the male participants did not depend on their FL proficiency. For ‘distant’, i.e. already written text, and ‘end’, i.e. after producing the first draft, revisions the amount of revision depended solely on the language of writing and gender. Furthermore, the results revealed that when writing in the FL, students with greater FL proficiency attended to content revision more than language revision. Findings are discussed in light of process-oriented writing research and implications for writing research and teaching are suggested.

ABSTRACTThis essay tells the story of Perelman and Olbrechts-Tyteca's “dissociation of concepts,” which they introduced in 1958 and is in use as a tool of criticism by many rhetorical critics. The story begins in England with John Locke's development of associative reasoning in 1770 and then moves to France, with Remy de Gourmont extending associative reasoning with the concept of dissociation in 1899. Gourmont's dissociation crosses the Atlantic and is then developed by Kenneth Burke in 1931. In turn, Perelman and Olbrechts-Tyteca absorbed and expanded Locke, Gourmont, and Burke's theories of association and dissociation in 1958. They crafted a tool, the dissociation of concepts, that equips rhetorical reasoning with the capacity to navigate between the promise and perils of fission and fusion. Since 1958, many scholars have made productive use of Perelman and Olbrechts-Tyteca's innovation. The essay concludes with some possible futures for their dissociation of concepts.

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While scholars have examined racial dynamics within the US suffrage movement, we have fewer rhetorical treatments of how Black citizens argued for suffrage, particularly for a Black public. This essay examines a 1915 symposium published in the Crisis, featuring 26 African American rhetors. It finds that even as these rhetors deploy available commonplaces of contemporary suffrage arguments, they also draw from racial experience to claim space for Black women’s citizenship within a body politic that figures the ideal citizen as male and white. These arguments, moreover, cleave along gender lines: the men predominantly argue from the topos of justice and ground their claims in abstract democratic principles; the women predominantly argue from expediency and ground their claims in embodied racial and gendered experience. In doing so, they challenge and reshape dominant expediency claims based on white supremacy and reassert the links between women’s suffrage and universal suffrage.

Research Article| September 01 2020 The Complicity of Racial and Rhetorical Pessimism: The Coherence and Promise of the Long Civil Rights Movement David A. Frank David A. Frank David A. Frank is Professor of Rhetoric in the Robert D. Clark Honors College at the University of Oregon, Eugene. He thanks Professor John Hatch and Charley Leistner for their help in constructing this manuscript. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2020) 23 (3): 553–586. https://doi.org/10.14321/rhetpublaffa.23.3.0553 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation David A. Frank; The Complicity of Racial and Rhetorical Pessimism: The Coherence and Promise of the Long Civil Rights Movement. Rhetoric and Public Affairs 1 September 2020; 23 (3): 553–586. doi: https://doi.org/10.14321/rhetpublaffa.23.3.0553 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2020 Michigan State University Board of Trustees2020 Article PDF first page preview Close Modal You do not currently have access to this content.

We surveyed 803 undergraduates at a large public university about their online writing practices. We find that despite wide platform access, students typically write in a narrow range of spaces for limited purposes and audiences, with a majority expressing rhetorical concerns about writing in digital spaces. These findings suggest rich opportunities for writing instructors to better help students negotiate the terrain of online public discourse.

Our invitation is to think about composing as inclusive of written texts, multimodal webtexts, and all the things writing and rhetoric folks would normally be asked to help students improve in creating. But for this experience, we don't want to stop there. We want you to also think about composing other things. Think about films. Think about dance choreography. Think about baking pies. Think about music. How do humans learn to compose these things? How can a visualization aid in learning these things?

ABSTRACTToday, it is widely believed that humans have the ability to grasp the material world as it is, and that this grasp can be instrumentalized so as to progressively solve problems and maximize human flourishing. We call this idea “technopositivism.” Technopositivism seeks to give a comprehensive explanation of all that is, including the best possible social order. But, like all interpretive systems, technopositivism is incapable of providing such an explanation. Technopositivism is thus riddled with ironies and fragile. We argue that prevailing understandings of COVID-19 are instantiations of technopositivism and, as such, illuminate many of these ironies and fragilities.

Background: Early-stage accelerator programs teach new entrepreneurs how to identify and exploit venture opportunities. In doing so, they implicitly teach these new entrepreneurs how to develop and iterate claims. But since this function of teaching persuasion has been implicit and generally unsystematic, it is unclear how well it works. Literature review: We review related literature on the venture development process, value propositions, and logic orientation (Goods-Dominant vs. Service-Dominant Logic). Research questions: 1. Does an entrepreneurship training program implicitly teach new entrepreneurs to make and iterate persuasive claims? 2. How effectively does it do so, and how can it improve? Research methodology: We examine one such accelerator program via a qualitative case study. In this case study, we collected interviews, observations, and artifacts, then analyzed them with thematic coding. Results/discussion: All teams had received previous entrepreneurship training and mentoring. However, they differed in their problem and logic orientations as well as their stage in the venture development process. These differences related to the extent to which they iterated value propositions in the program. Conclusions: We conclude with recommendations for improving how accelerator programs can better train new entrepreneurs to communicate and persuade.

In Plato's early dialogues, the impossibility of talking to the crowd appears as a constitutive element of the opposition between rhetoric and dialectic and raises the understudied question of the role of the audience in Socratic thought. However, Xenophon's Socrates constantly identifies public and private speech. But this likening is also found in the Alcibiades Major, which gives a key to understand the true meaning of this assimilation: one can convince an audience, by talking to each individual in the crowd. The need to address each one implies an adaptation of language that can be found in the texts of different disciples of Socrates. The rhetorical aspects of the Phaedrus' psychagogia should then be understood, not as a new Platonic concept which allows the good orator to address the many, but rather as a new formulation of a well-known and shared Socratic ideal.

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Since its inception in 2000, Reflections has functioned as a site of synthesis for community-based writing pedagogy, service-learning, public rhetoric, and community-engaged research. Such a diverse range of influences leads to the formation of a journal that is ever shifting in its identity, scope, and mission. This complexity is what ultimately defines Reflections: a publication that constantly pushes the boundaries of knowledge creation and strives to remain receptive to topics and voices that are often excluded from other academic sources. The following collaborative article offers a content analysis of all publications in Reflections’ twenty-year history (2000-2020). Though not exhaustive, this analysis highlights unique aspects of the journal’s history, methods, non-traditional genres, pedagogical and disciplinary impact, and evolving interactions with power and privilege that have made it the public conscience for Writing Studies.

In Plato’s early dialogues, the impossibility of talking to the crowd appears as a constitutive element of the opposition between rhetoric and dialectic and raises the understudied question of the role of the audience in Socratic thought. However, Xenophon’s Socrates constantly identifies public and private speech. But this likening is also found in the Alcibiades Major, which gives a key to understand the true meaning of this assimilation: one can convince an audience, by talking to each individual in the crowd. The need to address each one implies an adaptation of language that can be found in the texts of different disciples of Socrates. The rhetorical aspects of the Phaedrus’ psychagogia should then be understood, not as a new Platonic concept which allows the good orator to address the many, but rather as a new formulation of a well-known and shared Socratic ideal.

Agency in prison writing is often theorized as resistance to the material conditions of incarceration and the ideological forces of the State. Situating agency in the larger history of mass incarceration (1970 – 2010) and in the memoirs of those who lived through it, however, shifts the focus from the prison writer as subject resisting an oppressive system and toward the prison writer as rhetor navigating the changing discourses and material conditions of mass incarceration in registers of agency that include resistance, self-determination, and recovery.

Smart home products continue to rise in popularity but have yet to achieve widespread adoption. There is little research on how the general population perceives benefits of different smart home devices beyond general surveys. Using a living laboratory of five solar houses that we equipped with a range of smart home devices, we assessed how university student residents learn about, use, and gain interest in adopting this smart home technology. Analysis of data confirms that users find lifestyle benefits to be the most important motivators for adopting smart home technology. Yet without training in using that technology, these benefits do not outweigh the risks associated with learning to operate that technology.

In this article, we examine how children ages 8 to 10 characterized the audiences of digital videos they made in school. Children’s perceptions of their viewers reflected, and in many cases complicated, current theorizing about the vast potential audiences of digital texts. Our analysis of videos and interview data surfaces several findings pertaining to how children characterized their audiences. Children discussed their desire to inform viewers, their deliberate choices about language use vis-à-vis their viewers, ways they predicted and steered audience emotions, and the affective dimensions of sharing one’s video with different audiences. These findings suggest that educators and researchers ought to foreground issues of addressivity when theorizing the question of audience for children’s digital products. They also raise questions concerning authentic audience in an age of increasing concern about children’s safety and security in online worlds.

ABSTRACT This is an introduction to and translation of Chaïm Perelman’s “De l’arbitraire dans la connaissance” published in 1933 by Maurice Lambertin publishing house. De l’arbitraire dans la connaissance has important implications for an understanding of Perelman’s intellectual development generally and specifically for an understanding the evolution of his New Rhetoric Project.

In a primary care health clinic, providers before, after, and throughout their shifts retrieve archival patient information and document new empirical data from each patient encounter into an electronic medical record (EMR). This documentation, called charting, contributes to ever increasing workload and provider burnout. While a provider may not perceive it to be, “charting” is writing work, and the clinic is a writing space. In this article, we use the concept of writing stewardship to examine a needs analysis of workflow in a family health center. We argue that the addition of writing stewards would shift the burden of documentation practices to distribute writing throughout the clinic, not primarily on providers. The implications of this are twofold: first, that writing studies researchers can help clinics write more efficiently and, second, that patient outcomes improve as a result of improved clinical communication.

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Background: Virtual teams are more and more common since the internet and mobile revolutions. Organizations are facing new challenges due to the lack of interpersonal relationships between the members of these teams. This study examines common team processes in an e-environment, relying upon two virtual team types: temporary and ongoing teams. Literature review: The aim of the review is to provide an overview of the challenges of such teams and to understand the complexity of team processes in such an environment. Research questions: 1. Does the type of virtual team have an impact on the quality of common team processes? 2. Can criteria be identified to determine which type of virtual team is more appropriate for given tasks? Research methodology: A quantitative test was conducted to compare the mean gaps between temporary and ongoing teams in trust, communication, and five collaborative processes. Then, by employing qualitative thematic analysis, we constructed a conceptual model to understand the reasons for these mean gaps. Results: Primary findings indicate that all but one of the tested processes achieved higher levels in ongoing teams rather than in temporary ones. Also, the more the collaborative process entails complex activities involving social bonds, the greater the gaps between the two team types. Conclusion: At the initiation of a virtual team, it would be best to focus on projects limited to elementary activities. If more complex team activities are anticipated, virtual team members should work together for an extended period.

Growing attention to a rift between epistemology and ontology, between words and things, sets new challenges and invigorations for a Rhetoric of Science that traditionally aims to “analyze and evaluate the persuasive communications of scientists” (Ceccarelli, 2017, para 6). Rhetoricians confront a vibrant, new intellectual space where scholars across disciplines are seeking to better account for bodies and moving to “include the materiality of our ambient environs” in their analyses (Rickert, 2013, p. x). The question, in light of material expansions, is what is a Rhetoric of Science, and what are its futures? In response to the Rhetoric Society of America’s 2018 conference call for junior and senior scholars to discuss “major developments in rhetorical studies,” we offer a Feyerabendian innovation-meets-dogma performative session: the junior scholar, representing innovation, argues that Rhetoric of Science must move aggressively beyond a study of texts and scientific language to account for continuous technological, social, and biological entanglements; specifically, to expand the field’s practices to include neuro-cognitive approaches and other forms of experiment. The senior scholar, representing dogma, expresses caution, arguing that the domain of a Rhetoric of Science is still symbols and semiosis; specifically, that looking at “ambient rhetorics” and “entanglements” is another approach, not a foundational shift.

This paper highlights the importance, when researching writing across the lifespan, of addressing a range of aspects of social context which change over time, particularly focusing on tools, values, relationships and identities. It illustrates this argument by drawing on a range of empirical studies exploring different aspects of writing in university settings, working with adults at a range of levels from Masters through doctoral study to academics' working lives, and reflects on the implications of this research for lifespan writing studies more generally. The projects drawn on include a study of multimodal feedback on postgraduate student writing and students' responses to this; a detailed study of academics' writing practices in the context of structural changes in Higher Education; and an interview study with PhD students participating in writing retreats, reflecting on their writing experiences. Drawing on findings from this work, we argue that shifts in material, social and institutional dimensions of context have a significant impact on what individuals write and on the writing practices that they develop. We particularly highlight the role of changing tools for writing and values around writing, and the importance of transformations in identity and relationships. We argue that the tradition of literacy studies research, drawn on by all the projects described in this paper, provides the theoretical and methodological resources to approach such aspects of academic writing development across the lifespan, by adopting a holistic perspective on writing which locates writing as situated practice and thereby provides insight into these social and contextual influences.

Writing mathematical proofs is a key component of writing in the discipline in mathematics. Historically, many students have struggled in pursuing this endeavor, particularly during their early exposure to the process. To help students progress toward the goal of being able to consistently create well-written proofs, I present an incremental approach used in a course for elementary education majors who are concentrating in mathematics. This approach uses daily low-stakes writing assignments. Using this instructional technique, I found that student engagement improved and that, overall, better mathematical proofs were written. One more instructor at my institution has already adopted the same methods, and I expect more to do so.

Ellen CushmanNortheastern UniversityThose of us gathered in these pages met at a Rhetoric Society of America Summer Institute with the goal of creating knowledge that would help to re-place the mat...

Imprisonment in America has become a form of civil death that blocks the capacity of ordinary people to develop intellectually, creatively, and ethically in ways more harmonious with the polity. Prison paideia in the grain of the sophists reconnects the imprisoned with the polis by challenging all assembled to inquire freely about the nomos that has shaped their perceptions of things; to make the weaker cases about those things, including themselves, stronger; and through dissoi logoi, to discover a culturally diverse aretê animating the demos they could become.

This study investigates the added burden Mexican and Taiwanese non-native English speaker (NNES) researchers perceive when writing research articles in English as a second language (L2) compared with their experience of first language (L1) science writing. 148 Mexican and 236 Taiwanese researchers completed an established survey of science writing burden. Results revealed significant differences between L1 and L2 science writing with an increased burden for L2 science writing consisting of an average increase of 24% in difficulty, 10% in dissatisfaction and 22% in anxiety. No significant differences between the Mexican and Taiwanese researchers were found. Regression analyses established that the variables of science writing burden contribute to a sense that English is a barrier to writing science. We maintain that the additional burden of L2 science writing constitutes a linguistic injustice and a barrier to science that should be addressed by relevant constituents.

This article explores the scope , foundation , and application of autoethnography in first-year composition and critical thinking classrooms. I broaden autoethnography’s scope from Mary Louise Pratt’s focus on colonial power dynamics to engage rhetoric, discourse, ideology, and materiality at large. I argue that indexing this broader conceptual scope to place-based education produces four key pedagogical effects : to increase students’ awareness of assumptions and practices, their engagement with learning, their opportunities to encounter difference, and their capacity to effect change. Place-based autoethnography, in turn, spatializes writing theory by attending to student geographies. Two assignments—the “autoethnography” and “cultural artifact”—redevelop writing as a space between chaos (disorder) and cosmos (order). I suggest that writing functions as a way to take up space and endow it with place, or value. Mapping the effects and affects of cultural artifacts from their lives, students chart the meaningfulness of objects and discourses in their socialization, leading to the aforementioned pedagogical effects. Consequently, place-based autoethnography is uniquely situated to engage students ( and teachers) with their lifeworlds.

Though composition studies has long sought to leverage new technologies of literacy to help students go public, we remain anxious about our ability to do so, as students commonly enter our classrooms already composing for diverse public audiences in a variety of digital contexts. Yet students, too, are often anxious about these new modes of composition, which circulate in a destabilized rhetorical environment where traditional understandings of authority, argument, and audience no longer hold. This article identifies five topoi of this new rhetorical landscape— presence , persistence , permeability , promiscuity, and power —describing the anxieties and affordances they present for student writers, the dispositions toward writing they foster, and the challenges and opportunities they pose for composition. This framework provides a critical vocabulary for compositionists seeking to help students negotiate emerging networked publics.

When considering the material ecologies of the human body, we must consider the bodies within—at least five hundred known species of microbes. We propose the term gut rhetorics to highlight how our guts have become an environment to which we are exposed: a biologically active actant contributing to the physiology and psychology—the rhetorical capacities—of the human body. Gut rhetorics incorporate—bring into the body and, importantly, into the body of rhetoric—the hungry horde within human bodies. First, we trace one probiotic formulation across three scientific studies to show how bodies, affects, and microbes are being “calibrated” at the level of experiment. Second, we stress skilled probiotic experimentation and encourage scholars to play amid environments, give attention to embodiment, and pursue phenomenological inquiry (Gruber, 2018; Melonçon, 2018). Gut rhetorics consider bodies, affects, and microbiota as entangled metabolic intra-actions that affect how the world appears to the body and the body to the world.

Public health advocates often encounter the arduous rhetorical situation of championing issues assumed to be personal. One such rhetorical situation can be observed in pro-caregiving advocacy rhetoric; organizations promoting public policy attention for unpaid family caregivers. This essay argues that pro-caregiving advocates invite public action by persuasively advancing personal and public problems that impact caregivers, care-receivers, taxpayers, and businesses; however, in their policy statements, advocates undo the likelihood of public action by creating a partial solution that emphasizes the preferred location of home care and de-emphasizes the ways in which the financial and health-related caregiver problems get solved. The essay concludes with rhetorical lessons that highlight the practical applicability of argumentation methodology for scholars and practitioners of public health advocacy. In doing so, this essay offers practical tools to evaluate and reposition the efforts of health advocates moving an issue from personal to public.

ABSTRACT This article investigates the formal dimensions of “post-truth” as a discourse. Specifically, I read post-truth as symptom, not as an “era” or “world.” The emergence of this symptom, the post-truth signifier, directs our attention to an anxiety regarding the desire for truth, rather than its presence or absence in public discourse. Based on Jacques Lacan's theory of discourse in Seminar XVII: The Other Side of Psychoanalysis, I argue that the emergence of the term “post-truth” in the popular vernacular epitomizes a masculinized discourse of hysteria. To outline the formal features of post-truth discourse, I draw upon an early use of the term “post-truth” in a 1992 article of the Nation written by screenwriter and playwright Steve Tesich. The article concludes by consulting the critical psychoanalytic writings of Hélène Cixous and Luce Irigaray to better specify the uniquely masculine form of post-truth hysteria and its implications for public discourse.

Book Review| November 01 2018 Review: The Shape of Herodotean Rhetoric: A Study of the Speeches in Herodotus’ Histories with Special Attention to Books 5-9, by Vasiliki Zali Vasiliki Zali. The Shape of Herodotean Rhetoric: A Study of the Speeches in Herodotus’ Histories with Special Attention to Books 5-9. International Studies in the History of Rhetoric 6. Leiden and Boston: Brill, 2015. VIII + 383 pp. ISBN: 9789004278967 David M. Timmerman David M. Timmerman David M. Timmerman Carthage College 2001 Alford Park Drive LH 303 Kenosha WI 53140-1994 USA dtimmerman@carthage.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2018) 36 (4): 432–434. https://doi.org/10.1525/rh.2018.36.4.432 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation David M. Timmerman; Review: The Shape of Herodotean Rhetoric: A Study of the Speeches in Herodotus’ Histories with Special Attention to Books 5-9, by Vasiliki Zali. Rhetorica 1 November 2018; 36 (4): 432–434. doi: https://doi.org/10.1525/rh.2018.36.4.432 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. © 2018 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.2018 Article PDF first page preview Close Modal You do not currently have access to this content.

This paper discusses implementation of blog writing as a formative assessment within a final year undergraduate module. Drawing on students’ perceptions and experiences, it proposes that blogging offers a more inclusive writing genre for Higher Education than traditional forms of academic scholarship.

This essay conducts a rhetorical analysis of the efforts to commemorate Charles “Buddy” Bolden with a mock jazz funeral in 1996. Widely recognized as a jazz pioneer today, Bolden acquired most of his acclaim posthumously. Bolden spent the last twenty-five years of his life in the Louisiana State Insane Asylum where he died in obscurity in 1931. Bolden’s mock funeral provides a useful case for extending public memory scholarship by exploring the rhetorical dimensions of defleshed memories. Drawing from interviews, archives, and textual analysis, this essay theorizes defleshed memories as memories whose physical trace—or evidence of a physical trace—is attenuated to a state close to non-existence by coercive acts of institutional repression and neglect that sanitize and depoliticize memories. Further, this essay finds that defleshed memories are often rebodied to serve commercial interests but can also be reincorporated into more robust living traditions through rhetorical acts of commemoration.

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.

This article focuses on how supervisors and students perceive their responsibilities at the beginning of the thesis writing process. Students in general do little research writing before beginning their Bachelor’s or Master’s programs and they often find academic writing to be a complicated task, which means that many do not complete their thesis writing within the stipulated time. A survey was conducted at the Department of Computer and Systems Sciences (DSV) and the Department of Child and Youth Studies (BUV) at Stockholm University, Sweden. In addition to the distribution of responsibility, participants ranked the importance of four issues: the student’s own collected data in the thesis; language, layout, and correct referencing; the thesis as an excellent product; and the student’s development of his or her competence. In general, students and supervisors agreed on the distribution of responsibilities between them and the importance of some of the issues. The opinions were coherent, considering the survey was conducted early in the thesis writing period. It is suggested that future research includes an in-depth investigation of cultural differences between departments.

Librarians and academic staff suggest a relationship between the quality of references which students use in academic assignments and the marks received. This study tested that assertion by using a citation analysis methodology to assess the quality of bibliographies written by undergraduate nursing students at the University of York.Bibliographies from sixty essays across three modules were analysed, noting the types and quantities of references used and whether references were sourced independently or included in the module’s reading list. Each bibliography was given an overall quality rating: ‘Poor’, ‘Average’ or ‘Good’. This rating was compared with the mark the student was awarded for the essay.Results showed that, whilst students demonstrated the ability to locate items independently, the quality of those items was often poor. Generally, quality of selected sources and bibliographies improved as students progressed through the programme. There was an association between higher quality bibliographies and higher assignment marks.The study concludes that critical thinking skills are vital for nursing students to develop academically, as these skills will be tested within a clinical environment once students have completed their degree. A benefit for students is the conclusion that using higher quality sources results in higher marks.

Aby Warburg (1866–1929) has been a tremendously influential thinker in the history and theory of art. Parts of his project have implications for the history, theory, and criticism of rhetoric. For the most part, however, rhetoricians have not engaged with his work. This article seeks to persuade rhetoricians to engage with Warburg’s thought and legacy. In particular, it seeks to articulate his Mnemosyne image atlas as a theory and practice of visual topics. Discovered as part of a historical investigation and expressed in a theoretical register, Warburg’s account of visual topics is then exemplified in reference to the gestural politics of “Hands Up, Don’t Shoot” in the twin contexts of contemporary media ecology and contemporary racial politics in the United States.

Book Review| June 01 2018 Double-Consciousness and the Rhetoric of Barack Obama: The Price and Promise of Citizenship Double-Consciousness and the Rhetoric of Barack Obama: The Price and Promise of Citizenship. By Robert E. Terrill. Columbia: University of South Carolina Press, 2015; pp. 224. $39.99 cloth; $38.99 e-book. David A. Frank David A. Frank University of Oregon Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2018) 21 (2): 374–377. https://doi.org/10.14321/rhetpublaffa.21.2.0374 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation David A. Frank; Double-Consciousness and the Rhetoric of Barack Obama: The Price and Promise of Citizenship. Rhetoric and Public Affairs 1 June 2018; 21 (2): 374–377. doi: https://doi.org/10.14321/rhetpublaffa.21.2.0374 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. © 2018 Michigan State University Board of Trustees2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Abstract Treatises on rhetoric since antiquity have illustrated how to amplify passages but give scant attention to strategies for when or why. Dealing mostly with isolated passages, they ignore the effect of amplification on amplitude, the proportions of units that give a text its overall shape. This article considers the relationship between length and importance, sets criteria for a method of mapping amplitude, and applies the method to the Gettysburg addresses of Abraham Lincoln and Edward Everett. Though their shapes differ, each address balances crucial sections against each other. In Lincoln’s case, a more symmetrical shape emerged by accident as he delivered the speech. Then, when editing the official version, he decided to preserve the new shape. Everett’s address is shown to have better proportions than critics assume. Mapping amplitude sheds light on authors’ strategies for dealing with their kairos.

Volume 14, Issue 1 of POROI: An Interdisciplinary Journal of Rhetorical Analysis and Invention makes available three articles on topics of rhetoric.

The University of Oxford Press has recently published two books on rhetoric, Michel Meyer’s (Chaïm Perelman’s successor at the Université Libre de Bruxelles) What is Rhetoric and Martin Camper’s Arguing Over Texts. Meyer and Camper build from the writings of the ancient Greek and Roman philosophers and rhetoricians to develop the role of questions in rhetoric (Meyer) and stasis theory (Camper). That both books, published by one of the leading academic presses in the world, feature a recovery and a modern renovation of the rhetorical tradition marks a potentially exciting moment in the contemporary history of rhetoric. Camper’s book is but one of several illustrations of a renaissance in rhetorical history. Camper follows the line of argument set forth by Chaïm Perelman and Lucie Olbechts-Tyteca in their New Rhetoric Project and Douglas Walton in his “new dialectic.” They chronicle the origins, development, and fall of an ancient rhetorical concept and then engage in its restoration. Similarly, Martin Camper tells the history of the origins, development, and fall of stasis theory, creating as a result a compelling exigence for a “systematically, theoretically grounded method for understanding and analyzing patterns of interpretative disputes and how those disputes are resolved” (3).Camper has developed a new interpretative stasis that complements the new rhetoric and dialectic. He has, with success, revived “ancient rhetorical theory to think about and solve modern problems” (3). Toward this end, he has offered scholars of rhetoric a gift: a modern method of “understanding and analyzing patterns of interpretative disputes” (3). Camper has read the ancient Greek and Roman rhetoricians with care, calling on select passages from Aristotle, Cicero, Hermagoras, Quintilian, and other Greek and Roman rhetoricians to ground his new interpretive stases. Because the rhetorical problems humans face recur, as do rhetorical situations, the theoretical insights Camper draws from Aristotle’s Rhetoric, Hermagoras of Temnos’s On Stases: A Manual for Declamation, Cicero’s De Inventione, the anonymous Rhetorica ad Herennium, and Quintilian’s The Orator’s Education on stasis theory are strikingly relevant and helpful in the twenty-first century. Camper acknowledges the excellent work done by Fahnestock, Secor, and other modern scholars on stasis theory, building out of their contributions a truly novel system of six interpretative stases: AmbiguityDefinitionLetter versus spiritConflicting passagesAssimilationJurisdictionCamper’s illustrations of these interpretative stases are wide ranging, including a controversy involving climate-change scientists and the claim they had used deceitful practices; a truly insightful analysis of Jeremiah Wright’s sermons, which provoked significant controversy during Barack Obama’s campaign for the presidency; the Supreme Court ruling on gun control in District of Columbia v. Heller; a consideration of Phillis Wheatley’s poem “On Being Brought from Africa to America,” and others. His use of the interpretative stases introduced in Arguing Over Text to analyze critically passages from the Hebrew and Christian sacred texts stand out as exceptionally cogent. Camper’s new interpretative stases allow for sensitive and astute readings of these sacred texts, fulfilling his promise to provide a model of interpretative stases that effectively joins hermeneutics with rhetoric.Camper devotes chapters five and eight to an explanation of how his interpretative stases work using an extended illustration drawn from the Christian Bible. Passages from I Corinthians and II Timothy, Camper notes, are deployed by some within the Christian faith community to justify prohibitions against women preaching and speaking in church. Camper considers the outbreak of arguments between and among Christians about the meaning of these and other passages and explains how the stases of jurisdiction, ambiguity, definition, letter versus spirit, conflicting passages, and assimilation can be used to explain the interpretative disagreements. These interpretative stases “are ordered, with disagreements moving from jurisdiction, to ambiguity, and then definition, and finally to either letter versus spirit, conflicting passages, or assimilation” (165). The dispute within the Christian faith community over the role of women preaching and speaking in church is better understood as a result of Camper’s application of these ordered interpretative stases.Camper has a strong command of Christian theology and sacred texts, which allows him to trace with expertise the trajectories of the arguments. The arguments about women preaching and speaking in church he considers are those expressed by committed Christians who share a commitment to the authority of the Bible. Yet, because the passages in the Bible addressing the topic of women preaching and speaking elicit different interpretations in the Christian faith community, Camper’s stases constitute a taxonomy that describes and explains, but does not seek to judge, the disagreement. As Camper explains, the dispute takes place primarily within the “letter versus spirit,” “conflicting passages,” and “assimilation” interpretative stases.That members of the same faith tradition draw different interpretations from a shared sacred text underscores Camper’s wisdom in his claim that ambiguity “is the archetypal interpretative issue that readers face when they encounter a text: How does one decide between two or more competing readings of the same passage?” (16). The background, experience, and aspirations of those who interpret sacred scripture will significantly influence how the Christian Bible is understood, a point Camper develops. Humans will disagree about textual interpretations, even those with shared values and common texts, because they approach a communal text from different experiences and backgrounds to fetch out meaning of the same passage. There is, as a result, an essential and even a foundational ambiguity at the core of most sacred texts including the Bible and secular texts, like the US Constitution.Fortunately, Camper resist the temptation to view ambiguity as the ruling feature of textual interpretation. His interpretative stases can help those who must make judgments about conflicting interpretations of textual passages. Using the “letter versus spirit,” “conflicting passages,” and “assimilation” stases, the reader draws the conclusion from Camper’s neutral assessment of the arguments that the Apostle Paul in I Corinthians and II Timothy did not intend a full-scale prohibition of women preaching and speaking in church, that the spirit of Paul’s message on women is inconsistent with the particular passages cited by those who support a prohibition based on his words, and that there are passages in Paul’s letters that contradict and qualify the prohibitions found in I Corinthians and II Timothy.Camper stays true to his promise that he is “not interested in how one might arrive at a valid reading of a text … and does not offer a method for doing so” (11). The interpretative stases he offers are not “designed to offer a theory of proper reading practices,” and he provides “no normative judgments about the validity of any of the interpretations or supporting arguments offered in this book” (11). In Arguing Over Texts, Camper informs his reader that his book purposefully “sidesteps questions of valid interpretations” (11). While it is important to step back and sidestep questions of valid interpretations to understand how interpretative stases work, if Camper’s new interpretative stasis theory is to evolve beyond the goal of describing interpretative disagreements, it will need to step directly into questions of valid interpretations, normative standards, and issues of justice. To this end, the next step in the study of interpretative stases might be for Camper and other scholars of rhetoric to pair the wisdom of the ancients on stasis theory with contemporary research on argument and decision making. This might involve the research of Hugo Mercier and Dan Sperber on argumentation and reason, Daniel Kahneman and Paul Slovic on system-one and -two thinking, and Robin Gregory on structured decision making. This research provides insights on valid readings of texts, reaching normative judgments, and joining values to action. Regardless, Camper’s new interpretative stasis theory constitutes an important recovery and renovation of a key rhetorical concept.

432 RHETORIC A The final topic, that of chapter eight, is lexis, "style." Enos says very lit­ tle about traditional features of style (e.g., pleonasm, prose rhythm), but dis­ cusses instead Demosthenes's "stylistic strategy," which consists primarily of what he calls "chiastic contrasting" (191). More than to chiasmus, this seems connected to antithesis, that is, the "polar" or "diametrical" opposi­ tion between Aeschines and himself. Enos concludes that like Lincoln, Churchill, and King, Demosthenes raised political oratory to a literary art and created a speech perfectly fitted for the political and rhetorical moment. The book could have used some good copy-editing and proof-reading; in particular, the bibliography is not easy to use. It consists of four sections; texts and translation of Demosthenes, translations and studies of Aeschines, studies of Demosthenes, and general studies. The first section is especially difficult: almost all works are under Demosthenes as author, followed by the title, so that if one is looking for X's translation, one needs to remember its exact title (some of the Texas series have the title Demosthe­ nes: Speeches . . ., whereas others are just Speeches . . .). Dilts's OCT is listed as a translation, as are several commentaries (e.g., Wankel's). One author is "Harris Edward Monroe." Etc. In sum, this book has much of value, especially Walker's chapter. But starting from scratch rather than revising a fifty year old publication might have improved its value. Michael Gagarin The University of Texas Vasiliki Zali. The Shape ofHerodotean Rhetoric: A Study of the Speeches in Herodotus' Histories with Special Attention to Books 5-9. Interna­ tional Studies in the History of Rhetoric 6. Leiden and Boston: Brill, 2015. VIII + 383 pp. ISBN: 9789004278967 This is a well-researched, detailed, and well-presented literary analy­ sis of the Histories of Herodotus that substantiates the author's claim that the Histories is an under-appreciated contributor to the development of rhetoric in the 5th century. As Zali explains, the intent of the work is "to show that in the Histories there is great interest in the rhetorical situation per se; that speakers are very well aware of the process of manipulating and adapting their arguments to suit the particular audience, and they do so systematically" (3). In this way, Herodotus can be understood as anticipat­ ing the rhetorical developments of Thucydides and the more theoretically oriented works of both Aristotle and the author of the Rhetoric to Alexan­ der. The Shape of Herodotean Rhetoric is characterized by the use of specific textual examples to illustrate claims about how the text operates. It also provides an impressive mixture of contextual information that is historical, political, and cultural in scope. These elements are trained on the larger Reviews 433 purpose of "a comprehensive study of particular modes, kinds and effects of speech, exemplified through in-depth discussions of case studies and of the ways these related to two overarching narrative themes: the GrecoPersian polarity and the problem of Greek unity" (31). The focus on these two themes, through the analysis of Herodotus' rhetorical choices, is divided into three sections. In the first section, "Allo­ cation of Speech," the analysis extends to the impact of the speeches both included and excluded as well as the selective use of both direct and indi­ rect speech. Zali takes these selections and choices by Herodotus to be rhe­ torical, choices that are made in order to advance his interpretive and persuasive goals. They are also shown to be empowering for the Greeks as presented in the text and disempowering for the Persians. Zali thus makes a strong case that these choices by Herodotus were not random. As a result, while Cicero and many others have viewed him as the father of history, Herodotus should also be viewed as a significant figure in the development of rhetoric. The text includes an appendix that categorizes all of the debates and conversations in books 5-9 by speaker, addressee and mode of speech (i.e., direct, indirect, and record of a speech act). In the second section of the book, Zali shows that a narrow definition of debate, as consisting only of instances reported as direct speech, yields...

This article makes a case for introducing the young archive (combining children’s and young-adult literature) into the writing classroom, primarily in the form of school story, to rouse students to rethink and, if necessary, rehabilitate expectations concerning their reading, writing, and intellectual development.

Robert T. Oliver, a professor of speech at Pennsylvania State University, served as a ghostwriter for Syngman Rhee, the first president of the Republic of South Korea between 1943 and 1960. Within the larger context of an ongoing global Cold War and the division of the Korean peninsula in August 1945, Oliver and Rhee developed a foundational myth, Puk-jin Tongil (), to build the new nation of South Korea. The Puk-jin Tongil myth called for a reunification of the Korean people and land through a US-led invasion of North Korea and was paired with a myth of enemyship that named the Communists of North Korea as essentially evil, estranged them as beyond the pale of rationality, and escalated the conflict between the two Koreas. In this essay, we consider the first full presentation of the Puk-jin Tongil myth in Rhee’s August 15, 1948, inaugural address, which had significantly different versions: an English version written by Oliver and a Korean version delivered at the inaugural ceremony by Rhee. Rhee’s confrontational version of the myth was delivered in Korean to his South Korean audience while Oliver presented a much tamer version in his English draft of the inaugural, targeting an American audience. Rhee’s speech, we suggest, foreshadowed his dictatorial approach to the presidency and revealed tensions between the president and the US government and in the Rhee-Oliver collaboration. Our essay fills a gap in our understanding of nation building through mythic rhetoric in the global Cold War, contributes to our disciplinary history with its focus on Oliver’s role in Rhee’s symbolic efforts, and offers a judgment of the mythic rhetoric crafted by the Rhee-Oliver collaboration.

Abstract Commemorating both the Stonewall Riots of 1969 and the subsequent Gay Liberation Movement, the Gay Liberation Monument projects a quiet, muted homosexuality that stands in sharp contrast to the courageous and violent assertion of homosexual identity that was Stonewall. Our essay examines this strange incongruity, revealing in the process the homosentimental style—a unique rhetorical form that attempts to negotiate the many contradictory motives animating LGBT advocacy. The Gay Liberation Monument’s use of homosentimentality refracts in many directions, simultaneously challenging dehumanizing rhetorics with affective appeals to care and friendship, presenting itself as assimilationist even as it offers coded indices of clone culture, and producing a doubled homosexual body—at once assimilationist and queer. Both the monument and the homosentimental style thus pose a challenge to binary conceptualizations of LGBT rights advocacy that separate assimilationist and queer politics.

The author argues reading, hearing, and then composing musical lyrics involving grammatical concerns can help college writing students to edit more effectively for a song's grammar topic. Explaining that the songs need to offer specific advice, such as how to both spot and correct the grammatical problem, the writer offers lyrical examples and provides scholarly evidence for this approach. The essay explains what Grammar Jam is, why music can work, and how to use the tactic in the classroom.

This essay uses rhetorical analysis to defend the population geneticist Richard Lewontin from accusations made by E. O. Wilson and others that his Marxist social philosophy distorts his empirical science. I suggest that Lewontin’s appeal to his own authority as an experimental evolutionary biologist supports his claim that racism has no biological justification and that it is his opponents whose assumptions about society distort their scientific arguments.

Between 1942 and 1960, Robert T. Oliver, professor of speech at Pennsylvania State University, served as a ghostwriter and advisor for the first president of South Korea, Syngman Rhee. Celebrated as the founder of South Korea and condemned for human rights abuses and an irrepressible desire to wage war on North Korea, Rhee remains a controversial historical figure. In this essay, we use Lepora and Goodin’s theory of complicity to assess Oliver’s responsibility for the creation and effects of Rhee’s rhetoric.

Although various types of documents are called white papers, in technical marketing communication the white paper is usually a document that describes a new or improved technology in order to generate interest in—and promote sales of—that technology. Most sources discussing the history of the white paper assume that marketing white papers evolved from government white papers. They conflate genre history with etymology. At some point in the mid-20th century, the term white paper—denoting a type of government policy document—began being applied to other types of documents, including eventually a particular form of technical marketing communication. This article proposes a revised history of the marketing white paper as a genre. By examining the formal features and characteristic substance of white papers through the lens of their pragmatic value as social action, we show that the marketing white paper of today has much in common with documents from the 16th, 17th, and 18th centuries.

This article responds to the proliferation of fake news in today’s media by considering how a rhetorical theory and pedagogy more deeply grounded in a rethinking of vulnerability might help us as rhetoricians and writing scholars to address fake news as more than just dis-informative rhetoric. In the first part, I bring together scholarship from within and outside of rhetoric and writing studies in order to frame vulnerability as a fundamental component of all rhetorical encounters. In the second part, I propose the use of trolling rhetoric as an object of analysis that may help students better understand how deceptive and disruptive genres of discourse (including, but not limited to, fake news) may, in the process of trying to exploit our rhetorical vulnerability, actually call attention to this crucial aspect of rhetorical encounters.

Book Review| December 01 2017 The New York Young Lords and the Struggle for Liberation The New York Young Lords and the Struggle for Liberation. By Darrel Wanzer-Serrano. Philadelphia, PA: Temple University Press, 2015; pp. xiv + 229. $84.50 cloth; $29.95 paper; $29.95 ebook. J. David Cisneros J. David Cisneros University of Illinois at Urbana–Champaign Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2017) 20 (4): 756–760. https://doi.org/10.14321/rhetpublaffa.20.4.0756 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation J. David Cisneros; The New York Young Lords and the Struggle for Liberation. Rhetoric and Public Affairs 1 December 2017; 20 (4): 756–760. doi: https://doi.org/10.14321/rhetpublaffa.20.4.0756 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.

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...

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.

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.

A common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practic...

Text-driven, quantitative methods provide new ways to analyze student writing, by uncovering recurring grammatical features and related stylistic effects that remain tacit to students and those who read and evaluate student writing. To date, however, these methods are rarely used in research on students transitioning into US postsecondary writing, and especially rare are studies of student writing that is already scored according to high-stakes writing expectations. This study offers a corpus-based, comparative analysis of higher- and lower-scoring Advanced Placement (AP) exams in English, revealing statistically significant syntactic patterns that distinguish higher-scoring exams according to “informational production” and lower-scoring essays according to “involved” or “interactional” production (Biber, 1988). These differences contribute to what we label emphatic generality in the lower-scoring essays, in which writers tend to foreground human actors, including themselves. In contrast, patterns in higher-scoring essays achieve what we call elaborated specificity, by focusing on and explicating specific, often abstract, concepts.These findings help uncover what is rewarded (or not) in high-stakes writing assessments and show that some students struggle with register awareness. A related implication, then, is the importance of teaching register awareness to students at the late secondary and early university level—students who are still relative novices, but are being invited to compose informationally dense prose. Such register considerations, and specific features revealed in this study, provide ways to help demystify privileged writing forms for students, particularly students for whom academic writing may seem distant from their own communicative practices and ambitions.

Reviews 477 e una vasta messe di rimandi a loci paralleh interni ed esterni alia scrittura declamatoria; non ce virtualmente passaggio, giro di frase o singólo termine rilevante che non sia puntualmente delucidato o del quale non si dibattano le possibili interpretazioni. Infine, la vasta bibliografía che chiude il volume dà conto dello scrupolo documentado di B. e offre ogni possibile sussidio per ampliare la prospettiva di ricerca sui due pezzi pseudo-quintilianei e in generale sulla declamazione latina. In conclusione, è lecito vedere nel volume di B. non solo il frutto maturo di un lucido e coerente percorso di ricerca dell'autrice, ma anche e soprattutto il punto di partenza e la pietra di paragone irrinunciabili di ogni futura ricerca sulle due declamazioni e sulla gamma di questioni délia piú varia natura che esse, come tutti i testi giunti a noi dalla scuola latina, pongono alio studioso e al lettore moderno. Mario Lentano Universitá di Siena Christianizations of Rhetoric Carol Harrison, The Art of Listening in the Early Church, Oxford: Oxford University Press, 2013. 302 pp. ISBN: 9780199641437 Stanley D. Porter and Bryan R. Dyer, Paul and Ancient Rhetoric: Theory and Practice in the Hellenistic Context, Cambridge: Cambridge University Press, 2016. 330 pp. ISBN: 9781107073791 Mark F. M. Clavier, Eloquent Wisdom: Rhetoric, Cosmology and Delight in the Theology ofAugustine ofHippo, Turnhout: Brepols, 2014. 303 pp. ISBN: 9782503552651 For readers of Rhetorica (and for historians of rhetoric more generally), the Christianization of rhetoric is one of the basic intellectual historical pro­ cesses of Late Antiquity. What are the principal options for representing that process? In reviewing volumes by Carol Harrison and Mark Clavier, as well as one edited by Stanley Porter and Bryan Dyer, we can survey three options. According to one school of thought, rhetoric is at its most intellectually generative when it cannot do the things that it was originally built to do and when as a result it must transpose its themes into a new key to fulfill new purposes. Carol Harrison gives us an example of this kind of displacement in Late Antiquity when she explores the implications of a Christian transfor­ mation of rhetoric from an art of speaking into an art of listening. The contexts in that Christianizing world may have been new, but she is adamant that the intellectual foundations were rhetorical. In her words, "if we do not 478 RHETORICA pay attention to the rhetorical culture [of Late Antiquity], we will fail to appreciate why the fathers wrote and spoke in the way they did; why their style is so distinctive and yet so easily identifiable as that of an educated per­ son of their day; what their hearers expected of them; how their hearers were able to hear them effectively" (Harrison p. 48). Indeed, Harrison is showing the figure of the orator itself being transformed into the person of the listener when she parses Augustine's assertion in On Christian Doctrine that one would have to pray (and be an orator) before one could speak (and be a dictor ). Her gloss is supple: "prayer is perhaps one of the most intriguing exam­ ples of the practice of listening in the early Church, for it is not at all clear who is doing the listening and who is speaking" (Harrison p. 183). And this spon­ sors two thoughts: that the speaking of prayer was a particularly intense lis­ tening and that there might be a kind of "confidence, or parrhesia" deriving from "the assurance that [the] hearer is God, the Father" (Harrison p. 195). Now, contingency had been one of the great categories of ancient Greek rhetoric. Within a Christian frame of reference, this orientation to contingency began to look like an immersion in the world encountered by human beings after the Fall. On the one hand, God's creation in fact expres­ sed a stability, equilibrium, and symmetry. On the other, as it was encoun­ tered by the human sensorium, that world (and human entanglements with it) seemed thoroughly, endemically, mutable. Just so, Harrison's book privi­ leges the embodiment of that human sensorium and begins with the assumption that, when developing an art of listening, we should look...

This article describes graduate mentorship experiences at the Writing, Information, and Digital Experience (WIDE) research center at Michigan State University and offers a stance on graduate student mentorship. It describes WIDE’s mentorship model as feminist and inclusive and as a means to invite researchers with different backgrounds to engage in knowledge-making activities and collaborate on projects. Additionally, the article explains how WIDE enables growth for its researchers, teachers, and leaders. To illustrate these ideas, the authors provide multiple perspectives across faculty mentors, former graduate students, and current graduate students in order to discuss how WIDE researchers practice mentorship and how this mentorship prepares students for future work as scholars and researchers. Finally, the article suggests ways other research centers can adapt WIDE’s approach to their own institutional context.

Neuro-realism is a widely cited concept describing a textual phenomenon in popular science news wherein brain research uncritically validates or invalidates the “realness” of particular beliefs or practices. Currently, no research on neuro-realism examines the variable rhetorical roles of such statements, that is, how they support specialized arguments or enhance social functions across genres of public communication. This article details the nuances of neuro-realism, arguing that neuro-realism is much more than a singular textual phenomenon but a flexible rhetorical vehicle manifesting in at least three forms: commonsense, judicial, and rational. Each form serves a larger argumentative purpose, and each can be consistently linked to a popular news subgenre, illuminating how neuro-realism’s stunning lack of criticality proves permissible and reproducible in popular science publications.

ABSTRACTWith the publication in 2002 of Martin Heidegger's summer semester 1924 lectures, “Basic Concepts of Aristotelian Philosophy,” a major new star appeared in the constellation that is twentieth-century rhetoric. Since then, a growing secondary literature has emerged. This article organizes that literature as a series of specifications closing in on Heidegger's critical conception of rhetoric as potentially a hermeneutic of the everydayness of being with others, and it claims that our understanding of this everydayness will remain flat or partial until we situate the concept in the sequence of Heidegger's thought in the 1920s. If we work through pre-1924, 1924, and post-1924 periods, it becomes clear that there are religious, modal, and sophistic contexts for Heidegger's evolving conceptualization of everydayness. The concept of everydayness that emerges is disheveled but rich. The article concludes by suggesting that only faint echoes of these potent rhetorical trajectories can be discerned in the late Heidegger.

The controversy surrounding the ending of Mass Effect 3 serves as a case study of a company’s rejection of cocreation with customers. The game designers and players battled for control of the aesthetic space of the game. The company failed to resolve their conflict effectively, allowing players to use social media to transform tactical action into strategic action. This case study has implications for technical communicators who increasingly are collaborating with users in cocreative relationships.

• Background: Researchers have been working towards better understanding differences in professional disciplinary writing (e.g., Ewer & Latorre, 1969; Hu & Cao, 2015; Hyland, 2002; Hyland & Tse, 2007) for decades. Recently, research has taken important steps towards understanding disciplinary variation in student writing. Much of this research is corpus-based and focuses on lexico-grammatical features in student writing as captured in the British Academic Written English (BAWE) corpus and the Michigan Corpus of Upper-level Student Papers (MICUSP). The present study extends this work by analyzing lexical and cohesion differences among disciplines in MICUSP. Critically, we analyze not only linguistic differences in macro-disciplines (science and engineering), but also in micro-disciplines within these macro-disciplines (biology, physics, industrial engineering, and mechanical engineering).\n• Literature Review: Hardy and Römer (2013) used a multidimensional analysis to investigate linguistic differences across four macro-disciplines represented in MICUSP. Durrant (2014, in press) analyzed vocabulary in texts produced by student writers in the BAWE corpus by discipline and level (year) and disciplinary differences in lexical bundles. Ward (2007) examined lexical differences within micro-disciplines of a single discipline.\n• Research Questions: The research questions that guide this study are as follows:\n1. Are there significant lexical and cohesive differences between science and engineering student writing? 2. Are there significant lexical and cohesive differences between micro-disciplines within science and engineering student writing?\n• Research Methodology: To address the research questions, student-produced science and engineering texts from MICUSP were analyzed with regard to lexical sophistication and textual features of cohesion. Specifically, 22 indices of lexical sophistication calculated by the Tool for the Automatic Analysis of Lexical Sophistication (TAALES; Kyle & Crossley, 2015) and 38 cohesion indices calculated by the Tool for the Automatic Analysis of Cohesion (TAACO; Crossley, Kyle, & McNamara, 2016) were used. These features were then compared both across science and engineering texts (addressing Research Question 1) and across micro-disciplines within science and engineering (biology and physics, industrial and mechanical engineering) using discriminate function analyses (DFA).\n• Results: The DFAs revealed significant linguistic differences, not only between student writing in the two macro-disciplines but also between the micro-disciplines. Differences in classification accuracy based on students’ years of study hovered at about 10%. An analysis of accuracies of classification by paper type found they were similar for larger and smaller sample sizes, providing some indication that paper type was not a confounding variable in classification accuracy.\n• Discussion: The findings provide strong support that macro-disciplinary and micro-disciplinary differences exist in student writing in these MICUSP samples and that these differences are likely not related to student level or paper type. These findings have important implications for understanding disciplinary differences. First, they confirm previous research that found the vocabulary used by different macro-disciplines to be “strikingly diverse” (Durrant, 2015), but they also show a remarkable diversity of cohesion features. The findings suggest that the common understanding of the STEM disciplines as “close” bears reconsideration in linguistic terms. Second, the lexical and cohesion differences between micro-disciplines are large enough and consistent enough to suggest that each micro-discipline can be thought of as containing a unique linguistic profile of features. Third, the differences discerned in the NLP analysis are evident at least as early as the final year of undergraduate study, suggesting that students at this level already have a solid understanding of the conventions of the disciplines of which they are aspiring to be members. Moreover, the differences are relatively homogeneous across levels, which confirms findings by Durrant (2015) but, importantly, extends these findings to include cohesion markers.\n• Conclusions: The findings from this study provide evidence that macro-disciplinary and micro-disciplinary differences at the linguistic level exist in student writing, not only in lexical use but also in text cohesion. A number of pedagogical applications of writing analytics are proposed based on the reported findings from TAALES and TAACO. Further studies using different corpora (e.g., BAWE) or purpose assembled corpora are suggested to address limitations in the size and range of text types found within MICUSP. This study also points the way toward studies of disciplinary differences using NLP approaches that capture data which goes beyond the lexical and cohesive features of text, including the use of part-of-speech tags, syntactic parsing, indices related to syntactic complexity and similarity, rhetorical features, or more advanced cohesion metrics (latent semantic analysis, latent Dirichlet allocation, Word2Vec approaches).

Background: A shift of focus has been marked in recent years in the development of automated essay scoring systems (AES) passing from merely assigning a holistic score to an essay to providing constructive feedback over it. Despite all the major advances in the domain, many objections persist concerning their credibility and readiness to replace human scoring in high-stakes writing assessments. The purpose of this study is to shed light on how to build a relatively simple AES system based on five baseline writing features. The study shows that the proposed AES system compares very well with other state-of-the-art systems despite its obvious limitations. Literature Review: In 2012, ASAP (Automated Student Assessment Prize) launched a demonstration to benchmark the performance of state-of-the-art AES systems using eight hand-graded essay datasets originating from state writing assessments. These datasets are still used today to measure the accuracy of new AES systems. Recently, Zupanc and Bosnic (2017) developed and evaluated another state-of-the-art AES system, called SAGE, which enclosed new semantic and consistency features and provided for the first time an automatic semantic feedback. SAGE’s agreement level between machine and human scores for ASAP dataset #8 (the dataset also of interest in this study) was measured and had a quadratic weighted kappa of 0.81, while it ranged for 10 other state-of-the-art systems between 0.60 and 0.73 (Chen et al., 2012; Shermis, 2014). Finally, this section discusses the limitations of AES, which come mainly from its omission to assess higher-order thinking skills that all writing constructs are ultimately designed to assess. Research Questions: The research questions that guide this study are as follows: RQ1: What is the power of the writing analytics tool’s five-variable model (spelling accuracy, grammatical accuracy, semantic similarity, connectivity, lexical diversity) to predict the holistic scores of Grade 10 narrative essays (ASAP dataset #8)? RQ2: What is the agreement level between the computer rater based on the regression model obtained in RQ1 and the human raters who scored the 723 narrative essays written by Grade 10 students (ASAP dataset #8)? Methodology: ASAP dataset #8 was used to train the predictive model of the writing analytics tool introduced in this study. Each essay was graded by two teachers. In case of disagreement between the two raters, the scoring was resolved by a third rater. Basically, essay scores were the weighted sums of four rubric scores. A multiple linear regression analysis was conducted to determine the extent to which a five-variable model (selected from a set of 86 writing features) was effective to predict essay scores. Results: The regression model in this study accounted for 57% of the essay score variability. The correlation (Pearson), the percentage of perfect matches, the percentage of adjacent matches (±2), and the quadratic weighted kappa between the resolved scores and predicted essay scores were 0.76, 10%, 49%, and 0.73, respectively. The results were measured on an integer scale of resolved essay scores between 10-60. Discussion: When measuring the accuracy of an AES system, it is important to take into account several metrics to better understand how predicted essay scores are distributed along the distribution of human scores. Using average ranking over correlation, exact/adjacent agreement, quadratic weighted kappa, and distributional characteristics such as standard deviation and mean, this study’s regression model ranks 4th out of 10 AES systems. Despite its relatively good rank, the predictions of the proposed AES system remain imprecise and do not even look optimal to identify poor-quality essays (binary condition) smaller than or equal to a 65% threshold (71% precision and 92% recall). Conclusions: This study sheds light on the implementation process and the evaluation of a new simple AES system comparable to the state of the art and reveals that the generally obscure state-of-the-art AES system is most likely concerned only with shallow assessment of text production features. Consequently, the authors advocate greater transparency in the development and publication of AES systems. In addition, the relationship between the explanation of essay score variability and the inter-rater agreement level should be further investigated to better represent the changes in terms of level of agreement when a new variable is added to a regression model. This study should also be replicated at a larger scale in several different writing settings for more robust results.

Technique Identification: A new graphical technique is presented for visualizing and assessing inter-rater agreement in discrete ordinal or categorical data, such as rubric ratings.  To that aim, a chance-corrected Kappa with two new features is derived. First, it is based on interpreting ratings for each subject as vectors to visualize the data. This is done by creating two-dimensional vectors from a subject-rating summary table, sorting the vectors by their slopes, and plotting them in that order to create a trajectory that displays all the data in context. Second, it presents a graph and accompanying statistics (Kappa, p -value) for each pair of ratings in an organized display so that all useful comparisons of the data are visually displayed and statistically assessed. This information is presented on a logical grid, usually called facets . Kappa is calculated in the usual way, by referencing the actual results with an average of random rating assignments. This average becomes a reference line on each graph as a visual cue, as well. The statistical basis for the Kappa and significance testing are derived, and the test assumptions are specified. Value Contribution: The most commonly used statistics for inter-rater agreement, such as the Cohen Kappa or Inter-Class Correlation, give only a single parameter estimate of reliability from which to make judgments about ratings data. The technique presented here constructs graphs of all the data that allow visual inspection of the ratings versus a reference curve that represents chance-matching. The detailed reports on inter-rater agreement can show how to fine-tune ratings systems, such as understanding which parts of an ordinal scale are working best. This solves a practical problem for researchers who rely on rating-type classification by revealing which overall aspects of the rating system need to be improved and adds to the list of tools available for assessing rating reliability. In creating this approach to analysis of rater data, human usability is emphasized. Specifically, the use of geometry is designed to facilitate interpretability rather than being a mathematical derivation from first principles. Technique Application: Two applications are given, both involving social meaning-making. The first uses data from wine-judging to illustrate how the method can illuminate expertise in that domain. The results reproduce published findings that were based on a classical statistical method. A second sample application uses data from a university assessment of student writing in which ratings on a developmental scale are assigned by course instructors to their students. The rating program is an example of social meaning-making that can be used to generate larger data sets than are typical for classroom-based assessment programs. The analysis shows the strengths and weaknesses of the rating system in terms of reliability and demonstrates how that knowledge leads to improvements in assessment. Directions for Further Research: An argument is made for a public library of inter-rater data for empirical use by researchers. The social aspects of rating are discussed, and there is an illustration of the potential to derive new measures of inter-rater agreement from the meaning-making program that produces the data.

Improving postgraduate student writing in English is an ongoing concern in the increasingly internationalised UK Higher Education context. Although the importance of feedback for developing academic writing skills is well-established (Hyland and Hyland 2006), there is still much debate about the components of effective feedback. In response to the call for research investigating teachers’ real-world practices in giving feedback in specific contexts (Lee 2014 and 2012), this article presents an initiative to develop students’ abilities to tackle written postgraduate writing (essays and dissertations) through collaborative on-line academic writing courses. The Grounded Theory-inspired study explores student perceptions of the effectiveness of online formative feedback on postgraduate academic writing in order to identify best practices which can contribute to developing skills in providing feedback. The study analyses tutor feedback on student texts and student responses to feedback. We applied categories which emerged from this data and concluded that the students we investigated had responded most positively when a combination of confidence-developing feedback practices were employed. These included both principled corrective language feedback and positive, personalised feedback on academic conventions and practices. This collaboration between academic writing and content specialists continues to provide further opportunities for embedding practices that encourage the development of academic writing skills on one year postgraduate programmes at the University of Edinburgh.

Race and class are deeply embedded in the way the field and teachers think about linguistic and written performance. Yet, addressing and understanding racial and linguistic prejudice remains important to the fairness of one’s pedagogies, assessment practices, and curricular development. The author argues that social justice approaches to assessment require instructors and program administrators to rethink assessment concepts such as reliability and validity with an eye toward the ways disadvantage is embedded in the very construct task responses and assessment materials used to define quality writing. Because historically Black colleges and universities (HBCUs) present a unique blend of culturally relevant teaching and traditional (i.e., White) definitions of quality writing, they provide a unique site for inquiry into questions of writing assessment and social justice. Specifically, in engaging with the push-pull legacy toward language use and race that is found at HBCUs, the author indicates ways we might enable teachers, administrators, and students to resist monolingual, racialized consequences embedded in their views of writing assessment and rethink the foundational measurement concepts of reliability, validity, and fairness.

This essay outlines a plan for developing a thematic unit on work to better engage career and technical students in the study of literature. Included in the essay are strategies for course structure, pedagogy, and writing assignments.

In this exploratory study of community college writing centers, the responses of students, tutors, and instructors are analyzed to explore two issues: what writing challenges each group identifies and expects writing assistance with in the center and what perceptions the groups have of the efficacy of writing center assistance.

AbstractIn this article I argue for two closely related conclusions: one concerned more narrowly with the internal consistency of G. A. Cohen's theorizing about justice and the unique rhetoric in which it is couched, the other connected to a more sweeping set of recommendations about how theorizing on justice is most promisingly undertaken. First, drawing on a famous insight of G. E. Moore, I argue that although the (Platonic) purity of Cohenian justice provides Cohen a platform from which to put some extremely challenging criticisms to Rawls and Rawlsian liberals, at the same time it generates a sort of self-referential paradox for many of the theses about the concept of justice to which Cohen himself is committed. I go on to conclude, using Rawls's theory of justice as a model, that it would serve political philosophy well to conceive of justice with less purity than Cohen conceives of it.

Neuroscience findings employed in professional and academic fields can construct new avenues of inquiry, provide evidence for existing theories, or bolster less-recognized fields of study with exciting research from the brain sciences. However, the strategic, rhetorical alignments or disjunctions that enable those fields to incorporate or reject interpretations of neuroscience data have not yet undergone much discussion. This paper examines how phenomenologists construct the means to contest interpretations of mirror neurons coming from the cognitive neurosciences. The analysis ultimately expands neurorhetorics, demonstrating that rhetorical scholars need not privilege neuroscientific conceptions but can continually “re-invent” the brain, foregrounding multiple ontologies, pursuing alternative rhetorical alignments and performances.

Abstract Jürgen Habermas supports his transhistorical conception of violence as a form of instrumental reason to be rejected from the ideal polity with a historical narrative that recounts the rejection of Machiavellian and Hobbesian instrumental violence by the Enlightenment philosophes. This article provides a revised narrative, which emphasizes the persistence of a rhetorical conception of violence from Machiavelli's princely violence to a line of Anglo-American republican thinkers who shifted the locus of sovereign rhetorical violence to the people's armed militia. The narrative culminates with Madison's exegesis of the Second Amendment and sketches how this Madisonian conception harmonizes with Habermasian norms and law.

ABSTRACTThere has been a surge of scholarly interest lately in the progymnasmata, those ordered exercises in composition that played such an important role in rhetorical education from antiquity to the Renaissance. Comprising an integrated program in literary, civic, and moral effectiveness, they offer a compelling alternative to language arts pedagogy today, which seems too often driven by the goal of “college and career readiness.” But to be truly useful as a pedagogical model, the progymnasmata need to be embedded in something like the comprehensive educational philosophy of Quintilian’s Institutio Oratoria.

This essay argues that the mechanical voice of Stephen Hawking requires theorizing the public as a voice object. I contend that Hawking’s mechanical voice threatened his audience with what Jacques Lacan called the object voice, a voice in excess of bodies and languages that functions as an elusive object-cause of desire. Upon showing how the psychoanalytic account of voice and rhetorical scholarship on publics may mutually inform one another, I argue that, due to the role of publics as an objet petit a, the strange qualities of Hawking’s synthesizer were rhetorically surmounted. In sum, this essay considers whether Hawking’s mechanical voice was really all that different from our own.

Last October I bought a ticket to hear the Jazz at Lincoln Center Orchestra with Wynton Marsalis. I went because I wanted to hear what democracy sounded like. Or, more accurately, I went to hear wh...

Background: This teaching case describes the evolution of a course on content strategy aimed at advanced undergraduates and graduate students in the digital and professional writing programs at Michigan State University. The course has gone through three major shifts to reflect corresponding shifts in focus among professional and technical communicators: from developing content for the World Wide Web (original focus) to single sourcing; from single-sourcing to Enterprise Content Management Systems (ECMS), and from ECMS to content strategy. The case primarily focuses on the most recent shift. Research questions: How can a course on content strategy be useful to both advanced undergraduates preparing to enter the job market in industry and graduate students interested in learning theories in technical communication? In turn, how can a course on content strategy reflect current practices in industry while maintaining grounding for the course in academic research? Situating the case: Three emerging themes relevant to teaching content strategy emerge in the literature. The first is the role of the content strategist as an Editor-in-Chief, who creates a repeatable system for designing and managing all aspects of a website [1, 2, 3]. The second is the need to develop strategies for addressing stakeholders, especially clients and users, whose goals are to learn more about why they should invest in an organization and its broader vision. The third is adapting content for reuse, which involves designing content that can be easily accessed through various platforms and formats. How the case was studied: This is an experience report by the four faculty members who, together, have taught every section of the course in the last 15 years. Two of the instructors also participated in the course as students. About the case: The most recent version of the course is a one-term course that teaches theory and best practices for managing dynamic and distributed web content, while also incorporating assignments that help students practice content strategies with real clients. It addressed these issues with the previous version that focused on content management by collaborating with industry practitioners to help students understand the real-world implications of developing strategies for and creating web content with clients and organizations. It specifically addresses three themes identified from the literature-emphasizing the role of the content strategist as an Editor-in-Chief, differentiating the needs of clients and users, and designing for reuse. Course assignments include a landscape analysis of content-management systems and strategies used by various companies, designing content templates for specific clients, and developing a content strategy for a client selected by student groups. Key issues to address when developing the most recent version of the course included creating a course that was useful to graduate and undergraduate students aiming to enter content strategy professions, developing a balance between theory and practice in course readings and assignments, and revising a course to reflect current industry demands for skills in content strategy. Results: Anecdotal evidence from students is that the course was successful and acts as a defacto capstone for the program. Through their course evaluations and unsolicited follow-up emails, students exiting the most recent version of this course became valuable assets who help organizations develop big-picture strategies for adaptable content to be shared through various platforms. Conclusion: A course on content strategy that incorporates current industry perspectives helps graduate and undergraduate professional writing students become more adequately prepared for their future professions working with organizations.

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This article proposes novel methods for computational rhetorical analysis to analyze the use of citations in a corpus of academic texts. Guided by rhetorical genre theory, our analysis converts texts to graph-theoretic graphs in an attempt to isolate and amplify the predicted patterns of recurring moves that are associated with stable genres of academic writing. We find that our computational method shows promise for reliably detecting and classifying citation moves similar to the results achieved by qualitative researchers coding by hand as done by Karatsolis (this issue). Further, using pairwise comparisons between advisor and advisee texts, valuable applications emerge for automated computational analysis as formative feedback in a mentoring situation.

InterviewsDaniel Anderson interviewed by Erin AndersonSusan Delagrange interviewed by Madeleine SorapureKeith Dorwick interviewed by Susan DelagrangeErin Anderson interviewed by M. Remi YergeauThomas Rickert & Michael Salvo interviewed by David RiederDavid Rieder interviewed by Thomas Rickert & Michael SalvoMadeleine Sorapure interviewed by Daniel AndersonVictor Vitanza interviewed by David RiederAnne Wysocki interviewed by Victor VitanzaM. Remi Yergeau interviewed by Anne Wysocki

Book Review| December 01 2015 Confronting Anti-Semitism: Seeking an End to Hateful Rhetoric Confronting Anti-Semitism: Seeking an End to Hateful Rhetoric. By Amos Kiewe. Kibworth, UK: Troubador, 2012; pp. 230. $27.00 paper. David Moscowitz David Moscowitz College of Charleston Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (4): 757–759. https://doi.org/10.14321/rhetpublaffa.18.4.0757 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation David Moscowitz; Confronting Anti-Semitism: Seeking an End to Hateful Rhetoric. Rhetoric and Public Affairs 1 December 2015; 18 (4): 757–759. doi: https://doi.org/10.14321/rhetpublaffa.18.4.0757 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

This article examines the rhetoric employed by the Atomic Energy Commission and its successor, the Nuclear Regulatory Commission, to communicate the risks of nuclear power to legislators and the public. Close reading of official and unofficial documents demonstrates the importance of developing an effective risk-communication strategy in anticipation of danger rather than in response.

This article discusses a collaborative course at Davidson College titled Representations of HIV/AIDS. With students, the authors look at the over thirty-year-old history of HIV/AIDS and the interwoven scientific and artistic responses to it. Not simply analyzing representations of HIV/AIDS from their disciplinary perspectives, however, they each interrogate the other's knowledge from their own position, both informing and learning as coteachers and fellow students. Their strategies also include organizing the course by issues salient to HIV/AIDS rather than major scientific/historical landmark events as might be traditionally defined; continually interrogating the historiography of HIV/AIDS; emphasizing the diverse identities and lived experiences of HIV/AIDS; exploring how stigma can thwart science and oppress others and how that has been answered by the arts; discussing concepts (such as patient zero) that, while useful for the scientist or artist, can still be problematic; and understanding how economics impacts both the art and science of HIV/AIDS. In the course students take on a prominent role as active critical thinkers, and their critical explorations of HIV/AIDS always occur at the intersection of art and science. This course imparts to students vital lessons in a world where complex global problems will increasingly demand interdisciplinary, collaborative solutions.

This study sought to investigate the effectiveness of an information exchange protocol (M.I.S.E.R) designed to increase the effectiveness of messages pertaining to rural trauma patients and triage prioritization. Trained coders were randomly assigned to three conditions; audio, transcript, and transcript and audio. Participants coded several hundred actual information exchanges between first responders and medical command operators. Findings confirm the effectiveness of the M.I.S.E.R. information exchange protocol as well as the effectiveness of exchanging crisis messages via two-way radio as compared to having a transcript of the call or both audio recordings and transcripts. Implications for communication design, healthcare practitioners, and effective modes for exchanging crisis communication messages are presented.

This study reports on student comprehension of plagiarism and plagiarism avoidance before and after the first-year composition course.

Abstract This essay investigates the anti-democratic rhetoric of The Federalist. In The Federalist, politics is imagined via the medical logics of the eighteenth century. For Publius, democracy is an incitement to factions and incubator of disease because it requires citizens to gather in deliberative “public bodies.” In describing democratic “disease,” The Federalist claims that the body politic is always already a threat to itself and frames the role of governance as the management of the emergence of those threats. In so doing, The Federalist forwards an early American rhetoric of misodemia—the hatred of democracy.

Book Review| August 01 2015 Review: Les sententiae dans les tragédies de Sénèque, by Pascale Paré-Rey Pascale Paré-Rey, Flores et acumina. Les sententiae dans les tragédies de Sénèque, Lyon, Collection d'Études et de Recherches sur l'Occident Romain, 2012, 432 pp. ISBN 9782904974434 Isabelle David Isabelle David Université Paul Valéry-Montpellier 3 Route de Mende 34 199 Montpellier Cedex 5 France isabelle.david13@wanadoo.fr Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 327–330. https://doi.org/10.1525/rh.2015.33.3.327 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Isabelle David; Review: Les sententiae dans les tragédies de Sénèque, by Pascale Paré-Rey. Rhetorica 1 August 2015; 33 (3): 327–330. doi: https://doi.org/10.1525/rh.2015.33.3.327 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. © 2015 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 Rights and Permissions website, at http://www.ucpressjournals.com/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| August 01 2015 Review: The Theory and Practice of Life: Isocrates and the Philosophers, by Tarik Wareh Tarik Wareh, The Theory and Practice of Life: Isocrates and the Philosophers. Washington, DC: Center for Hellenic Studies. Distributed by Harvard University Press, 2012, viii + 236 pp. ISBN 9780674067134 David Depew David Depew University of Iowa Project of the Rhetoric of Inquiry (POROI). 230 North Clinton, 100 Bowman House, Iowa City, Iowa 52242 USA david-depew@uiowa.edu Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2015) 33 (3): 320–322. https://doi.org/10.1525/rh.2015.33.3.320 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation David Depew; Review: The Theory and Practice of Life: Isocrates and the Philosophers, by Tarik Wareh. Rhetorica 1 August 2015; 33 (3): 320–322. doi: https://doi.org/10.1525/rh.2015.33.3.320 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. © 2015 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 Rights and Permissions website, at http://www.ucpressjournals.com/reprintInfo.asp.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Efforts on the part of specific individuals, particular programs, and professional organizations to be change agents within various spheres of influence (i.e., within particular programs, departments, institutions, or national and international contexts) is understandably difficult given the dual challenge of bringing change to both the practices as well as the infrastructures that can support (but can also thwart) the activities of writing instruction.

Once one realizes that eBook formats (and particularly the EPUB3.0 format) are portable websites that can be carried on virtually any digital reading device, it should be self-evident that in the future eBooks may play an important role in corporate communications. This is especially true if one considers that eBooks solve important problems such as website passivity (websites are only useful when readers actually come to the site). Rather than wait for readers to come to them, corporations can send the websites to their readers (e.g., marketing, training updates, contact information, documentation). This may become especially true of the new IPUB3 format. Because e-reader devices have become so ubiquitous and because most new devices can read most formats, corporations can count on their audiences being able to access the content. This paper examines many of the positives and negatives that eBooks in general and the EPUB format in particular might bring to corporate communication. In the end, corporations will almost certainly adopt some eBook technologies. The questions become which ones, for what uses, and how? This paper addresses these questions.

Background: Virtual teams collaborate across distances using information communication technologies (ICTs). A distinctive set of communication skills is needed by people who work successfully in virtual teams, and few universities or companies provide structured education and training in virtual teamwork. At a midsized southeastern Masters Comprehensive University, professors from the Colleges of Arts and Sciences, Business, and Education came together to explore how they might use cross-disciplinary student teams (groups comprised of students with different backgrounds and educational goals) to teach concepts in their own disciplines while providing students with the opportunity to become more proficient in virtual team communication. Research questions: (1) Can cross-disciplinary student team projects successfully support learning in virtual team communication as well as address the learning objectives of specific courses? (2) What can faculty learn from a cross-disciplinary teaching model that can be applied to virtual teams? Situating the case: Experiential learning is based on performing real tasks and reflecting on that process; it benefits learners by engaging them in complex, authentic situations. Virtual teams are significant because they support a great deal of the work currently taking place in our global economy; they are significant in higher education because students need to develop skills in international virtual communication before they are introduced to high-stakes work environments. In previous cases, students have collaborated across national cultures to develop project deliverables, such as websites, reports, and usability studies and present them in virtual environments using such tools as WebEx, Skype, and live streaming. How this case was studied: The findings from this case are based on individual student reflections, which were used to create a data matrix for each project, and instructor observation and evaluation. About the case: In Spring 2013, six faculty from the same university worked together to incorporate virtual teams into their classrooms. These six faculty members were divided into two groups of three with each group representing three colleges mentioned earlier. The faculty developed two interdisciplinary projects (one on infographics and another on social media) that enabled rich and diverse student collaboration. In both groups, the three faculty leaders worked together to define a project scope that students could achieve and that would relate to learning goals in each discipline. Conclusions: The lessons learned from this experience are that: (1) technical challenges will occur; (2) students from all disciplines must receive the same information; (3) instructors must balance respect for their colleagues and support for their students; (4) team assignments need to be consistent and fair; (5) instructors need to establish appropriate and fair assessment measurements for their own students; and (6) projects need to be realistic in order to show the students the value of virtual work.

Reviews 327 Il testo latino costituisce un sicuro passo avanti rispetto ai precedenti di Klotz e Funaioli, sia per l'uso di edizioni recenti e quindi di testi piú affidabili , sia per 1 ordine dei frammenti (che è giustificato ora nelFintroduzione ora nel commento), sia per gli apparati piú ricchi, la traduzione inglese e una serie di nuovi testi a supporto. Per esempio, gli ipsissima verba del F1 (Brut. 253) sono divisi come Fia e Flb, arricchiti dalla citazione indiretta di Plin. nat. 7.117 e proseguid da Brut. 258 come Fie, di cui non c'é traccia nei GRF. Infine, G. aggiunge come Fragmenta incerta 34 e 35 due citazioni grammaticali che Klotz annoverava nella produzione poética: ancora una volta, il commento puntúale giustifica la scelta e la inquadra nella riflessione di C. su genere e numero dei sostantivi. E purtroppo impossibile dar conto esaustivamente del commento, che costituisce metà dell'opera e che s'interpone tra frammento e frammento: soprattutto nelle parti piú tecniche, dalla i semplice e geminata al sonus médius e al genere e numero grammaticale, G. ha modo di esporre la sua solida dottrina sulla grammatica antica (mi piace ricordare qui anche la sua iniziativa del Corpus Grammaticorum Latinorum in rete, http://htl2.linguist .jussieu.fr:8080/CGL/) a sostegno e integrazione degli scarni dati testuali. Il volume è concluso da una bibliografía delle edizioni e di quasi 700 titoli moderni (p. 257-289), dalPobbligatorio cospetto delle corrispondenze con Klotz e con i GRF, dall'indice delle fonti (in cui curiosamente il titolo dell'opera segue e non precede l'elenco dei relativi manoscritti) e da un Gen­ eral Index (p. 297-304), in cui forse sarebbe stato meglio separare nomi propri e termini notevoli (tecnicismi in greco e latino sono indicad a parte con rinvio alla voce inglese corrispondente). Si tratta in conclusione di un volume che è insieme l'edizione standard del De analogía (e lo resterà a lungo), un commento di eccezionale ricchezza e un'introduzione sistemática al dibattitto lingüístico nell'etá di Cesare. Ermanno Malaspina, Torino Pascale Paré-Rey, Flores et acumina. Les sententiae dans les tragédies de Sénèque, Lyon, Collection d'Études et de Recherches sur l'Occi­ dent Romain, 2012, 432 pp. ISBN 9782904974434 Pascale Paré-Rey propose ici une ample réflexion sur les sententiae dans le théâtre de Sénèque, dans l'intention, exposée en introduction, de réexami­ ner par ce biais deux positions qui ont longtemps eu cours dans la critique: l'œuvre dramatique de Sénèque est rhétorique, au sens péjoratif du terme; elle est porteuse d'un message philosophique stoïcien. L'auteur montre au cours de son ouvrage que la réalité est plus complexe. La démarche adoptée est annoncée dans l'introduction avec limpidité et concision, a 1 image de l'objet d'étude choisi: en trois parties, il s'agira tout d'abord de définir le plus rigoureusement possible ce qu'étaient les sententiae, à partir des traités rhétoriques gréco-latins. Dans un deuxième temps sera abordée l'étude de 328 RHETORICA la matière sentencieuse elle-même au sein de l'œuvre de Sénèque, d où sont exclues les pièces à l'authenticité contestée (Hercule sur l'Œta, Octavie): répartition des sententiae en fonction des personnages et des moments de l'action. Dans un troisième temps, la réflexion se portera sur les fonctions des sententiae. La première partie comprend trois chapitres, dont le premier propose une définition de ce que pouvait être, pour Sénèque, la sententia, à partir de la confrontation des différentes définitions qu'en ont données les traités de rhétorique. D'Aristote à Quintilien, privilégié pour des raisons de proxi­ mité chronologique avec Sénèque, le lecteur suit l'évolution de la notion. Un important constat se dégage de ce préalable théorique: à l'époque de Sénèque, le terme de sententia a le sens de pensée généralisable, héritière de la yvopr) aristot...

320 RHETORICA attuali, esse non valgono certamente per il libro che Emmanuelle Danblon ci ha regalato: una ricerca coraggiosa, ricca di ipotesi originali ed innovative, all'altezza delle sfide che la modernità pone ad una disciplina che da Aristotele in poi non ha mai smesso di nutriré la cultura occidentale. Mauro Serra, Fisciano (Salerno) Tarik Wareh, The Theory and Practice of Life: Isocrates and the Philoso­ phers. Washington, DC: Center for Hellenic Studies. Distributed by Harvard University Press, 2012, viii + 236 pp. ISBN 9780674067134 The perennial contest between rhetoric and philosophy expresses itself, among other ways, in the expulsion from the potted stories these disciplines tell about themselves of authors who in their own day were thickly intertwi­ ned. The granddaddy of such expulsions is the erasure of Isocrates from the story of ancient philosophy. I blithely suppose that most teachers of Greek philosophy know who Isocrates was, if only because Plato and Aristotle both mention him (Phaedrus 279a; Rhetoric, fifteen loci). They may also know that these mentions allude to the rivalry between Academics and Isocrateans , who established competing schools in 4th century Athens. When he was young Aristotle effectively hawked the wares of the Academy in public performances that were long appreciated, by Cicero among others, for their eloquence. But no sooner do historians of philosophy mention these facts than we hear that Isocrates's advertisement of himself as a teacher of philosophia was little more than a pretentious way of differentiating himself from (other) sophists and of cutting into the Academics's (and later the Lyceum's) market. By contrast, Tarik Wareh's The Theory and Practice of Life: Isocrates and the Philosophers builds on growing appreciation of the way in which Aristotle took Isocrates's philosophia (general education achieved by imita­ tion with a view to public success in oratory and so in politics) seriously enough to incorporate Isocratean themes into his own philosophy of human things (ta anthropopina): ethics, politics, rhetoric, and poetics. The question is how deeply Aristotle transformed these themes in appropriating them. In addressing this issue Wareh is encouraged by the appearance of yet another reconstruction (from a lacunose array of fragments and testimonial of Aristotle's Protrepticus, a speech inviting prospective students to frame their lives around the love of wisdom as Academics conceived it and solicit­ ing the powers that be to support (or at least tolerate) the Academic approach to education. D. S. Hutchinson's and M. R. Johnson's edition of the Protrepticus frames the issues that divided Isocrateans and Academics by reconstructing the fragments as a dialogue-well, a set of rival speeches, anyway-between 'Isocrates,' 'Aristotle,' and a Pythagorean named 'Heraclides ' (http://www.protrepticus.info). 'Heraclides' adopts the apolitical, indeed anti-political, view of a sub-sect of Pythagoreans whom 'Aristotle' Reviews 321 identifies as 'nnithematici.' "The human creature is nothing/' he says, "and nothing is secure in human affairs ... All the things that seem great to peo­ ple are an optical illusion." From this sour perspective there is little or no difference between external goods such as wealth, health, beauty, and power and the ends of political life. Isocrates's philosophia inscribed just this difference into rhetorical practice by inducing reflective understanding of the big picture as a way of responding in a timely way to issues closer to hand. 'Aristotle's row was harder to hoe. The Academic curriculum fea­ tured high-end mathematics as propaedeutic to other studies. That is because Plato and the mathematician Eudoxus, co-founder of the Academy, regarded mathematical sciences as valuable, while, like the aristocrats they were or sympathized with, despising their practical and technical applica­ tions. They thereby seemed to ask citizens to waste their time on useless subjects that by their very nature depreciate civic life. According to Wareh, 'Aristotle' distinguishes himself from 'Heraclites' by repeating the Acade­ my's party line only' after having "stronglv assured us that his vision is inclusive of everything moral and intelligent that would generally have been credited to the Isocratean approach" (44). 'Aristotle' does recognize techne and praxis as successively developed forms of knowledge that have been nurtured by and contribute to polis life. He also realizes that the...

This paper is a response to an invitation from the editors of the special issue to comment on the ingredients of effective writing to learn interventions as reflected in the contributions to the special issue. The six papers in the issue vary widely in approach and underlying theoretical frameworks but share the broad common theme of writing to learn. Within this, they vary along three main dimensions: (i) how learning is defined and assessed, and in particular whether they assess effects of the writing intervention on content knowledge; (ii) related to this, whether they are primarily focussed on discipline specific skills or on more general effects of writing; and (iii) whether they are designed to carry out a controlled evaluation of the writing intervention or rather are concerned with describing the design and purpose of a specific intervention. In what follows, I will first consider the general characteristics of the papers in relation to these three dimensions. I will then reflect on the findings of the individual papers, and then conclude by relating the papers to my personal understanding of writing to learn in terms of a dual-process model of writing.

Symposium on the Lamberti, University of Northern Iowa.The emphasis in these contributions on a topic of growing interest to on the experience of food production and consumption and the subtlety of food's meaning to individuals and groups of

ABSTRACT Just as the popular imagination became inflamed by the events of 1989, and the “fall of the wall” was commonly taken as a sign of the inevitability of a new, open, free, and democratic Eastern Europe, so too was the disintegration of the Soviet Union in December of 1991 taken as a sign of the inevitability of a new, open, free, and democratic Russia. Although the events in Berlin were significant in spurring changes onward, with different rhetorical choices by Soviet and Russian leaders along the way history could have been written quite differently. The central concern of this article is to show how these rhetorical choices shaped the future of post-Communist transition in the Russian Federation. We proceed chronologically, examining key moments in the rhetoricity of the Russian transition from Communism toward its current form of governance.

research-article Share on To what extent should we re-examine our teaching? Author: David Hailey Utah State University Utah State UniversityView Profile Authors Info & Claims Communication Design QuarterlyVolume 3Issue 2February 2015 pp 13–19https://doi.org/10.1145/2752853.2752855Published:27 March 2015Publication History 0citation15DownloadsMetricsTotal Citations0Total Downloads15Last 12 Months1Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Abstract At the outset of the 2012 presidential race, Republican candidate Mitt Romney touted his private sector leadership of the private equity firm Bain Capital. As this election unfolded, Romney’s Bain Capital story became less of a narrative he could run on and more of a narrative he had to run from. Why did this Bain Capital story, a story about someone’s success in the free marketplace in a society that seemingly values such success, become so troubling for the Romney campaign? This question constitutes the centerpiece of the present essay. In addressing this question, we argue that the Bain Capital narrative’s role in the 2012 presidential race divulges a great deal about the fundamental nature of economic discourse in American democracy. Specifically, we contend that the economic narratives circulating in American democracy actually construct a tale of two economies—a tangible economy and a speculative economy. Unfortunately for Romney, his Bain Capital narrative situated him on the wrong side of this economic divide.

Other| March 01 2015 Lincoln: The “Double Consciousness” of the Man and the President Shawn J. Parry-Giles; Shawn J. Parry-Giles Shawn J. Parry-Giles is Professor of Rhetoric and Political Culture in the Department of Communication and Director of the Center for Political Communication and Civic Leadership at the University of Maryland in College Park. Search for other works by this author on: This Site Google David S. Kaufer David S. Kaufer David S. Kaufer is Professor of Rhetoric in the Department of English at Carnegie Mellon University in Pittsburgh, Pennsylvania. The authors would like to thank Dr. Charles E. Morris III for his insightful feedback on the essay. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 147–154. https://doi.org/10.14321/rhetpublaffa.18.1.0147 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Shawn J. Parry-Giles, David S. Kaufer; Lincoln: The “Double Consciousness” of the Man and the President. Rhetoric and Public Affairs 1 March 2015; 18 (1): 147–154. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0147 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Literacy research has not yet revealed how bilingual learners develop coherent and robust theories of language. Translation, however, provides emergent bilinguals (EL students) with opportunities to develop metalinguistic awareness, which can lead to a more complete conceptual framework for thinking about language and literacy. This preliminary research study sought to formulate an instructional approach (TRANSLATE: Teaching Reading and New Strategic Language Approaches to English learners) focused on using translation to ultimately improve ELL students’ reading comprehension. Using design research methods and qualitative analytical techniques, researchers asked middle school students described as struggling readers to work collaboratively and use various strategies to translate key excerpts from their required English literature curriculum into Spanish. Analysis of students’ statements, decision making, and interaction indicated that students’ conceptual understandings about language played an important role in their learning. Students reflected on the nature of vocabulary, syntax, and the ways that different languages communicate ideas. These findings extend conversations in literacy studies concerning the unique affordances of bilingualism to increase metacognitive and metalinguistic awareness, known contributors to higher levels of reading comprehension.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDavida CharneyDavida Charney is a professor in the Department of Rhetoric and Writing at the University of Texas at Austin. Her latest project is a book, Persuading God: Rhetorical Studies of First Person Psalms, to be published by Sheffield Press.NotesSummer Smith Taylor's research career was too brief, cut short by her death from illness at age 39 in 2011.

This is an economist’s consideration of the PhD job market in English and comparative literature. It provides data about the job market at schools in various tiers, demonstrating that supply of new English PhDs far exceeds demand for English PhDs in tenure-track academic jobs. It suggests a number of policies to improve the situation, including that the MLA strongly encourage programs to provide better job placement data to applying students, programs be tailored to prepare students for the jobs they actually have a chance of getting, and the culminating research focus of the program be rethought.

This essay takes the contrarian point of view that graduate study in the humanities should be thought of as an avocation rather than as a vocation. While we have a responsibility to professionalize our graduate students, it is also incumbent on us to continue to redefine what we mean by professionalization so that it both refers to a variety of employment outcomes and addresses that most old-fashioned of subjects: the pleasures of intellectual labor.

This article makes the case for expanding our conception of what it means to provide “professional training” to PhD students in departments of English. Rather than focus exclusively on placing students in tenure-track academic appointments, departments should prepare them simultaneously for careers both inside and outside the academy by focusing on the broad range of skills inherent to doctoral training. Such an approach not only will empower graduate students but also may transform the academy itself.

Revisionist historiographies in rhetorical studies often recuperate marginalized figures to advance scholarship on rhetorical education. I illustrate the heuristic value of recuperating mainstream figures by drawing on unexamined materials of John Bascom, whose contributions to nineteenth-century rhetorical theory have been determined exclusively by his textbook, Philosophy of Rhetoric. I challenge such interpretations by using autobiography and institutional history to illustrate Bascom’s disdain for rhetoric and preference for philosophy. I synthesize Bascom’s publications, teaching, and administrative work while president of the University of Wisconsin to recuperate a civic philosophy of public education that integrated civic humanism with progressivism to promote collective identity and shared governance. I use Bascom’s philosophy to support rhetorical education that integrates participation and deliberation as strategies for civic engagement. This essay contributes to rhetorical historiography by demonstrating how a wider range of materials can produce more complex, compelling accounts of an individual’s contributions to theory or pedagogy.

There is increasing usage of creative writing in the ESL/EFL classroom based on the argument that this pedagogy develops writer’s voice, emotional engagement, and ownership. Within the context of teaching poetry writing to second language learners, the current article develops a scientific approach to ways in which voice can be measured and then empirically explores the claim that voice is present within poetry written by second language learners. The study explored this question: Do second language poetry writers have a discernable voice in their written poetry? This issue was investigated in two different ways: (a) utilizing human reader ratings of the likelihood that two poems were written by the same poet and (b) using computational linguistic methodology to explore systematic differences in specific linguistic features in poetry written by second language poets. The data presented here show that poetry written by the same L2 writer is more readily recognized as such and that relevant linguistic items have patterns of frequency of usage that are different for different poets. Together the two studies provide a compelling case that voice is measureable and present in the poetry written by second language learners.

This webtext "tells the story of one composer's struggles with (and within) PowerPoint, a metonymic interface of digital composing" by placing "the composing processdepictedin the video in dialogue with the composing process thatresultedin the video.

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Abstract During his first term as president, Barack Obama delivered four national eulogies at the sites of gun violence tragedies, two of which garnered considerable national attention: one delivered in Tucson, Arizona on January 12, 2011 (following the attack on Representative Gabrielle Giffords and an assembled crowd), and another in Newtown, Connecticut on December 16, 2012 (following the massacre at Sandy Hook Elementary School). The deaths of innocents, the result of a host of causes, required the president to face the issue of gun violence, help the nation work through the trauma, and create the conditions of civility necessary for policy action. At Tucson, Obama drew from the book of Job to explain that the evil in Tucson happened “for reasons that defy human understanding.” In his Newtown address, Obama replaced the more fatalistic theology of his Tucson memorial with a spirit of perseverance and renewal rooted in 2 Corinthians. In this essay, I suggest that Obama’s eulogy at Newtown serves as a counterpart to the call Obama advanced in the Tucson address. I argue that, though the messages embedded in the Tucson speech serve as a legitimate theological and epistemological check on the presumptions of reason, the Newtown address better met the aspirations of civility because it led to a consideration of policies designed to reduce gun violence.

This essay discusses the competing rhetorical styles of two volumes that appeared in the 1880s to remember Abraham Lincoln. One volume, edited by Alan Thorndike Rice, remembered Lincoln in a refined-official style. A second volume, by William Herndon and Jesse Weik, captured Lincoln in a middling-vernacular style. Using automatic coding and close reading, the authors show that Herndon-Weik’s middling-vernacular style put a focus on the “personal” Lincoln. Rice’s essayists, instead, featured an “official” Lincoln set apart from the everyday man. The authors argue that these contrasts were a contributing factor to the different critical reception they received.

The historical actors at the center of Kimberly Harrison’s The Rhetoric of Rebel Women: Civil War Diaries and Confederate Persuasion are not easy figures to identify with, but they are worth studyi...

This webtext argues for the use of multimodal instruction to design online writing courses with digital tools to deliver instructional content and facilitate feedback" — "we believe students who are asked to produce multimodal composition assignments should be engaged with instructional content of appropriate uses of multimodal materials.

The “Rhetoric in the Twenty-First Century: An Interactive Symposium” hosted by Centre for Medieval & Renaissance Studies (CMRS), Oxford from July 3–7, 2012, organized by James J. Murphy, Professor Emeritus of English at the University of California–Davis, and Nicholas J.Crowe, (CMRS), illustrates the resilience of rhetoric as a discipline. Rhetoric, a discipline shunned by twentieth-century Oxonians, was on full display at the conference, suggesting that twenty-first century Oxford is interested in things rhetorical. This report describes the form of the conference and the rhetorical notions advanced, discussed, and debated by the participants. The conference included important scholars of rhetoric as keynote or priming speakers: Sir Brian Vickers, Peter Mack, Jennifer Richards, and James Murphy. Enacting the spirit of rhetoric and scholastic disputation, the symposium delegates put the ideas presented by the priming speakers to the test of argumentation in planned responses to each priming speaker and in a parliamentary style debate. The symposium was deemed as success. The Oxford setting sponsored an atmosphere supportive of dialogue and civil disagreement necessary to the understanding of the rhetorical tradition’s future.

This article examines how mirror neuron research from the neurosciences is incorporated by the field of group analysis and made to fit within the history and practices of the field. The approach taken is from science and technology studies’ discussion of “translation” across actor-networks. The article ends with the suggestion that a translation analysis indicates good reason for rhetoric and writing scholars to consider “multiple ontologies” and to understand neurodisciplinary work as invention.

Our fields need stories that are unwelcome—stories that bother us because we have not fully embraced the notions that our identities matter in our scholarship, our teaching, and our lives. We also need to embrace the multifaceted, intersectional nature of identity, and we need new strategies for engaging in cross-boundary discourses. I offer a queer reading of the work of three African American rhetoricians to explicate three concepts that are critical for engaging in responsible cross-boundary discourse as well as three trajectories for moving forward.

As Natural User Interfaces (NUIs) grow increasingly common, this article investigates what they might do with/for writing and say about the teaching of writing. Specifically, I review three NUI writing projects, critically examining the rhetorical features of the projects and investigating the relationship between NUIs and Graphic User Interfaces (GUIs). Ultimately, I argue that NUIs are not “natural” interfaces but are as historically and socially grounded as GUIs; even so, NUIs hold the potential to invigorate a critical and activities based pedagogy, placing new focus on socially constructed meanings, material interactions, and embodied performances.

Rhetorical theorists have argued that agency is a communal experience, but material conditions in jail and society often prevent prisoners and college students from experiencing it in meaningful ways that embrace difference. Challenging those conditions by bringing both groups together in a writing workshop enables everyone to resist discourses that would name them and to inquire, collaboratively, about pressing social problems like gun violence. This essay shows how a prisoner and a college student sustained that inquiry in writing, moving from metanoia or regret into kairos—the seizing of their day and the experience of agency. The ultimate value of that experience transcends the here and now of the workshop to become the building block of a better public sphere.

During a series of protests in Hong Kong about a leadership transition widely perceived to give Mainland China greater political influence, the Hong Kong Museum of History held a Special Exhibition of the Terracotta Warriors of Xian, China. Sponsored by “The Leisure and Cultural Service Department,” the exhibit featured the first emperor of the Qin Dynasty who ushered in “an epoch-making era in Chinese history that witnessed the unification of China” (Museum Exhibition). This essay explores the multi-media aspects of the exhibit, arguing that encounters with dramatic music and fully immersive digital experiences are examples of an embodied, affective form of constitutive rhetoric. Put differently, the museum’s multi-media elements demonstrate how Maurice Charland’s theory of a constitutive rhetoric can be informed by recent work on affect and can provide one point from which to engage affect theory and the “affective dimension of politics.”

The increasing diversity of students in contemporary classrooms and the concomitant increase in large-scale testing programs highlight the importance of developing writing assessment programs that are sensitive to the challenges of assessing diverse populations. To this end, this paper provides a framework for conducting consequential validity research on large-scale writing assessment programs. It illustrates this validity model through a series of instrumental case studies drawing on the research literature conducted on writing assessment programs in Canada. We derived the cases from a systematic review of the literature published between January 2000 and December 2012 that directly examined the consequences of large-scale writing assessment on writing instruction in Canadian schools. We also conducted a systematic review of the publicly available documentation published on Canadian provincial and territorial government websites that discussed the purposes and uses of their large-scale writing assessment programs. We argue that this model of constructing consequential validity research provides researchers, test developers, and test users with a clearer, more systematic approach to examining the effects of assessment on diverse populations of students. We also argue that this model will enable the development of stronger, more integrated validity arguments.

In recent years multimodal and multimedia have become buzzwords with substantial cache in composition circles. As Clair Lauer outlines in “Contending with Terms: ‘Multimodal’ and ‘Multimedia’ in th...

Over the last seven years, I have spent time across three continents talking to scientists and mathematicians about their beliefs and attitudes and experiences related to writing in their respective disciplines.I have been impressed by the passion and insight with which most have talked about writing and its relationship to critical thinking, and I have often been surprised by how they engage in these practices.For example, rather than working from an a priori hypothesis, many researchers in the STEM disciplines compose backwards, from the results to the introduction.And when reading, many seem to move from the middle of a paper outwards, beginning with the results and method, using an extremely critical eye, and then perhaps scanning out to the introduction and the discussion, or dispensing with these sections altogether.Over and over again, I heard this same story from different scientists, as if it were a secret each alone had stumbled upon.In addition, collaboration, conversation and peer review are very much part of the language of composition that takes place in the sciences (co-authorship, the hierarchies of disciplinary or interdisciplinary teams, the drafting process and the use of technology), but we who work in WID (writing in the disciplines) and WAC (writing across the curriculum) programs are constantly challenged: "How do we teach process in ways that are disciplinarily appropriate?"Historically, we haven't done this well.As Burton and Morgan observed on the training of mathematicians as writers,

Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that is, how best to think about writing as both a technology of communication and an instrument of thought. In this article we elaborate and defend the view that writing is distinctive not only as a technology for the visual representation of speech but more basically as a technology for taking language “off-line,” that is, as language enclosed by quotation marks. Writing, like oral quotation, provides a set of objects divorced from the speaker that persist in time and space and that can be considered and reconsidered somewhat independently of the context of expression and the intentions of the original author. Of special relevance are the units of meaning, namely, words and sentences. When writing turns words and sentences into objects of analysis, it facilitates distinctive modes of discourse such as extended prose and distinctive modes of thinking such as formal rationality.

Although rhetoric and composition has long engaged with emerging digital technologies, historians in our field have not yet in large part entered these conversations. In this special issue, we present four essays by scholars building digital historiographic projects, each of which directly addresses values and concerns that lie at the heart of critical practice in rhetoric and composition: engaging underrepresented and marginalized communities; taking up critically important questions regarding historiographic investigation; and emphasizing collaboration among both scholars and stakeholder groups. Together, these essays contribute significantly to the still nascent conversation regarding how the digital intersects with the historical.

Abstract Lincoln's Second Inaugural Address is a well-known and much-analyzed speech. But one prominent feature, its use of chiasmus (or inverse repetition), has gone largely unremarked, as it has gone largely unremarked in analyses of Lincoln's thought and language more generally. If chiasmus was important for Lincoln, however, it is curiously absent at a key moment in the Second Inaugural—the end of the third paragraph. Why? To answer that question is to understand something important about Lincoln's political and rhetorical ideology. Notes 1Thank you to RR reviewers Barbara Warnick and Andrew King and Editor Theresa Enos for their comments and encouragement regarding this essay. 2Michiko Kakutani, “Lincoln as the Visionary with His Eye on the Prize,” The New York Times, October 25, 2005. 3Nathan Neely Fleming was brother of my great-great-grandfather, John Giles Fleming, and namesake of my great-grandfather, his nephew. 4 Speech of N. N. Fleming, Esq., of Rowan, on the convention question, delivered in Committee of the Whole in the House of Commons of North-Carolina, January 16th, 1861 (Raleigh, NC: 1861). Available in The North Carolina Collection of the UNC Libraries, Chapel Hill, NC. I am grateful to Julie Oliver Fleming for locating and copying this speech. 5Tackach, Lincoln's Moral Vision. 6White, Lincoln's Greatest Speech; Tackach, Lincoln's Moral Vision. 7White, Lincoln's Greatest Speech 151. 8See images of the manuscript in Lincoln's hand at http://memory.loc.gov/cgi-bin/ampage?collId=pin_mssmisc&fileName=pin/pin2202/pin2202page.db&recNum=0&itemLink=r?ammem/pin:@field(NUMBER+pin2202))&linkText=0. I take my text from this manuscript, adding my own paragraph and sentence numbers (e.g., 2.4). A full version of the text with my lineation can be found at http://people.umass.edu/dfleming/english550-lincoln.html. 9White, Lincoln's Greatest Speech, is a good source on the background of the speech. 10Ibid. 165. 11The whole speech in fact is highly monosyllabic: 505 of 703 words are monosyllables according to White, Lincoln's Greatest Speech 48. 12Cf. “government of the people, by the people, for the people” from the Gettysburg Address. 13Lincoln may have learned this formulation from Daniel Webster's 1830 speech against Hayne, with its call for “liberty and union, now and forever, one and inseparable” (Miller, Lincoln's Virtues 83, 113). 14Fahnestock, Rhetorical Figures in Science, 123. 15Dr. Mardy Grothe, Never Let a Fool Kiss You, or a Kiss Fool You (New York: Penguin, 1999). 16I take the example from Gideon Burton's “Forest of Rhetoric” website: http://humanities.byu.edu/rhetoric/silva.htm. 17Fahnestock, Rhetorical Figures in Science 123. 18John F. Kennedy Inaugural Address, January 20, 1961. 19Fahnestock, Rhetorical Figures in Science 135. 20“Chiasmus seems to set up a natural internal dynamic that draws the parts closer together, as if the second element wanted to flip over and back over the first… . The ABBA form seems to exhaust the possibilities of argument, as when Samuel Johnson destroyed an aspiring author with, ‘Your manuscript is both good and original; but the part that is good is not original, and the part that is original is not good’” (Richard A. Lanham, A Handlist of Rhetorical Terms, 2nd ed. [Berkeley: U of California P, 1991]: 33). 21PBS NewsHour, October 15, 2008. 22David Brooks, “Thinking About Obama,” The New York Times, October 17, 2008. 23Tackach, Lincoln's Moral Vision 122 (quoting Elton Trueblood). 24A useful analysis of the different effects of chiasmus can be found in Clark, “‘Measure for Measure.’” 25As Kraemer notes (“‘It May Seem Strange’”), Garry Wills interpreted the Gettysburg Address chiastically, claiming that Lincoln turned the dedicatory function of the occasion upside down: “We cannot dedicate the field. The field must dedicate us” (Wills, “Lincoln's Greatest Speech?” 63; see also 68). As far as I can tell, however, Wills never actually uses the word chiasmus in either his book-length treatment of that speech, Lincoln at Gettysburg, or the more pointed discussion of it in his article on the Second Inaugural (“Lincoln's Greatest Speech?”). Kraemer, however, does use the word chiasmus to talk about sentence 3.9 of the Second Inaugural, which I'll also examine below. But, as for more sustained treatments of chiasmus in Lincoln or in the Second Inaugural, Gardner's essay is the only example I could find, other than my own; his treatment, both of chiasmus and of the Second Inaugural, is so different from mine, however, that they are difficult to reconcile. The lack of attention to Lincoln's use of chiasmus in general, and its role in the Second Inaugural in particular, is curious given the detailed rhetorical analysis that is a staple of Lincoln scholarship (for examples of such analysis in terms of the Second Inaugural, see, for example, Slagell, “Anatomy of a Masterpiece”; White, Lincoln's Greatest Speech; and Wills's “Lincoln's Greatest Speech?”—none of which mentions chiasmus). Of course, many analysts have pointed out the balance and symmetry that characterize much of this speech, and several have further noted the tension here between a kind of New Testament discourse of charity and an Old Testament one of retribution. 26Ronald White (Lincoln's Greatest Speech) repeats a contemporary journalistic report that has Lincoln pausing significantly before sentence 2.5 (79). In support of that reading is the layout of Lincoln's actual delivery text (see Wilson's Lincoln's Sword), which can be viewed at http://memory.loc.gov/cgi-bin/ampage?collId=pin_mssmisc&fileName=pin/pin2202/-pin2202page.db&recNum=5&itemLink=r?ammem/pin:@field(NUMBER+pin2202))&linkText=0. 27On the combination of chiasmus and paralipsis here, see also Kraemer, “‘It may seem strange.’” 28Miller, Lincoln's Virtue 275. 29Roy P. Basler, ed., Collected Works of Abraham Lincoln (1953), 6:409. 30White, The Eloquent President 125–52, 363–64, emphasis in original. 31They are, interestingly enough, arranged chiastically: OT NT NT OT. 32White, Lincoln's Greatest Speech 101 33Williams, Ten Lessons in Clarity and Grace 241. 34Ibid. 243. 35Interestingly, this is the first and only mention of “North” and “South” in the speech. 36Menand, Metaphysical Club 56. 37Among the killed: a confederate officer from North Carolina named Nathan Neely Fleming. 38Tackach, Lincoln's Moral Vision. 39These words were probably uttered very slowly. (In Lincoln's August 1863 letter to James Cook Conkling, which accompanied his written remarks for a Springfield rally, he had suggested, “Read it very slowly” [see White, The Eloquent President 193].) 40Don E. Fehrenbacher, qtd. in Tackach, Lincoln's Moral Vision 38. 41David Herbert Donald, Lincoln 567. 42Tackach, Lincoln's Moral Vision 138. 43Qtd. in Miller, Lincoln's Virtues 146. 44White, Lincoln's Greatest Speech 162. 45Carwardine, Lincoln 246. 46Williams, Ten Lessons in Clarity and Grace 242. 47Tackach, Lincoln's Moral Vision 148. 48Qtd. in White, Lincoln's Greatest Speech 141–43. “In Joshua Wolf Shenk's telling metaphor, Lincoln [saw clearly] by the summer of 1864 that he was NOT really the captain of the ship; but neither did he regard himself as an ‘idle passenger. [He was rather] a sailor on deck with a job to do’” (Wilson, Lincoln's Sword 261). 49A paraphrase of Lincoln's April 1864 letter to Albert G. Hodges, qtd. in Wills, “Lincoln's Greatest Speech?” 66. 50See, for example, Slagell, “Anatomy of a Masterpiece”; Tackach, Lincoln's Moral Vision; White, Lincoln's Greatest Speech; Wills, “Lincoln's Greatest Speech?” 51Qtd. in Miller, Lincoln's Virtues 64. 52Miller, Lincoln's Virtues 252–72. 53Abraham Lincoln, Speeches & Writings, 1859–1865, ed. Don E. Fehrenbacher (Library of America, 1989), 689, emphasis added; see also Tackach, Lincoln's Moral Vision 144; and Roy P. Basler, ed., Collected Works of Abraham Lincoln (1953), 8:356. 54This ability of Lincoln to effect moral power without being moralizing is treated eloquently in Miller, Lincoln's Virtues, passim. 55Qtd. in White, Lincoln's Greatest Speech 59. 56Thomas Mallon, “Set in Stone: Abraham Lincoln and the Politics of Memory,” The New Yorker, Oct. 13, 2008: 143. 57Wilson, “The Old Stone House” 130. 58White, Lincoln's Greatest Speech 93–94. 59Ward, Burns, and Burns, The Civil War 360.

Book Review| September 01 2013 Reading Embodied Citizenship: Disability, Narrative, and the Body Politic Reading Embodied Citizenship: Disability, Narrative, and the Body Politic. By Emily Russell. New Brunswick, NJ: Rutgers University Press, 2011; pp. vii + 243. $44.95 cloth; $28.95 paper. Rachel D. Davidson Rachel D. Davidson University of Wisconsin, Milwaukee Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2013) 16 (3): 610–613. https://doi.org/10.14321/rhetpublaffa.16.3.0610 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Rachel D. Davidson; Reading Embodied Citizenship: Disability, Narrative, and the Body Politic. Rhetoric and Public Affairs 1 September 2013; 16 (3): 610–613. doi: https://doi.org/10.14321/rhetpublaffa.16.3.0610 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. © 2013 Michigan State University Board of Trustees2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Introducing the root trope in my title requires recognizing those responsible for giving rise to and nourishing the metaphorical root in rhetorical studies. We are a better discipline for the service and scholarship of John Waite Bowers, Donovan J. Ochs,

This essay explores how rules for handling testimonial evidence were developed in the contexts of the British jurisprudence, epistemology and theological debate over the course of the eighteenth century, and shows how Thomas Paine appropriated these rules in The Age of Reason, his deistic manifesto.

To identify some of the research questions and needs of most importance to industry professionals and academics, we conducted a Technical Communication Industry Research Survey that posed a common set of questions about research. Here we report the results, which suggest some differing priorities for academics and industry professionals, but also some shared priorities that might help guide disciplinary research, including content strategy, user behavior, metrics/measurements, and process/practices.

This essay explores how rules for handling testimonial evidence were developed in the contexts of the British jurisprudence, epistemology and theological debate over the course of the eighteenth century, and shows how Thomas Paine appropriated these rules in The Age of Reason, his deistic manifesto.

We argue that the rhetoric of science occupies an important niche in contemporary science studies. Although we are pluralistic about how different rhetoricians of science can and do conduct their inquiries, we assert that their disciplinarily distinctive approach is to treat argumentation as a constituent of context. From this perspective, we observe various interacting forms of rationality at work in the controversies that constitute science in society. We argue that modes of discovery and modes of proof are mutually engaged in the process of rhetorical invention. We identify a variety of topics or commonplaces that show invention as we conceive it at work. We take a pro-science attitude toward the role of science in finding the truth and in sustaining democratic institutions.

This brief article examines the scholarship of propaedeutics, which is involved when teasing meaning from cutting-edge scientific and technological fields that are often in flux. Because these fields are plagued with uncertainty, mired in shifting jargon, highly controversial, and often politicized, the scholar who studies these areas must build texts in order to approach the claims and counterclaims made by proponents and opponents and offer rhetorical critical insight. The term fringe science is used to describe three sub-fields that have been the subject of work by the author and his team. Nanotechnology, synthetic biology, and geo-engineering are three highly interdisciplinary technological fields that offer many opportunities for rhetoricians of science and technology as well as pose risks. To critique them demands a basic understanding of what they are and what they purport to be.

As usability experts describe the appropriate models for writing in digital, they consistently express the need to write in a user-centric format. While I agree with the importance of efficient navigation in Web content, I suggest that user-centric writing only applies to part of the content we find in a website. Other styles of writing are almost always required. Two additional styles are persuasion-centric and quality-centric writing. These two styles are required by almost all marketing writing and especially marketing writing for the prosumer community. In this article I extend the ideas found in user centered design to include user-centric, persuasion-centric, and quality-centric writing (which combination I call ReaderCentric writing ). I believe this impacts information architecture in a number of important ways, perhaps most notably in the way the various writing styles impact the mindset of the information architect. I will explain why these writing models are important and demonstrate what happens when the models are ignored or not understood, plus how they may be successfully applied to marketing documents on the Internet. Finally, I will speculate on how information architecture may be adjusted to meet the needs of the content, writer, and reader.

This article describes a single class devoted to an experiment in practical criticism. The experiment encourages students to recognize their own capacity as close readers when interpreting an unfamiliar fifteenth-century poem by Thomas Hoccleve. It also encourages students to reflect critically on the practice of criticism, especially the way it determines the standard by which we judge poetry.

This article reconstructs the Birmingham civil rights mass meetings of 1963 as one setting for reengaging the theoretical tensions between canonized and marginalized rhetorics. I consider how Ralph Abernathy's May 3rd speech epitomizes one way blacks used religious oratory to destabilize the boundaries that proponents of standardized writing have traditionally attributed to African-American discursive strategies. After summarizing the history of the mass meetings from Montgomery to Birmingham, I advance the claim that during his speech Abernathy functions as a folk preacher and a “revisionist historian.”

Book Review| March 01 2013 Abraham Lincoln and the Structure of Reason Abraham Lincoln and the Structure of Reason. By David Hirsch and Dan Van Haften. El Dorado Hills, CA: Savas Beatie, 2010; pp. xxiv + 439. $34.95 cloth. David Zarefsky David Zarefsky Northwestern University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2013) 16 (1): 194–198. https://doi.org/10.14321/rhetpublaffa.16.1.0194 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation David Zarefsky; Abraham Lincoln and the Structure of Reason. Rhetoric and Public Affairs 1 March 2013; 16 (1): 194–198. doi: https://doi.org/10.14321/rhetpublaffa.16.1.0194 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. © 2013 Michigan State University Board of Trustees2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| March 01 2013 The Genuine Teachers of This Art: Rhetorical Education in Antiquity The Genuine Teachers of This Art: Rhetorical Education in Antiquity. By Jeffrey Walker. Columbia: University of South Carolina Press, 2011; pp. 356. $49.95 cloth. David M. Timmerman David M. Timmerman Monmouth College Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2013) 16 (1): 216–219. https://doi.org/10.14321/rhetpublaffa.16.1.0216 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David M. Timmerman; The Genuine Teachers of This Art: Rhetorical Education in Antiquity. Rhetoric and Public Affairs 1 March 2013; 16 (1): 216–219. doi: https://doi.org/10.14321/rhetpublaffa.16.1.0216 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. © 2013 Michigan State University Board of Trustees2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Faculty culture and communication networks are pivotal components of technology transfer on university campuses. Universities are focused upon diffusing technology to external clients and upon building structure and support systems to enhance technology transfer. However, engaging faculty members in technology transfer requires an internal diffusion of new ideas that are largely dependent upon faculty culture. New policies, structures, and support staff help to promote technology transfer ideologically, but are of little use if faculty researchers avoid involvement because of more intangible factors. The current study investigates this internal diffusion on one campus, using interviews with faculty members, administrators, technology transfer office personnel, licensees, and spin-off company administrators. Results show that faculty culture concerning technology transfer is dependent upon informal communication networks, principles of diffusion, history, and social interaction.

Community colleges have been engaged for the last sixty years in providing open access to public higher education to anyone with a high school diploma. Recently, disappointing success rates for developmental students have driven some colleges to reduce or restrict access to college based on standardized test scores. The operative phrase in most of these discussions is “ability to benefit.” This essay examines the complex variety of issues related to ability to benefit. Using a robust archive of data from our institution to explore this question, we argue that standardized placement scores tell only one kind of story about our most underprepared students. Course pass rates and percentages of students who reach critical milestones provide only one rather limited way to assess this complex issue. Our data tell us other stories that may be more important.

The work presented here in thisPanel to Gallerywas originally produced and assembled for the 2012 Modern Language Association Conference in Seattle, Washington. Similar toFrom Gallery to Webtext, the event Victor curated for the 2006 College Composition and Communication Conference, thisPanel to Galleryevent at MLA set aside the traditional diachronic set of presentations for a synchronic set, in an art e-gallery format, arranged separately as conceptual art installations.

Preview this article: Poems: Bach's Invention for First Grader, Wax Paper, and Comb and Taking Flight with Ferlinghetti, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/40/2/teachingenglishinthetwoyearcollege21852-1.gif

This November issue of RTE once again contains the Annual Annotated Bibliography of Research in the Teaching of English, available only here, on the NCTE website.

A multi-faceted Shakespeare festival in a small town in rural east central Arkansas, part of a larger Community Literacy Advocacy Project, represents a concerted effort to alter the discourse of decline in this economically troubled region, but it also raises some challenging issues about how such projects distribute social and cultural capital among their participants.

Several government agencies are seeking quality improvement in environmental policy documents by asking for the implementation of Plain Language (PL) guidelines. Our mixed-methods research examines whether the application of certain PL guidelines affects the comprehension and perceptions of readers of environmental policy documents. Results show that the presence of pronouns affects inferential comprehension of environmental impact statement summaries (EIS summaries), but that the effect varies with the reader's education level. Further, headings in question phrasing affect a reader's perception of familiarity and reliability of EIS summaries. A reader's perceptions of EIS summaries and attitudes toward the organizations creating the documents are also affected by overall design features. PL guidelines on the use of pronouns and question headings are not fully supported by our research and need further validation with regard to comprehension. This article ends with a call for further research.

In light of recent high-profile communication failures in times of crisis (the Fukujima nuclear disaster, the finger-pointing following the BP oil spill, and the FEMA response to Hurricane Katrina ...

454 RHETORICA speakers moved (along with a comic lexicon of abuse) from drama to oratory, surfacing also in the Platonic dialogue (although ignored for the most part by Aristotle) and proliferating in Theophrastus. Although for the sake of clarity I have focused in this review on the central opposition between the aggressive versus and the weak and decadent speaker, W. is clear that these two types exist at opposite ends of a continuum and that characteristics of one type can slide into another. Particularly welcome is her insistence that the iambic mode transcends genre. This enables her to make wideranging and successful connections between comedy, satyr play, tragedy, philosophy, and forensic rhetoric. One of the pleasures of the book is to trace the various instantiations of the paradoxical figure of Socrates from Aristophanes to Plato and Theophrastus. Socrates does not occur explicitly in the last of these, but the cumulative force of W.'s analysis compels the reader to give serious consideration to her suggestion that he is a shadowy presence in several of Theophrastus7 caricatures, the product of "a tradition of characterization that wittily assimilates to intemperate types a teacher who used his famous recalcitrance to disparage and tease haughty, boastful elites" (317). Individual readers will, of course, find places where they could desire reformulation or areas where further questions arise. I, for example, am not entirely comfortable with the contention (22) that Plato adopted the language of insult from dramatic genres—this seems to me to be perhaps an overly reductive way of formulating a process that was surely more complex. This leads in turn to problems about how informal practices of insult bleed into and from the rhetoricized versions we find in our literary texts (a reading of the treatment of invective found in Plato's Laws 934-936 would be useful here). Yet it is no insult to suggest that the book presents opportunities for future reflection; some discomfort is a small price to pay for such thoughtful and productive work. Kathryn A. Morgan University of California at Los Angeles Sergey Dolgopolski. What is Talmud? The Art of Disagreement. New York: Fordham University Press, 2009. xii + 333 pp. ISBN: 9780823229345 This book joins an increasing body of work devoted to the study of Jewish discourse. The study of Jewish rhetoric has found a place in the work of rhetoric and composition scholars who are turning their attention to the subject of non-Western or alternative rhetorics (Carol Lipson and Roberta Binkley's Ancient Non-Greek Rhetorics), as well as scholars who imagine that the conceptual integrity of the notion "Jewish perspectives" can be coherently expressed as a book (Andrea Greenbaum and Deborah Holstein's Jewish Perspectives in Rhetoric and Composition). What is Talmud? Reviews 455 also shares a concern with work in Jewish studies devoted to pedagogy (Simcha Assaf), rabbinic literary activity (Daniel Boyarin, Jeffrey Rubenstein, David Stern), historiography (Ismar Schorsch), systematic Hebrew rhetorics (Isaac Rabinowitz, Arthur Lesley) and the hermeneutical activity of textbased communities (Moshe Halbertal). While there are resources enough from which to construct a course on "Jewish discourse," the idea of teaching and studying "Jewish rhetorics" is still problematic inasmuch as there is a sense that organizing the considerable scholarly activity devoted to "Jewish discourse" under the phrase "Jewish rhetorics" is at best an anachronistic projection and, at worst, an act of violent appropriation. One way to avoid the charges of appropriation or anachronism would be to treat "rhetoric" as a set of methodologies that could be productively applied to any "text." The problem with this approach is that often the methodologies that fall under the heading of rhetoric were produced in support of philosophical or historical investigations. For this reason, others have chosen to treat rhetoric as a set of concerns, or even a predisposition to ask certain kinds of questions. The idea of "Jewish rhetorics" might, in that instance as well, avoid the violence of appropriation, but "rhetoric," then runs the risk of simply being another name for something that is being productively and more accurately examined as "discourse" or "literary activity." The concept of "Jewish rhetorics" may encounter some resistance because, in avoiding the charges of anachronism or violence, "Jewish...

Our experiences as part of the Writing in Digital Environments (WIDE) Research Center have led to a complete break with the notion that we are concerned with the effective communication of idea to an audience or even with the related idea that we design technologies for that purpose. At least this is the stance that we take in this very short essay.

Rhetoric and composition historiography has recently undergone a rapid transformation as scholars have complicated and challenged earlier narratives by examining diverselocal histories and alternative rhetorical traditions. This revisionist scholarship has in turn created new research challenges, as scholars must now demonstrate connectionsbetween the local and larger scholarly conversations; assume a complex, multivocal past as the starting point for historical inquiry; and resist the temptation to reinscribeeasy binaries, taxonomies, and master narratives, even when countering them. This essay identifies and analyzes these challenges, posits responses to them, and suggestsexemplars for future practice.

Although keystroke logging promises to provide a valuable tool for writing research, it can often be difficult to relate logs to underlying processes. This article describes the procedures and measures that the authors developed to analyze a sample of 80 keystroke logs, with a view to achieving a better alignment between keystroke-logging measures and underlying cognitive processes. They used these measures to analyze pauses, bursts, and revisions and found that (a) burst lengths vary depending on their initiation type as well as their termination type, suggesting that the classification system used in previous research should be elaborated; (b) mixture models fit pause duration data better than unimodal central tendency statistics; and (c) individuals who pause for longer at sentence boundaries produce shorter but more well-formed bursts. A principal components analysis identified three underlying dimensions in these data: planned text production, within-sentence revision, and revision of global text structure.

Abstract This essay examines reminiscences of Abraham Lincoln that were published in the aftermath of his death by those who had interacted with Lincoln personally. An understudied genre y Lincoln reminiscences offered judgments of Lincolns character through a portraiture style designed to make salient private as well as public dimensions of his character. We historicize the rhetoric of portraiture and trace the rise of reminiscence out of biography as a stand-alone genre, which reached unprecedented popularity in the competitive subgenre of the Lincoln reminiscence. We argue that Lincoln reminiscences featured a balance of common and uncommon virtues thought essential for a president, a balance that helped democratize and humanize presidential character.

AbstractLincoln's First Inaugural Address was not designed to coax the seceded states back into the Union, because he never conceded that they had left. Rather, he sought to define the situation so that, if war broke out, the seceders would be cast as the aggressors and the federal government as acting in self-defense. To this end, he presented a principled case against the legitimacy or even possibility of secession while applying the arguments to the exigence at hand. He identifies the cause of the trouble as “unwarranted apprehension” among the southern states, announces his policy as a minimalist assertion of national sovereignty, and urges that disaffected southerners not act in haste to threaten that sovereignty further. Not only does he explicitly call for slowing down the push to war but the speech itself enacts a slowing of time. In sum, the First Inaugural illustrates both Lincoln's philosophical grounding and his rhetorical dexterity.

David Clanaugh, Michigan Technical University, and Hamilton Bean, University of Colorado, Denver, on the distorted ways in which risk is measured, assessed, and communicated, especially with a view to hiding the influence of private interest.

Volume 8, No 1, of POROI: An Interdisciplinary Journal of Analysis and Invention, offers three essays and, in accord with our practice, summaries of the Proceedings of 2011 Preconference of the Association for the Rhetoric of Science and Technology (ARST).

Consent tools for health research generally are designed without contextual or linguistic factors in mind. This is especially true of university-based research. This case history details our design team's efforts to transform one generic consent form into a set of multimodal tools that will increase patients’ understanding of and participation in a medical study.

Abstract Humor that addresses race can easily backfire. This article engages in an analysis of The Boondocks, an adult cartoon, to investigate how humor about race and racism can function not only to generate laughter through satiric rejection of long-held racist stereotypes in the American context but also to encourage new perspectives. The analysis makes use of rhetorical concepts drawn from theorist Kenneth Burke to analyze the rhetorical and comedic functioning of the dialogue, the use of music, and the visual features of the show. Notes 1We thank two extremely helpful RR reviewers, Richard Marback and Adela Licona. The quotation in the title comes from Glenda R. Carpio. Laughing Fit to Kill: Black Humor in the Fictions of Slavery. New York: Oxford UP, 15. 2As an example, CitationVidmar and Rokeach (1974) examined audience interpretations of the humor in All in the Family. They found that while some viewers laughed at the overt racism in the comments of Archie Bunker, others laughed at his hippie son-in-law Michael, who portrayed a racially enlightened person. 3McGruder has also published his comic strips in a series of books including The Boondocks: Because I Know you Don't Read the Newspapers, Kansas City: Andrews McMeel (2000); A Right to Be Hostile: The Boondocks Treasury, New York: Three Rivers P (2003); Public Enemy #2: An All-New Boondocks Collection, New York: Three Rivers P (2005); and All the Rage: The Boondocks Past and Present, New York: Three Rivers P (2007). 4Readers interested in the media portrayal of Huey Newton and the Black Panthers will find the following works helpful: Pearson, Huey: Spirit of the Panther; Hilliard, Zimmerman, and Zimmerman, The Shadow of the Panther: Huey Newton and the Price of Black Power in America; and Jeffries, Huey P. Newton: The Radical Theorist. The Party is seen to have continued the militant and nationalistic efforts of Malcolm X. Huey Newton, who earned a PhD in Social History from the University of California at Santa Cruz, also continued the intellectual legacy of Malcolm X. He was convicted of manslaughter in 1967, but this was overturned two years later. He and the Black Panther Party later adopted a nonviolent creed and focused on providing food, housing, and basic social services to black Americans in need. He later faced another charge for murder, but this did not result in a conviction. In 1989, after a conviction and short jail sentence for the misuse of public funds, he was murdered in Oakland, apparently participating in a drug deal that went bad. 5All quotations from episodes of The Boondocks, season one and season two. 6Anime is a uniquely Japanese visual art form that began in the early twentieth century. In the United States, the form became popular in the 1960s when a Japanese comic book, Aru Machikado, was made into a television show, Astro Boy. Other anime television shows followed in the midsixties including Gigantor, Speed Racer, and Kimba the White Lion. The art form often includes children as main characters and heroes. The form also presents human emotion in a very visual manner and highlights the role of emotion in human interaction: "In anime the feelings of the characters play an important role in shaping their actions, much more so than in most American products, live or animated" (Poitras 55).

This webtext is a text/image collage, a meditation on the associations between syncretism and the mashup. In this piece, I do not claim any theoretical connections between syncretism, hybridity, and mash-ups; I am only curious about their associative, analogical connections and how I might represent these materially/visually via this juxtaposition of texts and images.

Abstract Drawing on his two books, Dreams from my Father and The Audacity of Hope, the prophetic African American Christian mythic system, and a rhetoric of argumentative reason, Barack Obama developed literary, mythic, and rhetorical signatures during his campaign for president. His signatures recast binary oppositions and answered questions of identity with a set of dissociations, rhetorical acts intended to transform the relationship between contraries. In his inaugural address, Obama adapts these signatures to the assumption of power as president by recalling and rescuing the cosmopolitan expression of American civil religion.

This study identified historical continuities and discontinuities across a century of secondary research published in English Journal (1912–1966) and Research in the Teaching of English (1967–2011). It highlights considerable methodological continuity across six decades of English Journal and some shifts in research emphases that tended to echo changing emphases in psychological research, curriculum reforms, and critiques of traditional linguistics. The analysis of secondary research published in Research in the Teaching of English explores how RTE emerged in 1967 with a definition of empirical social science that both expanded and contracted practices of positivist research and also excluded traditions of practitioner research and humanities-based research that had been published for decades in EJ. Next, the study tracks patterns of continuity and change across RTE from the late 1960s to the present, including shifts in secondary research that seemed to echo shifts in behavioral science (1960s–1980s), cognitive psychology (1980s), and the onset of “sociocultural” research (early 1990s to present). The article concludes with a brief discussion of overarching impressions of continuity and change in secondary research, the place of “science” within the NCTE imprint, and a call for more historical research in English education.

Contributors to this symposium recall and reflect on changes of mind they have experienced, noting the relationship of these to larger concerns of English studies as a profession.

The authors report on a multiyear study designed to reveal how introducing a content management system (CMS) in an administrative office at a large organization affects the office’s writing and work practices. Their study found that users implemented the CMS in new and creative ways that the designers did not anticipate and that the choices users made in using the CMS were often driven not by technology but by the social implications the CMS held for their office. By contrasting how writers negotiated specific genres of writing before and after the CMS was introduced, the authors argue for increased attention to providing flexible technologies that enable writers to innovate new tools in response to the social needs of their writing environments. This approach must be driven by research on the implications of technology in workplace communities.

Abstract Since the 1950s, technical communicators have been trying to predict future developments in technology, economics, pedagogy, and workplace roles. Prognosticators have included founders of the profession, academics, business leaders, and practitioners. This article examines their predictions to determine what they reveal about technical communication as a discipline. ACKNOWLEDGMENTS The authors would like to thank the following people for their assistance: Xiaoyan Huang, Jie Chen, Prasad Patankar, and the interlibrary loan staff at Missouri S&T. These people assisted by requesting, downloading, and photocopying articles and (in a few cases) correcting citations. The authors would also like to thank the journal's editors and copy editors for their contributions. Notes Full citations for in-text source references are either within the text as part of the annotated bibliographies (divided by publication years: 1952–1990, 1991–2000, or 2001–2010) or within the end-of-text list titled "Additional References." Additional informationNotes on contributorsDavid Wright David Wright has a PhD in Technical Communication from Oklahoma State University. He is currently Assistant Professor of Technical Communication in the Department of English and Technical Communication at Missouri S&T. Edward A. Malone Edward A. Malone is Associate Professor of Technical Communication and Director of Online Graduate Programs in the Department of English and Technical Communication at Missouri S&T. Gowri G. Saraf Gowri G. Saraf has a BE in Instrumentation Technology from R.V. College of Engineering, Bangalore, India, and an MS in Technical Communication from Missouri S&T. Tessa B. Long Tessa B. Long has a BA in Spanish from the University of North Carolina at Wilmington and an MS in Technical Communication from Missouri S&T. Irangi K. Egodapitiya Irangi K. Egodapitiya has a BA with majors in English, sociology, and management from the University of Peradeniya, near Kandy, Sri Lanka, and an MS in Technical Communication from Missouri S&T. Elizabeth M. Roberson Elizabeth M. Roberson has an AS in Business Administration, a BS in English, and a BS in Writing from Drury University in Springfield, Missouri, and an MS in Technical Communication from Missouri S&T.

This article provides quantitative data to establish the relative, perceived burden of writing research articles in English as a second language. Previous qualitative research has shown that scientists writing English in a second language face difficulties but has not established parameters for the degree of this difficulty. A total of 141 Mexican, Spanish-speaking scientists from a range of scientific disciplines participated in a survey which directly compared writing scientific research articles in Spanish and English as a second language. The survey questions defined burden in relation to perceived difficulty, dissatisfaction, and anxiety. The results revealed that the experience of writing a scientific research article in English as a second language is significantly different than the experience writing in a first language and that this writing process was perceived as 24% more difficult and generated 11% more dissatisfaction and 21% more anxiety. The findings suggest that the use of English as a second language is the cause of this increased burden.

African American community literacy (AACL) originates with the belief that collective social interactions frequently provide the best chance for individuals to develop—through dialogue, personal interactions, and storytelling—into critical citizens. Community, although often taken for granted, figures into the learning of all students as a primary influence on their language and reading habits, as a space for deliberating with others. In response to this understanding, the editors and authors of this collection ask how we might use the long tradition of African American community literacy to teach students to write and respond to traditional academic concerns and the broader social world. Our interests in AACL extends from an understanding that “if writing instructors are to open their typically controlled, teacher-centered classrooms to the press of local community life, they should be aware of how literacy is figured differently across various contexts" (Deans, Roswell, and Burr 5). In this case, we focus on the way black Americans have used specific social practices to organize and educate one another.

Research Article| September 01 2011 The Prudential Public Sphere David Randall David Randall Search for other works by this author on: This Site Google Philosophy & Rhetoric (2011) 44 (3): 205–226. https://doi.org/10.5325/philrhet.44.3.0205 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David Randall; The Prudential Public Sphere. Philosophy & Rhetoric 1 September 2011; 44 (3): 205–226. doi: https://doi.org/10.5325/philrhet.44.3.0205 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 © 2011 by The Pennsylvania State University. All rights reserved.2011The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

This article introduces a new IText technology called Classroom Salon. The goal of Classroom Salon is to bring some of the benefits of social media—the expression of personal identity and community—to writing classrooms. It provides Facebook-like features to writing classes, where students can form social networks as annotators within the drafts of their peers. The authors discuss how the technology seeks to capture qualities of historical salons, which also built communities around texts. They also discuss the central features of the Classroom Salon system, how the system changes the dynamics of the writing classroom, current efforts to evaluate it, and future directions.

Comparison of the accounts of arrangement (taxis) in Aristotle’s Rhetoric and Anaximenes’ Rhetoric to Alexander gives further support to belief in a common urtext of the two treatises. It also aids in the interpretation of several hitherto obscure passages in both texts and reveals differences in the approaches used by the philosopher and rhetorician.

An outcomes assessment project we conducted at our open admissions institution turned out to be considerably more enjoyable and worthwhile than we anticipated.

Students' writing of parody can provide a more persuasive vehicle than conventional academic writing to move students from their intuitive awareness of irony to critical analysis of rhetorical strategies. Combining parody writing with strong critical reflection can encourage a more complex view of language choices, audience identification, genres, and persuasion.

Abstract The Stoic is often seen as the forerunner of Adam Smith's market man of morals, but others have suggested that the sophist played a role in the formation of market morality and political economy. This article traces Smith's treatment of ancient sophists and his use of the term sophistry in the Wealth of Nations. Smith praised ancient sophists for their effective didactic oratory and their ability to make money through teaching. Smith criticized arguments as sophistic when they promoted monetary advantage for a few over and above the principle of competition. This varied reception of sophists and sophistry suggests a keen understanding of the rhetorical tradition and its capacity to influence the development of the discourse of political economy. Smith's use of sophistry and reference to the sophists invites a deeper awareness of the essential vitality of effective argumentation for Smith's “system of natural liberty.”

Rhetoric enters into economics frequently at the junctures of alternative government policies and debates grounding competing theories of unexpected events and prudent solutions.When economies turn in widely unanticipated directions, critical discussions arise to spark questions about the legitimacy, power, and correctness of policy response.In October 1932, there appeared in The Times of London a series of brief letter exchanges signed by John Maynard Keynes and Friedrich August von Hayek (along with some of their associates) in which alternative explanations were defended about the causes of economic activity.Those explanations were grounded in macro-and microeconomics, which in the terms of the 1930s were contested as trade cycle or monetary theories (Rizzo, 2009).Also at issue, however, was a choice between alternative strategies of political economy.Nineteen thirty-two appeared to be a time of nascent recovery from the effects of falling equity values, but also could be seen as the beginning of a new era of trade protectionism and monetary contraction.One policy choice was for governments to distribute tax or printed money to citizens in the form of unemployment insurance or guaranteed employment programs to supplement private spending.Another was for governments to exercise restraint in borrowing and spending and let private capital adjust economies to new productive levels by securing good investments over time.While the subsequent decisions of the British government conformed to neither choice unequivocally, the events of the Great Depression that followed have at various times been appropriated by Hayek and Keynes' successors as evidence that the theoretical arguments of one or other have been vindicated by collective experience.The present day is another time in which theoretical controversy and alternative practices are conjoined.Named by some as "the Great Recession," the period that began in 2008 has seen accelerating rates of defaults on loan repayments, job layoffs, financial institutional distress, and speculative shortselling of sovereign debt.But this moment has also

The essay argues that Edmund Burke's differences from Adam Smith on government-sponsored assistance for the unemployed is rooted in their differences about the nature of government, not in their economic theories. Burke, unlike Smith, cannot free himself from the violent display of power on which he thinks political legitimacy rests. In this way, his work testifies to the insights of Michel Foucault. Smith has a different, more bourgeois ideal and a higher estimate of the "bourgeois virtues" of the common person.

Few popular science news articles today attract as much attention or are communicated with as much flamboyance as those involving the neurosciences. Catchy but charged headlines such as "Obese Teens May Be Lacking in Brain Size, Not Willpower" These popular accounts present rhetoric scholars with numerous opportunities for interrogating scientific understandings of the brain and their development through the discourses, practices, and materials of neuroscience. However, a strictly deconstructive approach, as Bruno Latour (2004) notes, can be viewed as intellectually hostile to the efforts of scientific researchers (p. 225-228). Because neuroscience is a relatively new and diverse field, it is important to

The discoveries of science and technology are accelerating. The choice of how to regulate and react to scientific and technological innovations relies heavily on the notion of risk. The emergence nature contemporary science and technology (i.e., complex systems that are not reducible to the simple physical and chemical processes from which they arose) confounds risk studies Indeed, whether to embark on a particular path of scientific inquiry or proceed with a technological development depends on the ability to calculate the amount of risk associated with the endeavor. We are, however, ill-equipped to resolve the demands of risk analysis with certainty.

Christopher Tindale has for some time been a not-particularly-dark champion of the proposition that the rhetorical dimension of argumentation cannot be ignored. Books such as Acts of Arguing (1999)...

This article presents highlights from “Education in the Balance: A Report on the Academic Workforce in English,” the 2008 ADE/MLA survey of staffing patterns in English departments. It raises questions about the increased institutional separation of research and teaching.

Drawing on work logs kept by participants, the authors report and analyze a project at their university in which contingent faculty recorded the amount of work they actually performed during a week. The authors also recommend ways to enhance the working conditions of such faculty.

First published in 1985, David Bartholomae’s “Inventing the University” has become perhaps the most often cited and discussed essay in composition studies. On the occasion of its twenty-fifth anniversary, the editor of College English interviews Bartholomae about the essay’s background, subsequent reception, and continued impact.

Preview this article: Poem: Why I Can't Turn My Essay In, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/38/2/teachingenglishinthetwo-yearcollege13321-1.gif

Courses on ethnic American literature can unintentionally reinscribe students' preconceptions and stereotypes about ethnic American subgroups or create the false impression that each ethnic group is homogeneous. A student with limited experience with people of color might think she now understands an ethnic group after reading an ethnic American novel, for example. By using fiction and non-fiction film, teachers can destabilize students' oversimplified views of ethnic groups and of the concepts of race and ethnicity themselves. The course described here started with Toni Morrison's short story, “Recitatif,” which ingeniously leads readers to examine their own racial preconceptions. Then, novels (Love Medicine by Louise Erdrich, Sent for You Yesterday by John Wideman, The House on Mango Street by Sandra Cisneros, and Mona in the Promised Land by Gish Jen) are paired with films to demonstrate that greater diversity exists within any ethnic group than between any two. Students also engage a few key articles about canon formation so they can understand ethnic literature in the context of American literary traditions. By the end of the course, students have a healthy uncertainty regarding race and ethnicity, their oversimplifications having been undermined by their work with diverse texts.

Abstract In the House Divided Speech, Lincoln warned that the country was tending toward nationwide slavery because of the work of a conspiracy in which Stephen Douglas was involved. A close reading of the speech text reveals how Lincoln sought to establish this seemingly outlandish claim and how doing so responded to the volatile nature of Illinois politics in 1858. The speech placed Lincoln in a position that enabled him to begin his rise to national prominence.

The authors define midrash and explain its importance as a Jewish rhetorical practice, focusing on how two particular examples of midrash deal with the deity’s response to the destruction of the Temple.

337 Reviews exhaustivité, tant les domaines qu'elles cherchent à circonscrire sont innom­ brables (lexique, stylistique, histoire, civilisation, épigraphie, métrique etc.). Le revers de la médaille de ce choix, c'est que certaines notes sembleront par­ fois trop longues, se perdant parfois dans des sortes de digressions, toujours passionnantes, mais peu en rapport avec l'objet initial (par ex. la note du§ 23, pp. 243-47). L'ensemble de l'ouvrage se révèle une source précieuse pour la connais­ sance d Aristide, et plus spécifiquement, de deux discours injustement tom­ bés dans 1 oubli durant plusieurs siècles. On ne peut qu'être reconnaissant à B. de nous livrer une étude aussi fournie: un livre, assurément, qui est un jalon important dans les études aristidiennes qui se multiplient depuis quelques temps. Jean-Luc Vix Université de Strasbourg Philip Vogt, John Locke and the Rhetoric of Modernity, Plymouth, UK: Lexington, 2008. 197 pp. ISBN: 0739123564 Locke's attack on rhetoric in Book III of his Essay Concerning Human Understanding has become notorious. Indeed, his accusation that "all the Art of Rhetorick" together with "all the artificial and figurative application of Words" are a "perfect cheat" has become in many ways indicative of an apparent marginalization of rhetoric in the seventeenth and eighteenth centuries. Locke's point was that any tropological comparison of a thing to something that it is not is, in effect, a lie consciously chosen by the orator to maximize the possibility that the matter under discussion will be perceived by the auditor in the way that the orator wishes. In this way, auditors are cheated—the interests of others substituted for their own—and, thus, in any discursive pursuit that has truth (as opposed to interest) as its goal, rhetoric must be regarded as a threat. Historians of rhetoric have heard such accusations so often that they are liable to ignore Locke's complaint. But there have been some sophisti­ cated treatments of Locke's pessimism about language not least Hannah Dawson's recent work on Locke, Language and Early-Modern Philosophy (Cam­ bridge: Cambridge University Press, 2007). In that work, Dawson argues that Locke's wariness of language is informed by the most significant insights of his epistemology. Words equivocate because all individuals connote words differently and in accordance with sequences of their own private experi­ ences that are publically unavailable. Moreover, different people will clas­ sify the same phenomenon in different ways what is courageous to some is foolhardy to others—because phenomena are often genuinely difficult to distinguish and because each distinction is itself a finely balanced choice be­ tween similarity and difference, fancy and judgment. Dawson claims rightly 338 RHETORICA that for Locke such equivocation—both terminological and paradiastolic—is endemic and cognitively foundational. But despite the plausibility of the argument that Locke's pessimism about language entails a thorough-going repudiation of rhetoric, there is another scholarly tradition—running through (for example) Leibniz, de Man, and Walker—that interprets Lockean epistemology through the lens of rhetoric's theorization of the tropes (Gottfried Wilhelm Leibniz, Nouveaux Essais sur EEntendement Humain (Berlin: Akademie-Verlag, 1962); Paul de Man, "The Epistemology of Metaphor," Critical Inquiry 5 (1978): 13-30; William Walker, Locke, Literary Criticism, and Philosophy (Cambridge: Cambridge Uni­ versity Press, 1994)). Philip Vogt's John Locke and the Rhetoric ofModernity is, in large part, to be situated in this tradition. In particular, Vogt emphasizes Locke's investment in the theory and practice of analogy. Citing a text that in his opinion has been unjustifiably marginalized in Locke scholarship (the text in question is "An Examination of Malebranche's Opinion of Seeing All Things in God"), Vogt argues that there is a "rule of Analogy" that regulates Lockean thought. According to this rule, the human mind uses that with which it is familiar in order to judge that with which it is unfamiliar (pp. 18, 21). Vogt's claim that the trope of analogy plays a significant role in Locke's epistemology is significant and worthy of attention. It is essential to his argument that—pace the litany of scholars who have repeated the myth— Locke does not ultimately conceive...

Recently, scholars have argued that oral poetry helped lay the groundwork for the development of rhetorical theory and practice in archaic Greece. I propose that oral poetry played a similar role in archaic Israel. First, I describe the ritual and rhetorical contexts in which psalms were composed and performed in ancient Israel. Second, I analyze two psalms (Ps 22 and Ps 116) to show that treating the psalms as deliberative argument posed by Israelites to God can explain otherwise perplexing problems in interpretation and translation. Finally, I argue that positing an active locus for rhetoric in ancient Israelite culture raises interesting cross-cultural comparisons with ancient Athens regarding the striving for social status and public influence.

The concepts of drafting and revision were developed out of process theory and research done in the early 1980s, an era when word processing was not as pervasive or standardized as it is now. This paper reexamines those concepts, drawing on an analysis of two decades of previous college-level studies of writing processes in relation to word processing and an exploratory survey of 112 upper-level undergraduate students who use computers extensively to write and revise. The results support earlier studies that found students’ revision is predominantly focused on local issues. However, the analysis suggests that the common classroom practice of assigning multiple drafts to encourage global revision needs to be rethought, as more drafts are not necessarily associated with global revision. The survey also suggests that printing out to revise may be on the decline. Finally, the analysis suggests the very concept of a draft is becoming more fluid under the influence of word processing. The study calls for further research on students’ drafting and revision practices using more representative surveys and focused qualitative studies.

Since its founding, the Hetrick-Martin Institute has grown from a small, volunteer-led grass-roots advocacy organization into a leading professional provider of social support and programming for at-risk lesbian, gay, bisexual, transgender or questioning (LGBTQ) youth. Hetrick-Martin youth members, ranging in age from 12 to 21, come from 174 zip codes throughout all of New York City and the surrounding metropolitan area. They are of all colors and sizes, come from all kinds of backgrounds, and their enthusiasm and creativity is boundless.

We evaluate 45 jobs professional communicators might occupy. Specifically, we examine the impact of creativity on careers that may become more or less easily outsourced domestically or offshore in the future. We are unable to find any particular relationship between creativity, per se, and job security. Instead, we find that people with knowledge of the processes required for innovation are more valued by industry than those recognized as creative. We suggest that to be prepared for the evolution of the global economy, technical communicators and their educators should understand “innovation” in its formal context and be able to apply that knowledge in their workplaces and classrooms.

Research Article| January 01 2010 A Bibliography of the New Rhetoric Project David A. Frank; David A. Frank Search for other works by this author on: This Site Google William Driscoll William Driscoll Search for other works by this author on: This Site Google Philosophy & Rhetoric (2010) 43 (4): 449–466. https://doi.org/10.5325/philrhet.43.4.0449 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David A. Frank, William Driscoll; A Bibliography of the New Rhetoric Project. Philosophy & Rhetoric 1 January 2010; 43 (4): 449–466. doi: https://doi.org/10.5325/philrhet.43.4.0449 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 © 2010 The Pennsylvania State University. All rights reserved.2010The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2010 Chaïm Perelman and Lucie Olbrechts-Tyteca’s “On Temporality as a Characteristic of Argumentation”:Commentary and Translation Michelle K. Bolduc; Michelle K. Bolduc Search for other works by this author on: This Site Google David A. Frank David A. Frank Search for other works by this author on: This Site Google Philosophy & Rhetoric (2010) 43 (4): 308–336. https://doi.org/10.5325/philrhet.43.4.0308 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Michelle K. Bolduc, David A. Frank; Chaïm Perelman and Lucie Olbrechts-Tyteca’s “On Temporality as a Characteristic of Argumentation”:Commentary and Translation. Philosophy & Rhetoric 1 January 2010; 43 (4): 308–336. doi: https://doi.org/10.5325/philrhet.43.4.0308 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 © 2010 The Pennsylvania State University. All rights reserved.2010The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

As compositionists delve more deeply into the material and technical dimensions of digital media, the contemporary arts should be valued as a source for new approaches to hybrid forms of writing and textuality." In addition toTypographia, this work includes a companion essay (PDF):From Street to Software: How a LetteredFlâneurInvented a Hybrid Rhetoric.

On Violence Against Objectsis best viewed over several minutes; allow the images to go through several iterations in order to see as many juxtapositions as possible.The visual argument of the work emerges as the viewer perceives analogies between the various images.

The Major in Writing Studies (with emphases in Professional Writing and in Journalism) at the University of Minnesota Duluth marks a curricular innovation. This profile traces the intellectual arguments that created space for a Department and Major in Writing Studies at UMD. Those arguments included a differentiation from the contested spaces of other disciplines (literary studies and communication studies) as well as from the prior disciplinary identity of the Department (composition studies). These arguments also included a positive identification of Writing Studies as one of the disciplines defined by its object (akin to American Studies, Women’s Studies, etc.). The object of Writing Studies at UMD is writing, defined as a practice, a tool for cognition and social action, and a force for sociocultural change. These arguments are manifest in the core curriculum of the major (16 credits of courses across all four years of the students’ coursework).

In this article we compare two different perspectives on the National Science Foundation (NSF) grant proposal and funding process: that depicted by the genre-dominant NSF Web site and that articulated by several successful NSF-funded researchers. Using genre theory and play theory to map the respective processes, we found that a systems-based refocusing of audience analysis—namely, genre field analysis—allows researchers a more accurate understanding of their roles as agents within the system.

The attentions given to textual production in composition scholarship have led to a neglect of the dynamics of textual reception. Renewed acquaintance with the discipline of hermeneutics will provide scholars and instructors with a more comprehensive understanding of the relationship between interpretive processes and rhetorical strategies. Building on the work of Phelps, Mailloux, and Crusius, this article revisits Gadamer and Ricoeur, two of the more prominent scholars of modern hermeneutics, for the purpose of applying their principles to learning objectives and class assignments in college-level writing courses.

In this article, I test claims made about rhetorical education for women in the late nineteenth and early twentieth centuries by examining Florida State College for Women (FSCW), one of eight public women’s colleges in the South. I recover the voices of instructors and students by looking both at the interweaving strands of literature, journalism, and speech instruction in the English curriculum and how students publicly represented themselves through writing. I argue that the rhetorical environment at FSCW created a robust climate of expression for students that complicates our understanding of the development of women’s education in speaking and writing.

This article explores the need for alternative rhetorics that address systemic marginalization in American society and in the practice of rhetoric and composition. Specifically, three concepts from queer theory—intersectionality, copresence, and disidentification—are used as a basis for defining an alternative rhetoric. Then, in the bulk of the article, Gloria Anzaldúa’s Borderlands/La Frontera is examined to illustrate what engaging in alternative rhetoric from a marginalized cultural position may mean in practice.

Click to increase image sizeClick to decrease image size Acknowledgment The authors thank Chris Lehrich for his reflections and advice. Notes 1There are quibbles, however, as there are ample passages in Agrippa's work to suggest that words let us "hack" reality, as it were, when we understand they are symbolic articulations of the virtues/essences of things. For example, see Agrippa 208–213. For a more nuanced, book-length reading of Agrippa's understanding of language, see Lehrich. 2See Leff and Sachs. 3It is instructive to underscore how Vickers opens the essay that Miles argues outlines the "assumptions" Burke, Covino, and Gunn apparently also share: "It is my contention that the occult and the experimental scientific traditions can be differentiated in several ways: in terms of goals, methods, and assumptions. I do not maintain that they were exclusive opposites or that a Renaissance scientist's allegiance can be settled on an either/or, or yes/no, basis. Rather, in many instances, especially the late sixteenth and seventeenth centuries, a spectrum of beliefs and attitudes can be distinguished, a continuum from, say, absolutely magical to absolutely mechanistic poles, along which thinkers place themselves at various points…" (Vickers 95). Such remarks are hardly an index of a vulgar, "binary opposition" that Miles argues is common to all the authors he critiques. Owing to the fact that each author critiques different eras of the occult tradition toward very different ends, it also seems to us rather uncharitable to assert Vickers's "assumptions" are channeling Burke, Covino, and Gunn (Miles, "Occult Retraction" 449). 4The critique, of course, is Derrida's. See especially pages 1–73. 5This is a common reading of Derrida's view. See, for example, Howells (128). Derrida says "as much"—or if you prefer, "as little" (18–26). Covino and Gunn's books begin and conclude with similar observations, respectively. See Covino (9) and Gunn (229). 6Miles has argued similarly elsewhere. In Modern Occult Rhetoric, Gunn argues that the rhetorical dynamics of occultism changed dramatically in the nineteenth and twentieth centuries as a consequence of mass media technologies. In a book review, however, Miles indicts Gunn for failing to examine Agrippa's philosophy—a system developed three centuries before Gunn's period of study. See Miles, "Rev. of." 7Miles's conclusion, for example, first appears in Lehrich's study in the context of a discussion of Derrida's philosophy: "…it is not intrinsically odd that the sixteenth century philosophical movement which was almost entirely destroyed by modern philosophy and science—I refer of course to magic—still haunts the margins of philosophical memory…. It is worth considering the periodic surfacing of magical thought in philosophy after Descartes…, which might provoke us to wonder whether magic has always played the role of modernism's ghostly other" (Lehrich 222). 8For example, Miles argues that Agrippa's rhetoric is better characterized as employing "instructional paradox" rather than Gunn's discussion of a "generative paradox" (which do not seem mutually exclusive), and he concludes drawing on Burke's discussion of paradox. 9See Stark. 10As Burke clearly was. See Burke, Rhetoric of Religion. 11For a recent, exemplary work investigating the occult stranger within, see Lehrich, Citation2009. The authors would like to thank Chris Lehrich for his reflections and advice. Additional informationNotes on contributorsJoshua Gunn Joshua Gunn is an Assistant Professor of Communication Studies Morgan Reitmeyer Morgan Reitmeyer is a Ph.D. student at Purdue University David Blakesley David Blakesley is a Professor of English at Purdue University William A. Covino William A. Covino is the Provost and Vice President for Academic Affairs at the California State University, Stanislaus.

Review of Eyes on the Ought to Be: What we Teach About When we Teach About Literacy by Kirk Branch. Cresskill, NJ: Hampton Press, 2007. 216 pages

An assessment project aimed at examining transfer of learning from English 101 to a subsequent psychology course provided insight on transfer and on student metacognition and also created a rich opportunity to exchange scholarship and ideas between disciplines.

This article surveys and analyzes nearly fifteen years of scholarship, situating itself at the intersection of LGBT/queer studies and composition/rhetoric studies. The authors argue that paying attention to queerness provides unique opportunities to engage with students in challenging discussions about how the most seemingly personal parts of our lives are densely and intimately wrapped up in larger sociocultural and political narratives that organize desire and condition how we think of ourselves. Three moves in queer composition scholarship are identified “confronting homophobia, becoming inclusive, and queering the homo/hetero binary” and implications of these moves for composition are discussed.

David E. Kirkland argues that our understanding of literate practice in relation to space needs to be radically reworked to account for new digital dimensions that are dispersed, discontinuous, and yet deeply woven into everyday and institutional worlds. His account highlights the way these digital spaces pepper the official landscape of schooling, fracturing the dominance of official discourse as students’ diverse linguistic, literate, and semiotic practices infuse this complex composite space.

This teacher-researcher study explored the manner in which students created video compositions in a secondary English language arts media studies program. The study found that video composition is a complex, recursive process that allows for sequential multimodal representation of thoughts and ideas. Four areas are addressed: video allows for the expansion of compositional choices, demonstrates the verisimilitude of students’ initial concept to videotaped image, highlights the visuality in students’ re-presentations of ideas, and provides research methodological considerations.

This paper reports the process and outcomes of a multidisciplinary service-learning project in a major metropolitan area in southwestern Indiana that focuses on determining, then meeting, the needs of our growing Latino/a population. We discuss three service-learning courses involved with this project - one completed, one in progress, and one being planned. Deploying a theoretical apparatus emerging from sociology and intercultural rhetorical theory, we discuss our students' interaction with this rhetorical borderland and the processes of becoming and hybrid thinking that occurred in the process.

Web logs, or ldquoblogs,rdquo are fast developing in diverse social and business contexts as influential sources of discourse, knowledge, and community development. In this paper, we investigate an aspect of blogging highly relevant to professional communication: the fast-developing world of ldquotech blogging.rdquo Tech blogs are blogs that focus on information technology innovation and the high-tech industry. We examine nine months of blog entries gathered by an internet aggregator site dedicated to technology news and commentary. Our analysis provides insights on the discourse of tech bloggers and an elite subgroup (ldquoA-list bloggersrdquo), on the discursive practices of this virtual community, and on issues of identity and legitimacy. Our findings hold implications for tech bloggers as well as for managers who need to navigate the expanding blogosphere and for technical communicators who can benefit from using the information that tech bloggers produce.

Reviews 225 aggiornata bibliografía, offrono un panorama orgánico e articolato della straordinaria vitalita della forma declamazione e della sua adattabilitá ai contesti storici e cultuiali piú vari. 1 risultati della ricerca, innovativi e propositi\i, confeimano la finalitá dei seminari, di esplorare la complessitá di un filone di studi particolarmente fertile e ricco di spunti. Graziana Brescia Università di Foggia Delphine Reguig-Naya, Le Corps des Idées: Pensées et Poétiques du Langage dans l'Augustinisme de Port-Royal. Arnauld, Nicole, Pascal, Mme de La Fayette, Racine. Paris: Honoré Champion, 2007. 836 pp. Hannah Dawson, Locke, Language, and Early-Modern Philosophy. Cam­ bridge: Cambridge University Press, 2007. 361 pp. Alberto Bordogna, Gli Idoli del Foro: Retorica e Mito nel Pensiero di Giambattista Vico. Rome: Aracne, 2007. 171 pp. Recently, a number of books have appeared that restate more precisely the terms of the debate that enveloped rhetoric in the period of its occlusion between approximately 1650 and 1800. For decades historians of rhetoric have been conscious of the broad and virulent attack on rhetoric, both as practice and as theory, in the seventeenth and eighteenth centuries. In com­ parison to its centrality in the Renaissance and its conspicuous reinvention in late modernity, the decline of rhetoric in the intervening period is striking. Yet increasingly scholars have begun to show that any history of rhetoric in this period must go beyond the headline critiques of the art of persuasion mounted by many of the leading philosophical authorities of the age. Indeed, a number of sophisticated studies have begun to appear that trace the ironic afterlife of rhetorical categories in intellectual projects that both emblematize eighteenth-century inquiry and eschew any overt allegiance to rhetoric as a disciplinary formation (see David L. Marshall, "Early Modern Rhetoric: Recent Research in German, Italian, French, and English," Intellectual History Review 17 (2007): 75-93). This review examines some of the issues involved in the problem of language in early modern thought by tracing them through recent work on Port-Royal, Locke, Vico, and—briefly—Herder. As Delphine Reguig-Naya attests time and again in her recent treatment of Port-Royal writers on the subject of language, the ideal for thinkers such as Antoine Arnauld and Pierre Nicole is often a kind of transparency in which language becomes a window on the mind free from distortion (p. 35). Thought is presumed to exist independently of its expression and, as a result, the task of expression is to render faithfully something already fully formed internally. This basic assumption about the separability of thought and language is related to a series of other points of departure that mark the Port-Royal school and figure prominently in many early modern critiques of 226 RHETORICA rhetorical assumptions about language: that the word and not the sentence is the more basic linguistic unit (p. 39), that syntax ought to mirror the structure of thought (p. 73), that representations arrived at arbitrarily are preferable to the lines of inquiry set in motion by the myriad formulations of resemblance (p. 93), that the mind moves much more quickly than speech and on a different track (p. 187), and that the equivocation of terms is the most dangerous problem posed by the embodiment of thought in signs (p. 195). Yet precisely because Port-Royalist anthropology owed so much to the Christian sense of the fall, rhetoric is also understood to be inevitable. If the sensuality of rhetorical address is suspect, it can (and must) be used on behalf of the good. Thus, even if enthymemes are characteristic of the kind of compromises and abbreviations that the tongue must make in order to keep pace with the brain, they are also so natural that they cannot simply be legislated out of existence (p. 63). Likewise, despite its reliance on the equivocating quality of resemblance, metaphor is endemic in language (p. 470). If the traditional domain of rhetorical self-consciousness—direct oral exchange—is more dangerous because of the diversity and potency of the various sensual media in play, the Port-Royalists place an equally rhetorical emphasis on the particular form of language that was the staple of hermeneutic activity—namely, textual...

David H. Slomp and M. Elizabeth Sargent have written a commentary on the responses by Joseph P. Kutney (December 2007) and by Libby Miles et al. (February 2008) to Douglas Downs and Elizabeth Wardle .Teaching about Writing, Righting Misconceptions:(Re)Envisioning First-Year Composition as Introduction to Writing Studies which appeared in the June 2007 issue of CCC.

Review Article| January 01 2009 Recognizing Identity David A. Brenner David A. Brenner Search for other works by this author on: This Site Google Pedagogy (2009) 9 (1): 177–183. https://doi.org/10.1215/15314200-2008-026 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David A. Brenner; Recognizing Identity. Pedagogy 1 January 2009; 9 (1): 177–183. doi: https://doi.org/10.1215/15314200-2008-026 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Sizing Up Rhetoric is a collection of thirty papers from the 2006 biennial conference of the Rhetoric Society of America, held in Memphis that May. As such, it presents a challenge for the book rev...

This article employs theories of counterpublics to investigate the Arab-American press before and after 9/11 as a counterpublic to the American war on terror. We use Squires's categorization of counterpublics as (1) assimilative enclaves, (2) satellites seeking separation, or (3) resistant counterpublics, actively dissenting. Using a corpus of 113 articles from Arab American News, we argue that the Arab-American press circulated stories consistent with (1) and (2) but not (3). We conclude that a strategy of active resistance required greater standing of the Arab-American point of view in mainstream American thought than Arab-Americans enjoyed.

We enter this review as collaborators from the same institution, a four-year medium-sized private university. Additionally, some of us bring our collective experiences as teachers from small, liberal arts colleges, community colleges, and large research universities across the U.S. Our levels of teaching experience range from first-year PhD students to an associate professor, with scholarly interests from Renaissance literature to new media theory.

Working from the premise that public input is essential to science policy deliberations, we analyze how two recent works of public communication about climate change (An Inconvenient Truth and Climate Change Show) draw on the rhetorical resource of apocalyptic narrative explanation to promote scientific fluency and inspire citizen engagement in the issues. By weaving together the proofs of ethos, logos, and pathos within a framework of cultural rationality, these narratives illustrate available means of persuasion for stimulating the public's informed participation in science policy discussions.

This article explores the use of scoring rubrics in the context of deteriorating material conditions of writing instruction.

We review Perelman and Olbrechts-Tyteca's original formulation of presence as a technique of argument associated primarily with the selection of individual rhetorical elements, and the recent extension of the notion by Gross and Dearin, where presence is understood as a second-order effect that denotes the systematic expression and inhibition of patterns of rhetorical elements across an entire text or rhetorical artifact. We argue for an additional extension to this more global notion of presence, one that makes it not only global within a text or class of texts, but also comparative, allowing the analyst to make rigorous comparisons of expressed and inhibited rhetorical patterns across different texts, or different classes of texts, including different rhetorical genres. A return to the original conception of presence allows us to make this extension, and we illustrate global presence within this newly proposed comparative framework by analyzing two genres of self-presentation in classroom practice: the cover letter and the self-portrait. We show the close ties between global presence and genre as ways of theorizing deep similarities across texts.

Abstract Notes 1The 2007 Survey of Doctoral Programs in Rhetoric and Composition was approved by the New Mexico State University Institutional Review Board on April 18, 2007, Human Subject Application #219 (Exempt Pre). 2Consistent with earlier surveys, we use the term rhetoric and composition as a commonplace to signify the variety of programs profiled, including those that emphasize technical and professional communication or those that offer an English degree with emphasis in rhetoric and composition. 3The 1994 survey included two Canadian programs (Simon Fraser University and University of Waterloo). Neither appear in the 2000 nor the 2007 surveys.

This article introduces a simple mapping tool called Grassroots, a software product from a longitudinal study examining the use of information communication technologies and knowledge work in communities. Grassroots is an asset-based mapping tool made possible by the Web 2.0 movement, a movement which allows for the creation of more adaptable interfaces by making data and underlying database structures more openly available via syndication and open source software. This article forwards three arguments. First is an argument about the nature of the knowledge work of everyday life, or an argument about the complex technological and rhetorical tasks necessary to solve commonplace problems through writing. Second is an argument about specific technologies and genres of community-based knowledge work, about why making maps is such an essential genre, and about why making asset maps is potentially transformative. Third is an argument about the making of Grassroots itself; a statement about how we should best express, test, and verify our theories about writing and knowledge work.

This study is intended to explore the learning outcomes of an English course in which digital texts become both the object of study and the means of assessment. The authors suggest the web project serves as a possible example of a transitional pedagogy where two ways of organizing and presenting information — of writing — are used simultaneously and toward mutually enhancing ends.

The authors discuss a survey of reading practices that they administered to students at their home institution, the University of Arkansas, as well as logs that students at the school kept of their daily reading acts. An important finding was that, contrary to possible belief, students at this university are reading quite a bit, although they are not spending much time on materials assigned in their courses. The authors propose some methods for boosting students’ interest in academic texts, and they call for other institutions to conduct similar studies.

Review of Community Literacy and the Rhetoric of Local Publics by Elenore Long. Parlor Press, 2008.

Delgado pond in early spring Still littered with Katrina-downed tree limbs...

This article describes a study that examined the tables and figures in articles from a basic research journal, The Journal of Cell Biology, and compared them to tables and figures from an applied medical journal, The New England Journal of Medicine. Comparison of graphics between the two journals shows sharp differences in terms of range of graphics types, visual consistency within and between articles, or use of color. As the articles take into account what is needed by different audiences, the graphics help to build the credibility of the journal. The study also addresses the question of how scientific visuals contribute to the persuasiveness of a writer, looking at how the graphics within an article affect the credibility or ethos of the writer.

The authors survey the history of struggles over the meaning of organic, emphasizing how these have involved associations that function as activity systems.

This essay inquires into the meaning and usage of eikos, an important term in early Greek rhetorical theory Based on a survey of 394 uses of the verb eoika (of which eikos is the neuter perfect participle) in texts ranging from Homer to Isocrates, it argues that the traditional translation of eikos as "probability" is in some ways misleading. Specifically, the essay proposes: 1) that "to be similar" is the core meaning of eoika, 2) that all other senses of eoika can be seen as extensions of the "similarity" sense, 3) that the "befittingness" sense of eikos continued to be of great importance in the early Attic orators, and 4) that the sense of eikos as that which is befitting or socially expected, and the sense of eikos as that which is verisimilar, work in tandem in the "profiling" strategy of some eikos arguments.

Research Article| January 01 2008 Toulmin's Rhetorical Logic: What's the Warrant for Warrants? William Keith; William Keith Search for other works by this author on: This Site Google David Beard David Beard Search for other works by this author on: This Site Google Philosophy & Rhetoric (2008) 41 (1): 22–50. https://doi.org/10.2307/25655298 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William Keith, David Beard; Toulmin's Rhetorical Logic: What's the Warrant for Warrants?. Philosophy & Rhetoric 1 January 2008; 41 (1): 22–50. doi: https://doi.org/10.2307/25655298 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 © 2008 The Pennsylvania State University2008The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| January 01 2008 Confronting Aristotle's Ethics Confronting Aristotle's EthicsGarver, Eugene David Depew David Depew Search for other works by this author on: This Site Google Philosophy & Rhetoric (2008) 41 (2): 184–189. https://doi.org/10.2307/25655308 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David Depew; Confronting Aristotle's Ethics. Philosophy & Rhetoric 1 January 2008; 41 (2): 184–189. doi: https://doi.org/10.2307/25655308 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 © 2008 The Pennsylvania State University2008The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2008 On Common Knowledge and Ad Populum: Acceptance as Grounds for Acceptability David M. Godden David M. Godden Search for other works by this author on: This Site Google Philosophy & Rhetoric (2008) 41 (2): 101–129. https://doi.org/10.2307/25655305 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David M. Godden; On Common Knowledge and Ad Populum: Acceptance as Grounds for Acceptability. Philosophy & Rhetoric 1 January 2008; 41 (2): 101–129. doi: https://doi.org/10.2307/25655305 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 © 2008 The Pennsylvania State University2008The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

This study investigates the link between the linguistic principles of implicature and pragmatics and software documentation. When implicatures are created in conversation or text, the listener or reader is required to fill in missing information not overtly stated. This information is usually filled in on the basis of previous knowledge or context. Pragmatics, the study of language use in context, is concerned with the situational aspects of language use that, among other things, directly affect implicatures required of the reader. I investigate how two manuals for the same software product can be analyzed on the basis of implicature and pragmatics. One is an original copy of the documentation that came with the product, the other an after-market manual. Results show that the aftermarket manual requires far fewer implicatures of the reader and does a better job of providing pragmatically helpful information for the user.

Abstract Two project profiles depict content management as inquiry-driven practice. The first profile reflects on a project for a national professional organization that began with a deceptively simple request to improve the organization's website, but ended with recommendations that ran to the very core mission of the organization. The second profile focuses on an organization's current authoring practices and tools in order to prepare for a significant change: allowing users to develop and organize content. Notes 1The list also sweeps up a lot of field knowledge in a compressed format. In making this list, we especially acknowledge the work of CitationAlbers (2000), CitationApplen (2002), CitationCarter (2003), CitationClark (2002), CitationPullman (2005), Rockley (2001; 2003), and Sapienza (2002; 2004; 2007).

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The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen.

Reviews 439 Those are a few additions to the documentation of Renaissance rhetoric, in the spirit of the open-minded exchange of knowledge which has distin­ guished all of Professor Plett's work. This is not his best book, but it is one which ev ery serious rhetoric library should have, and one from which few readers will fail to profit. Brian Vickers Andrew W. Robertson, The Language ofDemocracy: Political Rhetoric in the United States and Britain, 1790-7900 (Charlottesville: University of Virginia Press, 2005) xix 4- 264 pp. This is a reissue in paperback, with a new Preface, of a book originally published by Cornell Univ ersity Press in 1995. Readers who missed it the first time around hav e another opportunity to consider an interesting and well-reasoned argument that has significant implications for the history of 19th century British and American rhetoric. Robertson is concerned with political rhetoric, which he further restricts to campaign discourse, largely as reported in newspapers. This is a narrow, reductionist view of the subject that may limit the generalizability of his findings, but it does not damage his argument on its own terms. He examines how political culture evolved in Britain and the United States during the 19th century (between 1790 and 1900). The overall answer is that the audience for politics widened and political discourse became more vernacular. It shifted from a laudatory discourse deferring to men of distinguished character, to a hortatory discourse seeking support for specific policies. It appealed less to an elite audience and more to a popular audience. These changes effectively dissolved the boundary between deliberative and epideictic. Having identified this important change, Robertson seeks to account for it. He finds a significant relationship between newspaper coverage and political practice. Specifically, the evolution of printing technology and the institution of advertising made it possible to sell low-cost newspapers to a large audience. This capacity, in turn, influenced trends in newspaper content. And an emerging understanding of what would satisfy a mass audience affected the practice of politicians. Their talk became focused more on policy and less on character, more on demands for specific outcomes and less on deference to men of exceptional judgment. It became more tense, more intense, more partisan, and more competitive. In 1790 the 18th century norms of genteel discourse were still dominant; by 1900 the basis of 20th century politics had been established. Interestingly, however, this change came later in Britain than in the United States. There was a gradual shift in what the term "the people" was understood to mean. Originally it referred to the educated elite who were 440 RHETORICA assumed to be in agreement with political leaders; gradually it came to designate a larger, more heterogeneous public among whom disagreement was likely and whose support must be won and not assumed. The American political audience had enlarged and considerably democratized by the 1820s, when Andrew Jackson claimed to embody the public will. Not because of his noble character but because of his platform, was he deserving of public support. In contrast, the British debates on reform during the late 1820s and early 1830s took place without an expanded press or public. They were much less populist in character. Yet by mid-century, British editorial writers fused discussion of leaders and their policies, as in the United States. Robertson credits the transplanted American editor William Cobbett with instigating the use of hortatory rhetoric in Britain. While it might seem that evolutions in discourse reflected merely the impersonal forces of economics and technology, Robertson believes that they were solidified by the rhetorical prowess of Abraham Lincoln in the United States and William Ewart Gladstone in Britain. What both men had in common, he argues, was the ability to deliver to an immediate, elite audience a speech that was also (and perhaps primarily) intended to be read by a large and anonymous national audience. In overhearing messages and easily imagining themselves among the audience, the citizenrv became accustomed to thinking that political discourse really was intended for them. From that point, the distinction between politics and entertainment broke down. The emergence of the popular political cartoon in the 1870s is evidence of...

In a profound sense, the teaching of business and technical communication (BTC) is always already the teaching of writing in the disciplines (WID). Yet the WID dimension of BTC is often hard to see. The question this article addresses is, How might the North American tradition of BTC communication courses be more consciously—and effectively—articulated with the disciplines? The article reviews some of the research literature concerning the value of articulating BTC with WID in undergraduate education and program descriptions of such efforts to examine what BTC has done, is doing, and might do in the future to strengthen WID in BTC.

Localization includes translating, explaining, and adapting a document for use in a specific culture. This article presents the case of a form for reporting the findings and decisions of pre-production meetings held during development of electronic products. The need to localize such a document may seem less obvious or critical than the need for sales documents like manuals, but this case demonstrates the same cultural requirements and, furthermore, the requirements of corporate differences. To meet local needs, the comprehensive preparation that localization requires should follow specific methods in each step of a process corresponding to the general writing process, like the stages defined in common technical writing texts. The deliberate use of an effective writing process to localize documents will improve results.

“Crash” is a means for classes to explore the complicated interpersonal, social, and political legacies of the civil rights movement. Nevertheless, it is important for students to examine how, on the subject of racism, the movie blurs the distinction between individual moral choices and larger institutional practices.

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Abstract This essay blends critical race theory and Eduardo Bonilla-Silva's sociological theory of color-blind racism to interrogate color-blind rhetoric. It uses the Kennedy–Nixon Presidential Debates as a site that, while illustrating the widely presumed duplicitous nature of political discourse, paradoxically romanticizes and concretizes the concepts of freedom and equality as race-neutral categories. Tracing the term “color blindness” to the Plessy Versus Ferguson case, the paper exposes the rhetorical and material limitations of legal language, from the Brown Versus the Board of Education decision to current controversies surrounding affirmative action, which advocate race neutrality rather than progressive color consciousness.

Abstract This essay blends critical race theory and Eduardo Bonilla-Silva's sociological theory of color-blind racism to interrogate color-blind rhetoric. It uses the Kennedy–Nixon Presidential Debates as a site that, while illustrating the widely presumed duplicitous nature of political discourse, paradoxically romanticizes and concretizes the concepts of freedom and equality as race-neutral categories. Tracing the term "color blindness" to the Plessy Versus Ferguson case, the paper exposes the rhetorical and material limitations of legal language, from the Brown Versus the Board of Education decision to current controversies surrounding affirmative action, which advocate race neutrality rather than progressive color consciousness. Notes 1I appreciate Lorien Goodman, Steven Mailloux, Catherine Prendergast, Jacqueline Jones-Royster, and Victor Villanueva for making comments on a rough draft of this essay. I wish to especially acknowledge RR reviewers Keith Miller and Barbara Warnick for their insightful suggestions. 2Though it has been well documented that many blacks switched allegiance from the Republican Party to the Democratic Party with Franklin Roosevelt's presidency, many others remained loyal to the GOP. Of particular note here were the two preconvention meetings that the NAACP sponsored in 1960, one in Los Angeles for the Democrats and the other in Chicago for the Republicans. Of the combined 14,500 who attended these meetings, 7,500 attended the pre-Republican convention. According to Roy Wilkins, the NAACP was determined to remain nonpartisan. Aside from this, several prominent African Americans, according to Taylor Branch, wanted Democrats other than Kennedy to receive the presidential nomination. Congressman Adam Clayton Powell, for example, initially supported Lyndon Johnson. Baseball great Jackie Robinson, a Republican, supported Democrat Hubert Humphrey during the primaries. Robinson said he would support Nixon if Kennedy were nominated, and Powell, as the third Kennedy-Nixon Debate reveals, eventually made some outlandish statements in support of the Democratic frontrunner. Powell's support, if not these statements themselves, may be attributable to the bribe Powell sought and received from the Kennedy camp. See The Crisis, August-September issue of 1960 and Branch's critically acclaimed Parting the Waters. 3While Nixon alludes to Lincoln five times in his acceptance speech for the Republican nomination in July 1960, he does not invoke his name at all during the four debates. Kennedy alluded to Lincoln twice during his acceptance speech and four times during the debates. Though both men referred to how slavery supposedly fueled Lincoln's moral fervor for the Union's cause, all of the references gloss over the inequities that African Americans were experiencing during the 1960s, and only one of these references, ironically, identifies their race. Equally important, domestic freedom became a synecdoche for America's international agenda. Lincoln's larger-than-life status as a harbinger of freedom for blacks has been well researched and critiqued. For a fairly recent, provocative analysis, see Lerone Bennett's Forced into Glory: Abraham Lincoln's White Dream. 4The Republican and Democratic respective civil rights planks of 1960 are worthy of rhetorical analysis aside from this study. As might be expected, both parties appealed to the spiritual, legal, and moral implications for civil rights that the Constitution and Declaration of Independence supposedly suggest. More surprisingly, each plank condemns racial discrimination as a practice that extends beyond southern borders. Both planks also appeal to the civil rights acts of 1957 and 1960 as the foundation and impetus for racial progress. While the Democratic platform set a deadline of 1963 (an acknowledged link to the centennial of the Emancipation Proclamation) to comply with the Brown decision, the Republican platform rejects this specific timetable, believing that it would actually encourage delays in school desegregation. Under proposals to ensure voting enfranchisement, the Republican platform proposes that "completion of six primary grades in a state accredited school is conclusive evidence of literacy for voting purposes." In contrast, the Democratic platform promises to "support whatever action is necessary to eliminate literacy tests and the payment of poll taxes as requirements for voting." These passages underscore a fascinating ironic twist, for it was the Southern Democrats (Dixiecrats) who started and protected literacy tests as one way of disenfranchising black voters; yet the Republican proposal could be viewed as an appeasement to the Southern Democrats' constituency. 5The widely recognized birth date for the Sit-in Movement is February 1, 1960. Only nine days later, according to Lerone Bennett, "the movement had spread to fifteen Southern cities in five states." By March 22, "more than one thousand blacks had been arrested in sit-in demonstrations." No wonder Nixon felt compelled to say a word about this movement. Curiously, he did not say more. More curiously, Kennedy says nothing on this topic during the debates. 6Kennedy admits during this debate that he borrows the phrase "moral leader" from Franklin Roosevelt. The Democratic Platform also uses the expression. In reality, Kennedy, according to Mary Dudziak among others, would not become fully convinced about civil rights until after the Birmingham campaign of April and May 1963, and the Sixteenth Street Baptist Church bombing in September would transform him into a full-fledged moral leader. 7At the close of the fourth debate, Nixon asserted that with regard to "civil rights," the Republican Party had made "more progress in the past 8 years than in the whole 80 years before." The Republican platform, from which Nixon lifts this statement almost verbatim, specifies what "progress" Nixon may be alluding to, namely the civil rights legislation passed in 1957 and 1960. 8King had little tolerance for permutations of "liberalism" that were not radically progressive on the issue of racial justice. Two stellar examples of this posture are his speeches, "Give Us the Ballot," delivered in front of the Lincoln Memorial in 1957, and the other, "The Rising Tide of Racial Consciousness," delivered at the Golden Anniversary Conference of the National Urban League in 1960. Both speeches contain sections that challenge Northern liberals to examine their motives behind fears about achieving racial justice. See The Essential Writings and Speeches of Martin Luther King, Jr., James M. Washington, editor. Additional informationNotes on contributorsDavid G. Holmes David G. Holmes is Associate Professor of English and Blanche E. Seaver Professor in Hu-manities at Pepperdine University, where he teaches courses in rhetoric, composition, the civil rights movement, and the Harlem Renaissance. His most recent essays have appeared in College English and in the anthology Calling Cards. His research interests include epistemologies and rhetorics of racism, theories of ethos, and the civil rights movement mass meetings.

Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

This essay describes service learning as a space for civic dialogue. In the project-oriented course discussed below—an oral history of a south-side African American neighborhood in Chicago—civic dialogue took shape when middle class students from a range of backgrounds at the Illinois Institute of Technology interviewed residents of different generations and experiences, transcribed, contextualized, and published these interviews in print and online, and reflected on the process. As a tethering of “community” across the material and discursive boundaries that typically divide us, the project performed a political critique not through issue-oriented advocacy but through a rhetorical activism more locally attuned to the absence of critical exchange, empathy, and understanding in public life.

Review Article| October 01 2006 The Bullshit Revival David Kellogg David Kellogg Search for other works by this author on: This Site Google Pedagogy (2006) 6 (3): 553–558. https://doi.org/10.1215/15314200-2006-010 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David Kellogg; The Bullshit Revival. Pedagogy 1 October 2006; 6 (3): 553–558. doi: https://doi.org/10.1215/15314200-2006-010 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

An authentic assessment embedded in a course becomes a teaching tool integral to the aims of the course, not simply a mandated test.

Robert Ivie is well known to readers of this journal for his work on the rhetoric of war. Nurtured in the context of the discourse of the Cold War and its downward spiral into the pointless maelstr...

How do comments on student writing from peers compare to those from subject-matter experts? This study examined the types of comments that reviewers produce as well as their perceived helpfulness. Comments on classmates’ papers were collected from two undergraduate and one graduate-level psychology course. The undergraduate papers in one of the courses were also commented on by an independent psychology instructor experienced in providing feedback to students on similar writing tasks. The comments produced by students at both levels were shorter than the instructor’s. The instructor’s comments were predominantly directive and rarely summative. The undergraduate peers’ comments were more mixed in type; directive and praise comments were the most frequent. Consistently, undergraduate peers found directive and praise comments helpful. The helpfulness of the directive comments was also endorsed by a writing expert.

This article presents a framework for analyzing innovative information technology adoption by organizational work groups. Concepts from three distinct theories (adoption and diffusion theory, cultural-historical activity theory, and the social construction of technology) are modified and integrated to form a hybrid, layered framework, which is then applied to a specific case to demonstrate the advantages for guiding research and analysis. The illustrative case presents the experience of a small work group in a high-technology company that implemented single-source content management.

A materialist rhetoric in service learning is needed to teach students how to discover the arguments that already exist in the communities they wish to serve; analyze the effectiveness of those arguments; collaboratively produce viable alternatives with community partners; and assess the impact of their interventions. Through a discussion of a project that attempted but failed to increase parent involvement in Chicago’s public schools, this article shows why rhetorical production needs to be supported by the kind of rhetorical analysis that reveals how institutions exercise power. Materialist rhetoric challenges students, teachers, and community partners to write for social change and define change concretely, in terms of institutional practices or policies that they wish to influence.

The author reads five volumes of College English with attention to the extent to which authors account for issues of systemic difference in their writing—both in their representations of themselves as authors and in their representations of others—as one means to explore how (indeed whether) we have begun to transcend normativity in our disciplinary conversation and to identify problems in the way we deal with difference. He concludes by exploring how pedagogy and practice that deal substantively with difference are by nature transformative.

The popularity of technical writing and communication has caused many colleges and universities to scramble to hire qualified tenure-track faculty members. So-called lone ranger candidates are often lured to workplaces in which they are the sole technical writing faculty members by promises of autonomy and the ability to develop programs in ways, and at a pace, that would not necessarily be possible at other institutions. This article explores challenges faced by several such lone ranger faculty members and outlines survival strategies that may help lone rangers sustain and build their technical writing programs.

Abstract This essay is an inquiry into Heraclitus' conception of logos and its importance for sophistic thought. Following G. S. Kirk, I argue that Heraclitus used logos to designate structure or ordered composition, both in language and in the physical world. Further, I propose that early sophists like Gorgias and Protagoras shared with Heraclitus a structural conception of logos. The essay proceeds by reviewing various understandings of Heraclitus and his philosophy, making the case that Heraclitus did use logos to signify structure or “ordered composition,” and by exploring the relationship between Heraclitus, read in this way, and the sophists.

Research Article| January 01 2006 Instant Democracy: Rhetorical Crises and the Russian Federation, 1991–2007 David Cratis Williams David Cratis Williams Florida Atlantic University Search for other works by this author on: This Site Google Advances in the History of Rhetoric (2006) 9 (1): 227–242. https://doi.org/10.1080/15362426.2006.10557270 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation David Cratis Williams; Instant Democracy: Rhetorical Crises and the Russian Federation, 1991–2007. Advances in the History of Rhetoric 1 January 2006; 9 (1): 227–242. doi: https://doi.org/10.1080/15362426.2006.10557270 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 PressJournal for the History of Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2006 by the American Society for the History of Rhetoric2006the American Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

In the critically acclaimed movie 8-Mile, Future, a host for the rap battles held in a Detroit neighborhood, proffers the above encouragement to his charge, an aspiring white rapper, played by recording sensation Eminem. Aside from the connections, real and imagined, between the emergence of Bunny-Rab bit, the character Eminem portrays, and his actual rise in the hip-hop community, the movie evokes a number of interesting quandaries about discursive strategies? voices historically ascribed to and inscribed by African Americans. Facets of Eminem's language appear to resonate with that of African American rappers, not to mention the larger oral tradition from which hip-hop discourse derives, though his existen tial experience surrounding that language cannot. Moreover, rappers speak of neigh borhoods plagued by economic disenfranchisement, disenfranchisement that some whites, like Eminem, have experienced as well. Still, Future's exhortation raises at least two questions: can a language performer (irrespective of genre) of one race truly participate in the discursive community of another? Given the material op pression that has accompanied the socially constructed denigration of African phe notypic features, can the sound of blackness be ultimately divorced from the sight of blackness?1

The author uses a discussion of Van Vechten’s Nigger Heaven to argue that cross-racial voicing on the part of white writers may in fact express an attempt to acknowledge and perhaps explore the rhetorical efficacy of a black ethos. At the same time, the author suggests that English studies scholars of all races need to create forums where cross-racial voicing can be explored, that white English professors must continue to interrogate hegemonic attempts to control and colonize African American discourse, and that teachers should design assignments that help students gain insights into the historical and contemporary struggles blacks face to characterize their own discursive practices.

Despite the widespread acceptance of many kinds of nonliterary texts for first-year writing courses, primary scientific communication (PSC) remains largely absent. Objections to including PSC, especially that it is not rhetorically appropriate or sufficiently rich, do not hold. We argue for including PSC and give some practical suggestions for developing courses and designing assignments using PSC

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From its beginnings in 1992, the Service-Learning Writing Project at Michigan State University has viewed the composition classroom as a place where rhetorical processes and democratic practices naturally converge. A number of core democratic principles, pedagogical challenges, ongoing conversations, and shared convictions about education for democracy continue to animate and energize the Project’s faculty—including a consistent emphasis on encouraging democratic discourses and learning practices in the writing classroom, a search for pedagogical techniques that connect theory and practice, and efforts to reinvigorate the teaching of the Humanities as important and necessary cultural work in the public interest.

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Describing a service-learning project in Chicago public housing, the author argues for a reconception of counterpublics that takes the individual (and individual development) as the primary unit of analysis. The real question for service-learning educators, he suggests, is not whether the private and the public can inform each other, but whether we are prepared to discern the ways in which they already do inform each other in the communities we wish to serve. The students in the project developed a much broader conception of themselves as members of the human family, with the consequence that, although social problems in public housing were not changed, public discourse and private convictions about race in those communities were altered, suggesting that cultural difference may be less of a problem and more of a resource in service learning courses.

In response to recent calls for internationalization and greater social relevance in professional communication teaching and research, this article links service-learning pedagogy with participatory action research (PAR) methods. A multi-year collaborative project in Kenya illustrates both the challenges and the positive outcomes of international partnerships, which include increased intercultural communication skills, significant contributions to the literature, invigoration of teaching and curriculum, and the development of global civic awareness among all participants. In their recommendations for faculty interested in developing similar partnerships, the authors highlight the importance of understanding the theoretical foundations of service-learning pedagogy and PAR methods, and advocate for the incorporation of exploratory site visits, pre-departure preparation for both students and faculty, critical reflection, efforts to ensure reciprocal benefits, and ongoing outcomes assessment.

The authors gave the following talk at the 2004 NCTE Annual Convention in Indianapolis upon receiving the Alan C. Purves Award, presented to the RTE article from the previous volume year judged most likely to have an impact on classroom practice (“The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners,” v. 38, pp. 85-124).

Professional communication scholars have defined the decorative narrowly and subordinated it to informational text. Yet, current psychological research indicates that decorative elements elicit emotion-laden reactions that may precede cognitive awareness and influence interpretation of images. We conceive the decorative in design, and specifically color, as a complex rhetorical phenomenon. Applying decorative and color theory and analyzing design examples illustrating aesthetic, ethical, and logical appeals, we present a range of potential uses for color in electronic media.

The structure of print and on-screen documents is made explicit through headings and links. Three important concepts for understanding explicit structure are (1) the display-unit properties of each document medium, (2) the flexible relationship between explicit and implicit structure, and (3) the distinction between populated and unpopulated locations in a hierarchy. These concepts help us better understand standard print documents, structured writing, websites, help systems, and PowerPoint, as well as the potential effects of content management systems on how documents are created.

The author offers a local, institutional microhistory of the work of William Leonidas Mayo, a figure who both exemplifies and complicates some of our more recent concepts of student-centered pedagogy, both to enrich our understanding of our disciplinary history and to illuminate trends in English studies of continuing interest to contemporary teachers and scholars.

Tutoring class, thanking them for the Barnes

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Lee Galda, Lori Helman, Timothy Lensmire, and David O’Brien, Gert Rijlaarsdam, and Tanja Janssen.

In contrast to the idea that students’ instrumental views of their own education are necessarily productive of conservative middle-class values, the author describes a “work memoir” project he has developed in which working-class students reflect on and articulate their own values, memories, and expectations related to work. The students in the project, four of whom are discussed in detail in the essay, reveal far more complex concerns of identity, social capital, and acculturation.

Abstract Between August of 1939 and February of 1942 Kenneth Burke maintained a vigorous correspondence with John Crowe Ransom, the editor of the Kenyon Review. The conversation between the two men delved repeatedly into the intersections of rhetoric and epistemology, and took as its point of departure an influential essay written by Burke and published by Ransom: “Four Master Tropes.” In this article, I contextualize “Four Master Tropes” against the author‐editor conversation in order to clarify the Burkean relationship between rhetoric and knowledge. I argue that Burke understands rhetoric as a core epistemological practice operative in every discovery of “truth.”

Working-class academic narratives reveal a number of common themes, like dual estrangement and internalized class conflict. A less popularized motif is the bookish child who is catapulted out of her working-class origins. But some working-class academics, like myself, were not academically ambitious as children. I am a nontraditional working-class academic, and my distance from narratives of “gifted” ascent may actuallybring me closer to my students.

This article introduces an IText system the authors built to enhance student practice in language awareness within commonly taught written genres (e.g., self-portraits, profiles, scenic writing, narratives, instructions, and arguments). The system provides text visualization and analysis that seek to increase students’ sensitivity to the rhetorical and whole-text implications of the small runs of language they read and write. The authors describe the way the system can create possibilities for classroom discourse and discussion about student writing that seem harder to reproduce in traditional writing classrooms. They also describe the limitations of the current system for wide-scale use and its future prospects.

Abstract This working group asked, “What should be the institutional and social goals for academic rhetoric, both within and beyond the academy?” The question takes significance from rhetoric's peculiar position as both sub‐discipline and inter‐discipline, as a subject in its own right and a perspective adopted by scholars in many fields, as a practice both valorized and marginalized. The essay reviews this position, describes the work group process, and summarizes recommendations for “staying on message,” disciplinary infrastructure, promoting rhetoric within individual institutions, working across disciplinary lines, enhancing pedagogy, pre‐collegiate education, and the public face of rhetoric.

The use of music in the classroom can have a positive effect on student interaction, learning, and satisfaction.

While recent studies have demonstrated the importance of material structures in shaping writers’ roles and practices in academic settings, relatively little attention has been focused on temporality, which exists as an embedded aspect of all such structures.

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Abstract Chaïm Perelman and Lucie Olbrechts-Tyteca's Traité de Vargumentation: la nouvelle rhétorique marked a revolution in twentieth-century rhetorical theory. In this essay, we trace Perelman and Olbrechts-Tyteca's turn from logical positivism and the accepted belief that reason's domain was the vita contemplativa to rhetoric and its use as a reason designed for the vita activa. Our effort to tell the story of their rhetorical turn, which took place between 1944 and 1950, is informed by an account of the context in which they considered questions of reason, responsibility, and action in the wake of World War II.

This article presents the results of an April 2003 electronic survey of ATTW members. Results and interpretations are categorized as follows: a professional profile of respondents; member observations about ATTW and its activities (member participation, appraisal of benefits, and preferred topics for TCQ); and current issues and views of the field's future.

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This essay examines the pedagogical practices of the poet, civil rights activist, andteacher Melvin B. Tolson who taught at Wiley College from 1923 to 1947. Tolson’s complex classroom style, which mixed elements of classical, African American, and current-traditional rhetoric, produced a pedagogy that was at once conservative, progressive, and radical, inspiring his students to academic achievement and social action. Tolson demonstrates that it is possible to instruct students in the norms of the academy without sacrificing their home voices or identities.

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Deborah Dillon, Lee Galda, Timothy Lensmire, Lauren Liang, David O’Brien, and Constance Walker.

Recent scandals in the business community have alerted professional writing teachers to the importance of highlighting ethics in the curriculum. From former experiences in teaching courses emphasizing ethics, the authors have adapted the curriculum to include a limited discussion of ethical approaches and terms and assigned group writing projects that consider the effects of business on the broader community. As a result of the integration of this ethical component into the entire course, students learn major ethical approaches; gain a vocabulary of ethical terms they can apply in the business world; interrogate the larger questions of business and its interactions with the local, national, and international community; and engage in the kind of dialectical discussions that require critical thinking.

Comparing four recent and four older writing handbooks from the perspective of a linguist with experience in the composition classroom reveals both important trends and room for further development.

This article describes a year-long process in which a group of fourth- and fifth-grade students with diverse cultural and linguistic backgrounds learned to participate in reading, writing, and talking about books in a literature-based instructional program.

During the past 30 years, workplaces in Northern Ireland have suffered the consequences of ongoing political and religious conflicts, often resulting in severe operational disruptions and financial loss. Yet little if any research has explored organizational communication in divided workplaces such as those in Northern Ireland. This study examines intergroup relations and communication within such settings. It employs a range of research methodologies to ascertain the perceptions and perspectives of employees in four of the largest workplaces in Northern Ireland, including their perceptions about appropriate ways to deal with contentious issues. The findings should be relevant to those interested in communication in diverse workplaces.