This article’s author situates late 19th-century essays by Andrew Carnegie within the rhetorical history of business and professional communication (BPC). A close analysis of the essays reveals that Carnegie relied on rhetoric to shape his public image as a benevolent business leader during a period characterized by significant socioeconomic divisions in the United States. Three primary themes— wealth , labor , and democracy —emerge, which the author argues animated Carnegie’s reasoning and arguments throughout the essays. The author concludes by recommending greater attention to the rhetorical history of BPC in future research and teaching.

In a relatively short time, market and political forces have intensified the reach of artificial intelligence (AI). AI has become, in a word, climatic—not only a discrete technological system but also a creeping assemblage of ideological, material, and political forces. This article tracks these forces by developing rhetorical climates of AI as a conceptual framework. In doing so, I aim to (1) link the harms of climate change with the rapid buildout of AI infrastructure and (2) shift the frame of the conversation by emphasizing the extractive, exploitative, enclosed, and knotted supremacist conditions that have been prerequisites for building AI systems at scale. While these pervading rhetorical climates may seem unchangeable, I track how microclimates of resistance have developed, in the past and in the present. In particular, I emphasize the importance of bodily intelligence in navigating asymmetrical conditions of power felt in the AI industry. The article concludes by discussing how rhetoric and writing studies can weather the unfolding rhetorical climates of AI by diagnosing conditions, seizing moments, and plotting futures to imagine a less extractive and less harmful world.

This article explores hospitality as a theoretical framework for valuing emotional engagement and rhetorical listening in writing center consultations, challenging traditional views that prioritize rationality and detachment. Anchored in a university writing center, the study investigates how writing tutors engage with writers, adopting hospitality as a core principle. Semi-structured postconsultation interviews and a focus group allowed tutors to reflect collaboratively on their application of the hospitality framework. Thematic analysis with in vivo coding ensured participants’ voices remained central to the findings. By examining the lived experiences of tutors, the study highlights the dynamic relationship between emotional and rational responses in hospitable tutoring. The results demonstrate the transformative potential of hospitality-based pedagogy in fostering healthier writing relationships, improving writer retention, and enhancing tutors’ academic and emotional skills. The article advocates for the criticality of emotional validation and rhetorical listening as central tenets of effective and hospitable tutoring.

Style is a perennial concern within rhetorical studies. As one of Aristotle’s five canons, style has inspired a great deal of rhetorical theory over the past two millennia and counting. Hence, it would be reasonable to presume that there is not much, if anything, else original to contribute to the well-trodden domain of the stylistic. However, Taylor Black’s Style: A Queer Cosmology challenges this assumption by offering a fresh take on its titular concept. The book’s grounding in the interdisciplinary field of American Studies allows its author to speak to multiple audiences at once, including those invested in queer theory, race and ethnicity, popular culture, new materialism, and literary criticism. To this inventory, I would add anyone interested in the art of rhetoric, particularly those committed to incorporating new, diverse perspectives into the field’s existing analytical tool chest. Tonally whimsical but nonetheless boldly argued, Style dramatically reframes a timeworn concept in the rhetorical lexicon that many of us have likely—and mistakenly—come to take for granted.Readers of this journal will be immediately seduced by Black’s provocative rethinking of style as elemental. Here, the term “elemental” directs attention toward style as “the rudimentary source of difference that distinguishes one thing from another, something perhaps, more closely aligned with myth than fact: an immaterial force or energy, perhaps supernatural in essence, that imbues everything under the sun” (5). As Black infers throughout the book’s introduction, style is the expression of difference available to all human and nonhuman beings. More than aesthetic ornamentation, or the mere ability to make oneself appear outwardly beautiful, style is a mysterious yet universal condition of possibility underlying the cultivation of a personality. Style names the intertwined processes of self-fashioning and self-discovery that produce individuation as its outcome. And though everyone “has” a style, Black asserts, “not everyone is a stylist” (15). Black posits the figure of the stylist to denote a minoritarian subject who transmutes the experience of oppression into a purposeful performance of self. Upon realizing their exclusion from a majoritarian social order organized by deeply embedded attachments to a hierarchy of difference that discriminates on bases of race, gender, sexuality, class, and other intersecting codes of identification, stylists turn their failure to conform into an opportunity for opening possibilities for alternative futures.In other words, from the limitations that accompany experiences of structural oppression, style authorizes potential. Referencing Zora Neale Hurston’s 1928 essay “How It Feels to Be Colored Me,” Black suggests stylists tend to dwell in cosmology, a form of storytelling or narrative fabulation about the universe’s origins and one’s place in its ongoing unfolding. “Stylists,” Black poetically avers, are “naturally drawn to understanding the universe better by virtue of developing a more and more acute consciousness of who and what they are and how they came to be” (20). Black highlights style’s fundamental elementality as emerging from cosmic renderings of marginalized experience and the pursuit of a future otherwise. To further illustrate this elemental notion of the stylistic, Black assembles an eclectic corpus of texts by those he calls “subterranean American stylists” (5), namely Quentin Crisp, Bob Dylan, Toni Morrison, Flannery O’Connor, and Edgar Allan Poe, among others, whose lives and work he examines over seven chapters divided into three main parts. Each chapter supplies unique insights on the elementals of style, as well as its subject matter, thus allowing Black to support the thesis constructed in the introduction without ever seeming overly redundant.The first part of Style, “The Mystery of Personality: Queerness as Style,” consists of a preface and two chapters oriented around the specific ways stylizations of queer selfhood may function as a survival strategy and, relatedly, a means for exploring elemental mysteries of personality and being. In the initial chapter, Black analyzes texts authored by openly gay memoirist and cultural commentor Quentin Crisp, who became famous for his humorous and often brash approach to publicly discussing social issues during the last half of the twentieth century. In Crisp’s work, Black locates the inextricable relationship between style and repetition. As someone perceived by the public as an “effeminate homosexual” living during an era prior to many of the legal protections hard won by the modern LGBTQ+ rights movement, Crisp deployed style ritualistically as a “path to self-preservation” (35). Crisp did so by consistently rejecting status quo standards of masculinity and defiantly repeating a style of self-presentation that blurred lines of intelligibility between available gender categories. “What Crisp has to offer us,” Black contends, is an embodied, temporal theory of style; that is, a “way of transforming being in time into an endless process of becoming: a transvaluation of life into a self-sustaining set of habits that attempt to align one’s body and spirit with the sometimes unrecognizable and not immediately knowable elements of the world” (38). From a close reading of texts like Crisp’s autobiography, readers can grasp the inherent riskiness of stylistic repetition in a social environment that constantly threatens difference with violence. Importantly, Crisp shows how, by doubling down on one’s own commitment to style as a habitualized mode of self-realization, consistent stylistic repetition builds and sustains a “queer utopia” premised in the infectious celebration, rather than the eradication, of stylized difference (40).As the second chapter begins, Black acquaints readers with Style’s topical promiscuity, a certainly queer stylistic choice that runs throughout the book. Black examines writings and other artistic productions by Flannery O’Connor, a twentieth-century writer from Georgia who acquired notoriety for short stories that stylized the U.S. South as a region of unbridled grotesquerie, and who—like Crisp—gained a queer sensibility by finding herself “in the wrong place at the wrong time” (62). Black charts how O’Connor, always well aware that her reading public was composed mostly of cosmopolitan northern audiences that imagined themselves as superior to the freakish southern characters she depicted, used style rhetorically to expose ironic similarities between the elitist gaze of northern readers and the myopic visions of those featured in her fiction. O’Connor’s application of style to draw out the fact that “everyone in the world is a freak” is an insight only the cleverest stylist could both ascertain and deploy artistically as social critique (90). For Black, this facet of O’Connor’s work is evidence of style’s elemental capacity to reveal foundational dynamics that shape the experience of existence (90).The next part of Style, “The Arrow of Time: Style and the Problems of Originality and History,” contains another preface and a pair of chapters centered around style’s temporality and its relationship to cosmology. In the third chapter, Black extends his focus on American literature by closely reading the works of Edgar Allan Poe, a stylist known for authoring works that explore connections between the macabre and the eschatological. Focusing on not only Poe’s signature style across his oeuvre but also the “whole network or infrastructure of the greater assemblage that we know now as ‘Poe,’” Black credits Poe’s enduring relevance as a figure in literary history to his ingenuity as a stylist, one that effectively alchemized his mysterious personality with that of the off-kilter content of his work to fabricate a legacy (98). Black challenges the doctrines of New Criticism, as well as postmodern declarations of “the death of the author,” by insisting that the meaning of Poe’s work and its ability to continually attract new generations of audiences depends on the imbrication of the author’s biography and the polysemy of the text itself (121). Like O’Connor, Poe creates highly stylized encounters between text and reader that permit the stylist to posthumously exert a presence on the world despite their body’s disappearance from it. And therein one can conceive of style’s indefinite effectivity as evidence of a lasting temporal futurity that is cosmic in the way it routes, shapes, and determines the direction of existence.Black nuances this perspective in the fourth chapter, which explores the folksongs of Bob Dylan. Black suggests that Dylan’s music reaches not toward a utopian future but “backward, into the graveyard of the national imagination” (128). Framing Dylan’s body as a vessel for the “ghosts” conjured by folk music, Black provides a description of the artist’s style as dynamically entangled with memories of the past, which he uses to convey his creativity and public-facing persona (132). As Dylan repetitively consults the past, he undergoes embodied, quasi-ritualistic processes of conversion that are “neither flat nor unidirectional (like the arrow of time); they are circular, recursive and prophetic” (143). Consequently, Dylan taps into the cosmological power of style, specifically its capability for transforming the direction of an in-progress history using the materials of seemingly bygone times.The last part of Style, “The Critic as Stylist: Toward a Theory of Attunement,” comprises a final preface and the book’s last three main chapters, all of which advocate for an understanding of style as an attunement to one’s most authentic version of self as it exists in relation to a broader, ever-changing universe of stylized beings. In the fifth chapter, Black insists on a notion of critical reading as an attunement to the sensate musicality of a textual artifact. “Criticism, in this sense, should seek to re-create the sensation of reading-feeling,” Black argues (162, emphasis original). Black points to Toni Morrison’s scholarship, specifically the author’s 2017 essay “Romancing Slavery,” as an exemplary study in how to self-consciously transform the act of critique into a stylistic endeavor, specifically one that is attuned to the vibratory resonance of the past’s impression on the present. Similarly, in Beloved, Morrison achieves a “sound” in the novel that is “sometimes cacophonous, sometimes harmonious” and, in effect, infuses “the text with a musical emphasis that words can do sometimes even better than music can” (175).Black carries his focus on style as an orientation toward criticism into the sixth chapter. He contends that reading and interpretation are active “practices of style” or ways of “attuning our instincts with knowledge” (179). In an impressive survey of numerous schools of thought, including pragmatism, new materialism, and object-oriented ontology, Black makes a case for the humanistic critic as fundamentally a stylist concerned with thinking about and expressing “things that are in their very nature unmeasurable” (179). While some scholars of humanities working in contemporary academic institutions may feel pressures to adopt methodologies of the social or hard sciences to prove their field’s validity and/or relevance, Black mounts a defense of close textual criticism as a method that is not replicable precisely because it entails critics who employ style to better understand their places in the universe while also attuning to cosmic questions and concerns that resist capture by positivist logics and protocols of measurement.In the seventh chapter, Black finalizes this idea by turning toward academic disciplines as sites of latent stylistic creativity. Throughout, Black laments how modern disciplinary contexts are delimited and contained by rigid conventions of professionalization, such as departmental silos in universities and conference presentations at scholarly meetings. A collective embrace of style, Black promises, is the surest path for deterritorializing established fields and nurturing their revitalization as they become something new in the future.Rather than a proper conclusion, Black ends Style with a short but substantive coda. In it, Black compares style to a religious practice: “[style] is a desire to know the universe and the mysteries of the universe . . . a way of searching out mystery and forging a path against the arrow of time” (249). “Style is,” Black continues, “like God, never totally achievable but always somehow still available” (249). With this statement, Black once again makes clear his understanding of style as a way of life through which the humanist can pursue big picture questions with no clear or easy answers. Style is a resource for becoming more like oneself and, in the process, broaching topics that elementally bind everyone together as a collective body in a shared universe.While there is much to appreciate about Style, the book is not without shortcomings. Two come to mind immediately. First, on multiple occasions, Black fails to fully acknowledge the complex existing power dynamics and structures of oppression that restrict and even make impossible certain enactments of style, particularly for people belonging to marginalized communities. For instance, Black spends a great deal of time studying Quentin Crisp as a stylist whose life work facilitated extraordinary examples of queer worldmaking. But Black does not mention Crisp’s late-in-life confession that he perhaps identified more as a trans woman than as a queer man. Crisp admitted that the lack of a widespread vocabulary for describing trans phenomena during his lifetime likely prevented him from ever seeing himself in terms of any other gender identity than the one assigned to him at birth. How would Black’s book have changed if the author had contextualized Crisp as a trans stylist whose style was temporally ahead of the available terminology for describing it? I doubt that posing such a question would have diminished Black’s analysis but would have provided only more nuance for complexifying some of its inferences and implications.Second, as a rhetorician, I do wish Black had acknowledged and taken seriously at least some of the many scholarly treatments of style that have emanated specifically from the field of rhetorical studies. Unfortunately, Black dedicates no space in Style to ancient or contemporary rhetoricians who have written at length on style’s innately rhetorical dimensions. So, we will never know how a rhetorical viewpoint could have enriched Black’s insights. Fortunately, this rather large omission leaves room for future rhetoricians to fill the gaps created by the release of the book.Despite the book’s weaknesses, rhetoricians can glean from Style a version of rhetorical analysis that never quite names itself as such, but nevertheless still inspires inquiries that are indelibly rhetorical. Style is a reminder of our tradition’s possession of theoretical tools that open existential inquiries about what it means to be a human living and seeking meaning in a world that often feels all too precarious. As I finished reading Black’s book for the second time, I began to understand it as a guide for how to alchemize one’s personality and creativity in the exertion of a stylized rhetorical agency ethically collaborated toward the building of a common future. Indeed, Style is a profound performance of intellectual labor that forgoes appeals to canonicality and, in doing so, opens new scholarly routes from which rhetoricians can draw inspiration for reimagining how they approach their own work. Personally, I was inspired to return to the field’s seemingly basic analytical touchstones and begin to reimagine how I convey their meaning in my scholarship and teaching. I believe other rhetoricians will come away from Style with similar impressions, and for this reason, I highly recommend it.

Chemist Ethaline Cortelyou, a significant figure in the emerging profession of technical communication in the 1950s, became a national mentor to women in the sciences, first leading them into the practice of technical editing and then away from it. This article presents a case study of her awakening to the true nature and cost of the patriarchal workplace and her own complicity in actively supporting sexist assumptions and the status quo. During the Sputnik crisis, Cortelyou recognized and overcame her internalized sexism, revised her advice to young women in the sciences, and became a public advocate of workplace reform.

This article offers infrastructural storytelling as a methodological approach attuned to the emplaced dynamics of digital infrastructure. Countering the clean progress narratives of sustainability reports in the technology sector, this approach follows digital infrastructure to two locations: San Francisco, California (Google) and Toronto, Ontario (Digital Realty). Infrastructural storytelling explicates how physical infrastructures produce uneven social, political, and economic realities by investing in some ways of life over others.

This article will explore the potential of recent neuroscience to inform a writing pedagogy aimed at a habitus of plasticity and emotional intelligence. Arguing that our field has never fully realized the embodied pedagogy called for decades ago by compositionists such as Brand and McLeod, by placing affect theory in our field in conversation with neuroscience, the article theorizes the value of understanding the plasticity of embodied affects as meaningful in writing processes. It demonstrates that neuroscience offers advances in our understanding of the emotions involved in learning while providing practical resources to “recategorize” emotional experiences in ways that will enable students to persist in writing-related tasks and to better realize their rhetorical and social goals. Ultimately, addressing the limits of reason and metacognition, the article claims that our pedagogies must confront the new forms of woundedness and ossification that pose increasing challenges to learning today.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> Engineering students benefit from understanding the role of technical communication in the professional workplace. This article examines the communication coefficient (CC), a new method for grading student technical communication intended to help students better understand this role. Its goal is to encourage students to treat their communication with the same importance that it has in the professional workplace. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> The core philosophy of the CC method is that audiences perceive technical work more positively when it is communicated well and more negatively when it is not. The method captures this philosophy mathematically: students’ grades result from multiplying the points earned for technical content by a number—the coefficient—representing how well they communicated that content. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> The CC method is rooted in established principles, such as holistic grading and the separate yet simultaneous consideration of content and communication. It is novel in how it combines these principles into a grading technique. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Approach:</b> The CC method was employed in three undergraduate engineering classes at the United States Military Academy during the spring 2020 semester. Student and instructor feedback were collected to gauge the pros and cons of the method and whether it is worth fielding on a larger scale. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Discussion:</b> The CC method was found to encourage better student communication, although mixed student and instructor opinion suggest that changes to the method and the way that it is messaged are necessary. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> The CC method warrants further study and consideration of its usefulness in other departments and institutions.

After #BlackLivesMatter protests in summer 2020, many leaders in the US South reevaluated monuments dedicated to the confederate and segregation eras. Black affiliates of the University of Arkansas used the Twitter hashtag #BlackatUARK to demand the removal of memorials commemorating a segregationist senator and share their experiences of anti-Black racism on campus. We argue that #BlackatUARK provides a counterpublic memorial of campus life that opposes and transforms dominant public memories, geographies, and subjectivities. Our analysis of the hashtag expands the conceptual boundaries of the kairos/metanoia partnership to show how digital counterpublic memories gain momentum and produce tangible rhetorical effects across both digital and nondigital contexts. During its circulation, the hashtag opens and sustains a kairotic moment fueled by the exigent flow of memories of anti-Black racism on campus. Simultaneously, the hashtag ignites a metanoic moment whereby allies mobilize their regret about a shameful past to plan a more just future.

In memoriamMarc Van Der Poel (1957–2022) Mike Edwards It is with a heavy heart that I write this personal tribute to my dear friend Marc van der Poel, who passed away on 18 December 2022. I do not need to remind readers of Rhetorica of the tremendous service Marc gave to the International Society for the History of Rhetoric over three decades, with repeated stints on Council, his long and distinguished editorship of the journal (2011–2018), and his Vice-Presidency and subsequent Presidency of the Society, which was equally distinguished and also long, being uniquely extended for a year due to the Covid crisis and forced postponement of the 2021 Biennial Conference. He bore the pressures that situation brought with his usual calmness, professionalism, and good humour. Away from ISHR, Marc was a distinguished Professor of Latin. Born on 4 February 1957 in the Dutch town of Geldrop, just east of Eindhoven, Marc read Classics at the Catholic University of Nijmegen (now Radboud University). After graduating in 1979 he studied for a Diplôme d'Études Approfondies at the University of Tours before taking his Masters cum laude at Nijmegen in 1983, with a dissertation on Seneca the Elder. He was already deeply interested in Neo-Latin and went on to study for his doctorate under the supervision of Jan Brouwers and his friend and mentor Pierre Tuynman. Marc was awarded his PhD in 1987, with a thesis (in Dutch) entitled The 'declamatio' among the humanists. Contribution to the study of the functions of rhetoric in the Renaissance. This was the beginning of a long and highly productive career dedicated to the study of the humanists and humanist rhetoric, in particular Rudolf Agricola, which took him immediately to the USA on a Fulbright award and a two-year post at Trinity College, Hartford, Connecticut. Further research posts followed at Nijmegen and at the Constantijn Huygens Institute in The Hague, accompanied by books in French and English on Agricola, until his appointment as Professor at Nijmegen in 1999. While continuing to research and publish extensively, Marc [End Page 111] was also dedicated to the teaching of Latin language and culture, and on numerous occasions we discussed his heavy teaching load, which he was always determined to carry out to the very best of his not inconsiderable ability. He supervised seven PhD students, while performing the other duties of a Professor, including being Head of Department and Associate Dean of the Faculty of Arts. On one of his annual summer visits to Oxford when already in his early nineties, Jerry Murphy asked me if I would help to ensure that his project on Quintilian would come to fruition, should anything happen to him. I was of course deeply honoured and very happy to agree, especially because it afforded me the opportunity to collaborate closely not only with Jerry but also with Marc. He and I spent many happy hours together editing the submissions to the Oxford Handbook of Quintilian, in his home and in mine, and online when the coronavirus struck, with Jerry always eager to contribute by email. While working closely with him, I came to realise at first hand what a tremendous scholar Marc was, as well as his ability to make tough decisions. He saw this major project through to completion in time for Jerry to hold a copy of the volume, and it was a proud moment for both of us on 21 December 2021 when we were able to launch the Handbook at Radboud University, online because of the virus but the two of us together in spite of it. It is a serious loss to scholarship that Marc did not live to finish his edition, with commentary and translation, of Agricola's important work De inventione dialectica. He also recognised, throughout his career, the high importance of accurate bibliographies and was working on one of Agricola for the Oxford Bibliographies Online series. Totally at ease with all six languages of the Society, as well as Greek, Marc was fluent in French and English, which I used to tease him he spoke with an American accent and vocabulary. But he was so much more...

Background: This article reports on survey-based research of technical and professional communication (TPC) teachers and administrators, illustrating how these participants implement social justice and intercultural communication pedagogies in service learning (SL). Literature review: We situate this research in relation to existing scholarship about SL in TPC, SL and social justice, and SL as it intersects with intercultural communication. Research question: How do technical and professional communication teachers and administrators across the US infuse their SL pedagogies with social justice and intercultural communication theories in practice? Research methodology: Using purposive sampling, we surveyed 55 TPC teachers and administrators about their experiences with and attitudes toward social justice and intercultural communication in SL. Results/discussion: We identify what courses are reported as sites of SL projects as well as participants’ self-reported perceptions about social justice in SL. In addition, we outline four themes related to the application of social justice and intercultural communication theories to SL: activities, constraints, points of resistance, and goals and outcomes. Conclusion: We conclude with recommendations for TPC administrators and programs, and by briefly discussing implications for TPC practitioners and future directions for research.

In the summer of 1881, a group of Black women formed The Washing Society of Atlanta by deploying extraorganizational technical communication to collectively bargain for better working conditions and wages. In this article, we illuminate the ways that Black women operated in a world dominated by an established order of racial hierarchy. We argue that the Washerwomen manifested a particular form of Black technical communication rooted in agency and advocacy.

Reviewed by: L’art du sous-entendu: histoire, théorie, mode d’emploi by Laurent Pernot Mike Edwards Laurent Pernot, L’art du sous-entendu: histoire, théorie, mode d’emploi. Paris: Fayard, 2018. 334 pp. ISBN: 9782213706054 In July 2008, on behalf of Laurent Pemot, I represented the International Society for the History of Rhetoric at The First Biennial Conference of the Chinese Rhetoric Society of the World. Since this global event was scheduled to take place less than a month before the opening ceremony of the Beijing Olympics, my first idea was to give a paper on ancient Olympic speeches. On second thoughts, I realized that talking about the content of Lysias 33, with its proposed attack on the despotic rulers of Persia and Syracuse, might be taken as a veiled reference to China’s socialist democracy—a sous-entendu. Twelve years later, with the Tokyo Olympics postponed because of a threat allegedly emanating from Japan’s old foe, I find myself reviewing a book written by Pemot that will become a standard work on the art of innuendo. Pemot covers an extensive range of material from Graeco-Roman antiquity to the present, to which this review cannot hope to do justice, with examples drawn from rhetorical works, other genres of literature, and elsewhere. Thus, in chapter 1 Pemot discusses types of sous-entendu (as often, the French word is best) in daily life, with politeness such as “you shouldn’t have” to mean “thank you” for a gift. There is an understandable French bias throughout, but Pemot’s versatility is indicated by analyses of authors such as George Orwell, Boualem Sansal, and Arthur Miller. Other topics include politics (the subtle war of words between Giscard d’Estaing and Mitterrand in 1974); fables and riddles (the Sphinx, naturally, but also Jean Paulhan with his translations of enigmatic Malagasy poetry); and conspiracy theory (such as Kennedy, Coluche, the Da Vinci Code). An excellent opening. Sous-entendu in the ancient world is the subject of chapter 2, where Pemot discusses the unsettled place of figured speech in rhetorical theory, and the frequently difficult relationships in declamation between fathers and sons that led to ambiguous remarks like “I married the woman who [End Page 94] pleased my father” (57). Pernot returns to antiquity in a very strong chapter 5 that examines how Greek authors represented Rome with figured speech. Here, on his specialist research terrain, he offers perceptive discussions of Dio Chrysostom’s On Kingship (cf. the much earlier treatment of the theme in Isocrates) and Aelius Aristides’ To Rome, highlighting the latter’s numerous significant omissions, not least of the word “Rome” itself (similarly, the story of Paul Valéry’s grudging eulogy of his illustrious predecessor in the Académie française, Anatole France, in which he managed to avoid using the name “Francé” in reference to his subject, is a little gem). Among the interesting topics of chapter 3 is connotation, as in publicity slogans like “Tendre est la nuit à bord du France” (69), which for Pernot might recall a line of Keats, a novel of Scott Fitzgerald, a film of Henry King or a song by Jackson Browne (yes: type “tender is the night” into Google). Analysis of literary critics (Barthes, Luc Fraisse, William Empson, Roger Callois) and Gide’s The Counterfeiters, with its expression mise en abyme, contributes to another excellent chapter. In chapter 4 Pernot turns to the risks attached to interpretation, especially when an unintended (often sexual) message is received. In the theatre this may be designed to cause laughter (Much Ado About Nothing), but there is nothing funny about De Clerambault’s Syndrome (erotomania). Pemot’s discussion references Ian McEwan’s Enduring Love, but it made me think of Play Misty for Me. Arbeit macht frei? In chapter 6 Pernot turns to twentieth-century totalitarian regimes, focusing on the intellectual resistance to the Nazis of Louis Aragon in a poetic method he called “contrabande.” How could such works have escaped the censor (not all did)? One way was the use of historical parallels, as with Jules Isaac’s Les Oligarques and its analogy between ancient Athens under the Thirty and the German Occupation...

Abstract The authors present a lab-based research model that engages graduate students in undergraduate research mentorship positions that are mutually beneficial for graduate students, undergraduates, and faculty. They show how this model can be scaled up and adapted across the range of English disciplines. The authors share examples of the different types of research that they have engaged in for linguistics, literary archival studies, creative writing, and writing pedagogy. These examples illustrate how undergraduate research mentorship can prepare graduate students to teach and mentor students using effective methods in various institutional contexts.

In response to the numerous ethical issues involving big data, this article positions the infrastructural dynamics of big data storage and circulation as a concern for social and environmental justice. After identifying how big data accumulate in place-based ecologies that are made vulnerable to sustain ever-increasing quantities of data, the author explains how most, if not all, digital writing practices are relationally tethered to often distant places. In response, the author argues for developing and sustaining critical infrastructure literacies where big data infrastructures are not perceived as ethereal, cloud-like entities, but as materialities with relations to place, land, water, history, climate, culture, nation, and much else. Attending to infrastructure with a cultural rhetorics orientation attentive to relationality, accountability, and story, the article details four critical practices that place digital citizens within relational matrices where they are asked to account for how data practices affect a constellation of people, places, and environments.

Writing and Responding to Trauma in a Time of Pandemic is a public writing course that was developed in response to an institutional call for a Public Pandemic Teaching Initiative in Summer 2020, which asked faculty to consider how this moment of radical disruption might inform our teaching and deepen our understanding of the relationship between writing, resilience, and response. The course provides a set of complementary, public-facing modules that offer teachers, community partners, and writers the tools to both write about and respond to writing about trauma. The resources, writing prompts, and activities draw from activities we have used in our undergraduate and graduate writing classrooms as well as our interdisciplinary research interests. Together, they support participants in addressing trauma from three perspectives: composing personal healing narratives; framing their personal inquiries within a larger research context; and positioning themselves within the larger community response to the COVID-19 pandemic. Public writing courses, such as Writing and Responding to Trauma in a Time of Pandemic, demonstrate how interdisciplinary collaboration and accessible platforms can provide meaningful institutional responses during times of public health crises.

Review of Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Y Martinez.

Rhetorical studies scholars in both communication and writing and rhetorical studies (WRS) are currently investing in momentous discussions about social justice with the promise of material, consti...

This article examines how digital rhetoric in a big data age affects human and more-than-human life (lands, waters, energies, and so forth) in places beyond immediate rhetorical encounters. By putting particular pressure on what the author calls digital damage, the article draws out the material, ecological, and infrastructural dimensions of Facebook’s New Mexico data center. Coupling Donna Haraway’s methodological tactic of “staying with the trouble” with cultural rhetorics perspectives on story, accountability, and relationality, the essay shows how digital damage can be expressed through a series of interruptive stories. Ultimately, the article intervenes in debates on the Anthropocene, arguing that attending to digital damage through story is one way to register the sensitivities, urgencies, and accountabilities needed to respond to worlds of entangled damage.

It is by now not news that our new geological epoch is here. The Anthropocene, the much-contested name used to describe an age of human-influenced change, proclaims a new way for stratigraphers to ...

When two transgender teenagers posted eerily similar suicide letters to public Tumblr accounts in late 2014 and early 2015, they inspired a viral memorialization effort across the website. In this article, I argue the widespread circulation of transgender suicide rhetoric facilitates the possibility for queer rhetors to provoke collective enactments of rhetorical agency even after their deaths. I identify the suicide letters as an emergent rhetorical form, which on its dissemination and due to its intelligibility, incites a kairotic moment. The kairotic moment may be protracted by a network of bodies who feel and collectively reproduce its sensate exigence. As it becomes viral, the kairotic moment acts as the queer futurity of ecological rhetorical agency because it stretches the visceral pressure of exigence beyond its original spatiotemporal emergence, draws bodies into collaborative networks, and orients invention toward the dismantling of normative rhetorical constructs and the composition of alternative worlds.

This article examines the role of emotions in writing center consultations, specifically the use of Carl Rogers’ (1951) empathic listening and responding strategies as a way to acknowledge and engage students’ emotions during writing support. Using survey research and analysis of observations, the training consultants in Rogerian strategies was determined to be an effective approach. Key words : Rogers, empathic listening, empathic responding, empathy, survey research, observation, training Even with data about emotional impacts in college, such as the 2016 annual report from The Center for Collegiate Mental Health (Pennsylvania State University) listing anxiety as the most commonly reported issue (61%), there is a tendency in higher education to downplay emotions and the correlations of attending (or not) to affective dimensions and student success (Beard, Clegg, & Smith, 2007; Morin-Major et al., 2016). This emphasis on the cognitive aspects of writing can make higher education seem like an “emotion-free zone” (Mortiboys, 2011), but this is not always in students’ best interests. Since writing centers are embedded in the larger institutional culture, the emphasis on cognitive concerns impacts our work. Writing center scholarship has examples of addressing emotive concerns and includes discussions about therapeutic approaches. In tutor training manuals, many of the suggestions regarding working with emotional students set up a cautious position for the tutor (Lape, 2008). For many years, our scholarship has leaned toward cognitive discussions (Agostinelli, Poch, Santoro, 2000), and even recent reviews of writing center literature still reveal a concentration on cognitive skills and the negative impact of emotions (Lawson, 2015). Seeing students as emotional beings, acknowledging that academia cannot be an “emotion-free zone,” is important. The question for writing centers is to what extent should we address the affective elements inherent in writing center work. Certainly, consultants are not counselors. If they attempt to act as such, they make themselves and the students with which they interact vulnerable in ways that may not be healthy. Additionally, writing centers cannot provide the tools, training, and certifications to prepare peer-writing consultants to address all the emotional needs of all students. But there are still tools within psychology that can be used to acknowledge the cognitive and emotive elements of students in writing centers in ways that are supportive of them as people first and writers second. In this article, we explore the ways in which addressing emotions in writing center work has been discussed and then look specifically at how using Carl Rogers’ (1951) empathic listening and responding approach can support the inclusion of emotions in writing consultations as a way to lead into our study examining and applying empathic listening at our writing center.

Rhetoric and composition, as an academic discipline, argues for a strong link between scholarship and practice. However, restrictive publisher agreements, limited distribution channels, and perceptions about the value of open access among gatekeepers can limit access to scholarship and its potential for application. This study, through analysis of publishing policies and practices for rhetoric and composition journals as well as surveys and interviews with journal editors, examines the current state of open access in the field. Findings reveal the need for more consistent and widespread adoption of more open policies for publishing to extend the impact and value of scholarship in the field.

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.

Reviews Cristina Pepe, The Genres of Rhetorical Speeches in Greek and Roman Antiquity. International Studies in the History of Rhetoric 5. Leiden and Boston: Brill, 2013. xviii + 618 pp., ISBN: 978-90-04-24984-4 When I review a book that is of high quality, I like to read it twice before submitting the review. That does not excuse the inordinate length of time it has taken me to review Cristina Pepe's Genres of Rhetorical Speeches, for which I apologise to the author, but it immediately indicates my admiration for the book. I shall outline its contents, before making a few observations, all of which are offered in a constructive spirit. The book consists (suitably, given its theme) of three parts, followed by an extensive list of Testimonia, an Appendix, Bibliography, Index of Greek and Latin Terms, Index Locorum, and a General Index. Part One covers the fifth and fourth centuries, opening with an overview of the contexts of speechmaking in Greece and, of course, in particular Athens. Separate chapters address the practice of the Sophists (with an inevitable focus on Gorgias and the Helen, supplemented by observations on the ori­ gins of the praise speech); Thucydides (deliberative oratory, with an anal­ ysis of the Mytilenean Debate in Book 3); Plato (analyses of the Gorgias, Phaedrus and Sophist, and of Plato's conception of advice and praise); Isocrates (in particular how he defines his logoi); Demosthenes (his distinc­ tion between deliberative and judicial); and, in greater detail, the Rhetoric to Alexander (with a discussion of genres and species, and of the connected and complex ascription of the treatise to Anaximenes, without committing herself either way). Part Two is of roughly the same length as Part One, but focuses on one author only: Aristotle. Rhetorical development, including in the Rhetorica ad Alexandrian, all led to the Rhetoric, which for Pepe was Greek rhetoric's 'crowning theoretical achievement' (p. 123; I note that this repeats the earlier judgment of Laurent Pernot in the English translation of his Rhetoric in Antiquity, 'the crowning achievement of rhetorical theory in Classical Greece', p. 41), though the dates of composition of the Rhetoric to Alexander and the Rhetoric were not necessarily linear. Most will not quib­ ble with Pepe's concentration on the Rhetoric, even if we need to bear in mind Pernot's assessment that 'this treatise full of novel views was rela­ tively little read in antiquity' (Rhetoric in Antiquity p. 44). Pepe examines Rhetorica, Vol. XXXV, Issue 1, pp. 110-120. ISSN: 0734-8584, electronic ISSN: 1533-8541.© 2017 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/joumals.php?p=reprints. DOI: https://doi.org/10.1525/rh.2017.35.L110. Reviews 111 the system of genres in the Rhetoric in minute and instructive detail, pay­ ing a great deal of attention to epideictic, which Rhetoric scholars agree Aristotle introduced 'as a genre in its own right' (p. 144), but also indicat­ ing the 'aspects of originality with respect to tradition' of his treatment of the deliberative genre (p. 159). Very helpful chapters on the different topics that are used in the three genres (Chapter Twelve), and on the style and arrangement of the genres (Chapter Thirteen), precede a final chapter in this Part on the relatively little-studied treatise, the Divisiones Aristoteleae. Part Three takes us through the Hellenistic period and into Rome (the title Rhetorical Genres in the Hellenistic and Imperial Ages' perhaps does not do full justice to the material on the Roman Republican period). This might be thought the least satisfying of the three parts, not because of any lack of knowledge, hut simply because it covers, inevitably in less detail, such a wide range of material, in Greek and Tatin, from Hellenistic theory to the proyyninasmata and declamation (Chapter Twenty). There is thus no individual chapter on Cicero or Quintilian, rather an approach that looks at topics from a combined Greek and Roman angle, such as the vocabulary used for each of the three genres...

ABSTRACT This article begins by revisiting the Greek origins of the terms “rhetoric” and “philosophy” from a nominalist and antiessentialist perspective. Though both terms were given early shape by Plato, Isocrates offered a different take on philosophia that arguably is equally legitimate, even if largely neglected historically. In contemporary scholarship, the question is not what is rhetoric or what is philosophy, but what can be gained by deploying rhetorical and philosophical vocabularies to describe and understand the world. Given the problems facing us today, philosophers and rhetoric scholars should engage each other to address challenges where our interests converge.

In the field of rhetorical studies, and more often than not in broader traditions of the humanities, nonhuman animals (NHAs) are remanded to epistemological margins in terms of both theory and case. Scholars of rhetoric tend to invoke animalism only when focusing on a human agent’s use of animal metaphors and parasitic tropes as a linguistic act or discursive tactic, or in movement studies, when constituting NHAs as objects of other-directed human activism. Sometimes, NHAs appear as negative foils, as in the illustration of Kenneth Burke’s distinction between human action and animalistic motion, or in the numerous examples of how logos punctuates humans’ rhetorical supremacy and singularity. Philosophically, scholars typically cipher NHAs as “cases in point” to discuss more expansive ethical dimensions of sentience in the service of arguing for the human condition. Technologically, in studies of media culture, NHAs perform as memes or serve as darling accoutrement in YouTube videos designed for human consumptive pleasure. In the end, what we find in the lion’s share (no pun) of humanities scholarship is the de-agentized NHA as a voiceless, silent, inactive, dispassionate, non-communicative, and ancillary object of humans’ rhetorical discourse and material action. (There are exceptions to this treatment in the field of communication studies [see Almiron, Cole, and Freeman, Critical Animal and Media Studies Communication; and the collected essays in Goodale and Black, Arguments about Animal Ethics].)Debra Hawhee’s book, Rhetoric in Tooth and Claw, responsibly cuts against the tradition of metonymically reducing NHAs to footnotes. Therein, she reanimates the positionality of NHAs as instructive actors in rhetorical theory and rhetorical education. Engaging in pan-historiographical methods, Hawhee brings a new perspective to the NHA-human relationship by centering the ways NHAs have circulated within and among ancient and modern texts not just as complements, but rather as charged inventional resources unto themselves. She explores rhetorical treatises ranging from those by Aristotle and Demetrius to Longinus, Erasmus, and new translations by Lucian and Psellos (among others) to locate how NHAs appear active as zoostylistic teachers.Hawhee does not make the argument that NHAs do rhetoric; instead, her larger claim is that NHAs’ influences outstrip verbal language and compel us to contemplate extra-lingual dimensions of rhetorical energy. In sum, she grounds sensation as a common point between humans and NHAs. The rhetorical history Hawhee traces does not presume, “as most histories of rhetoric do, the centrality of logos as both reason and speech” (11). Rather, her study “stresses energy, bodies, sensation, feeling, and imagination” (11).NHAs have been a part of human existence, and particularly human narratology, since time immemorial. Indeed, as Hawhee deftly points out, in the context of rhetorical theory and rhetorical education, many of us have likely encountered the ways that Aristotle’s dog in the Rhetoric (2.3.138oa.24–26) emblemizes how humans and NHAs assess each other’s dispositions and modulate their responses and how Herodotus’ and Libanius’ encomia on NHAs (crocodile in Histories; peacock in Progymnasmata, respectively) represent models for human epideictic genres. Perhaps we have wondered about the theriomorphic fashion in which Demetrius’s nightingale charms and delights, just as rhetorical handbooks suggest a rhetor ought to when considering the sensory touchstones of one’s discursive choices (On Style). Moreover, many of us may have contemplated Aesop’s fables and why animals stand as sentries over cautionary tales that become analogs for our public lives in the civis. Even Rhetorica from Giarda’s 1628 Bibliothecae Alexandrinae Icones Symbolicae holds at her left side a leashed, three-headed beast and in her right hand a snake-wound scepter. What does the presence of such NHAs mean for the study of rhetorical theory and the instructional ways it is actuated in the handbook tradition?Hawhee’s high water mark treatment of NHAs in some of Western culture’s most treasured rhetorical treatises adds to our field the importance of sensation. In fact, she argues that sensation “matters the most” and provides a vocabulary of logos and alogos to emphasize how the latter remains key to progymnasmata, or the system of exercises used to prepare one for rhetorical study. What began for Hawhee as a book about animals and rhetorical theory blossomed into a project that values and locates sensation and imagination in well-worn artifacts that have heretofore seemed locked into unidimensional interpretation. At a time in the humanities when affect is discussed and debated more and more, and when we are witnessing the return of pathos as a sine qua non rhetorical proof, Hawhee’s book gets us closer to the roots of aesthesis and pathe. Concomitantly, the project celebrates alogos, or those rhetorical movements not associated with traditional rationality. In the offing, the sensory emerges not as passive or attendant, but as central to rhetorical education. As Hawhee writes, “Sensation, feeling, and emotion, then, have emerged as the positive counterparts to rationality and reason—positive, that is, in comparison with the term nonrational” (7).Hawhee contends that NHAs keep sensation alive in rhetorical theory, whether by modeling sound, countenance, and efficiency in post-Aristotelian theory (chapter two) and providing deliberative rhetorical grounds through fables (chapter three), or by inculcating encomia and visual inquiry (chapter four), teaching memory in medieval rhetorical theory (chapter five), or considering accumulatio in Erasmus’s De Copia (chapter six). Every chapter, with its multiple case studies, enlivens this new interpretation of rhetorical history, scaffolding how NHAs intersect with our senses of sensation over time. Written convincingly and argued expertly, Hawhee’s book is a gem among new genealogical studies that help us reconsider the superstructures of rhetoric as art and craft.The audiences for Rhetoric in Tooth and Claw are plural, to say the least. Certainly, scholars interested in ancient and modern rhetorical theory will gain fresh insight into the way emotion and sensation unfolded in the rhetorical tradition vis-à-vis NHAs. Classicists and philosophers would also benefit from a study that centers alogos as both fundamental to the human communicative condition and endemically primeval to animal (human and NHA) sentience and ontology overall. One of the genuinely admirable qualities of Hawhee’s work is the way she merges rhetorical studies with animal studies. Animal studies largely claims roots in philosophy and animal sciences, mostly through the study of the ethical treatment of animals by way of human intervention into NHA lives and ethos (i.e., using animals for food, clothing, experimentation, and entertainment). Since the publication of Peter Singer’s watershed Animal Liberation (1975), animal studies has grown into its own discipline in many ways (made emblematic by programs such as Tufts University’s Center for Animals and Public Policy, and book series found at the University of Chicago Press [Animal Lives series] and Routledge [Human-Animal series]). Rhetoric in Tooth and Claw connects rhetorical studies (from classical approaches to critical-cultural spaces) to animal studies, what Richard Ryder calls the study of “the changing relationships between human and nonhuman animals over time” (Animal Revolution). Clearly, animal-studies scholars would be intensely attuned to Hawhee’s arguments about the sensory overlap present in NHA-human rhetorical connections.In the end, Hawhee is to be applauded for envisioning and presenting a volume that reenergizes the study of extra-lingual features in rhetorical theory (principally, sensation) and that advances the vivification of NHAs as voice-full, resonant, active, passionate, communicative, and primary subjects in their own right.

On November 2, 2016, Theresa Jarnagin Enos unexpectedly passed away at her home in Tucson, Arizona, leaving behind a trailblazing legacy of work in writing, teaching, scholarly editing, (wo)mentori...

Review of From Uncle Tom’s Cabin to The Help: Critical Perspectives on White-Authored Narratives of Black Life by editors Clare Oberon Garcia, Vershawn Ashanti Young, and Charise Pimentel.

Book Review| February 01 2017 Review: The Genres of Rhetorical Speeches in Greek and Roman Antiquity Cristina Pepe, The Genres of Rhetorical Speeches in Greek and Roman Antiquity. International Studies in the History of Rhetoric 5. Leiden and Boston: Brill, 2013. xviii + 618 pp., ISBN: 978-90-04-24984-4 Mike Edwards Mike Edwards Mike Edwards Department of Humanities University of Roehampton Erasmus House Roehampton Ln, London SW15 5PU United Kingdom Mike.Edwards@roehampton.ac.uk Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2017) 35 (1): 110–112. https://doi.org/10.1525/rh.2017.35.1.110 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 Mike Edwards; Review: The Genres of Rhetorical Speeches in Greek and Roman Antiquity. Rhetorica 1 February 2017; 35 (1): 110–112. doi: https://doi.org/10.1525/rh.2017.35.1.110 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. © 2017 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.2017 Article PDF first page preview Close Modal You do not currently have access to this content.

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.

As a pedagogical tool, “style” in writing center lore has been cast as a lower-order concern. This marginalization stems not only from the difficulty of defining the word itself, but also from a persistent belief that “style” exists in a vacuum separate from “content,” “development,” and grammar, thus being of secondary importance to tutors and administrators. In this article, Edward Santos Garza challenges this clinical framework, arguing that style, a vital, permeating force, has much to offer those in writing center work. He positions style as a tool to help WC visitors more fully discuss, assess, and strengthen themselves as writers. Asserting that style is equally valuable for thinking about writing with regard to identity, Garza envisions how WC staff could productively foreground it in sessions and training.

Background: Teams are a basic way of organizing work in many professional and personal settings. However, misunderstandings among team members can lead to poor performance, hurt feelings, and lack of motivation to attack subsequent tasks. A common source of such misunderstandings is miscommunication caused by differences in how people interpret everyday words and phrases. Team members might interpret these differences as a natural occurrence of group work, if they notice them at all. Research questions: We seek to answer two research questions regarding miscommunication within teams: (1) Can a communication exercise create awareness among team members of the danger of miscommunication? (2) What benefits do team members gain from the exercise? Situating the case: We describe a classroom exercise that relies on an integrative model for improving communication within teams. We also present evidence of the exercise's effectiveness in raising awareness and fostering accommodation and social learning among team members. Our approach is similar to that used in other cases. How this case was studied: We used 13 teams from three classes during the course of a regular semester. A communication exercise we have used for many years was conducted as part of team formation activities early in the semester. Team discussions regarding exercise results formed the basis for team members to analyze their communication during the semester. About the case: A significant variance of understanding among people as to the meaning of several of the focal terms can lead to suboptimal outcomes for any given work the team is tasked to achieve. In this case, we describe a study designed to improve communication among team members and, thus, lessen the likelihood of such a negative outcome. Results: Team members reported better awareness of communication issues and improved team functioning as a result of having completed the exercise. Conclusion: We find that a shared understanding of terminology is an important part of training leaders and managers to help teams reduce common miscommunication problems in the workplace.

As rhetoricians combine antiracist and postmodern discourses to compose a hybrid critical discourse on whiteness, they fail to consider the contradictory attitudes toward historical knowledge embodied by the two original discourses. Repressed from the hybrid discourse’s content, the contradictory attitudes nonetheless surface in its style. On one hand, the hybrid discourse’s style is characterized by active sentences that strive to represent historical dynamics, following the antiracist imperative to ameliorate historical amnesia. On the other, the hybrid discourse’s style is characterized by abstractions and vague actions, which reflect postmodernist skepticism of historical knowledge. Abstract nouns replace specific agents and social groups, while weak verbs gesture toward unspecified practices and processes. These stylistic elements constitute “stactive” sentences that substitute a feeling of historicity for concrete historical dynamics. Uncritical immersion in the stactive style can limit the field’s and the public’s ability to develop a much-needed historically rich discourse on whiteness.

This article shares our experience designing and deploying writing assessment in English Composition I: Achieving Expertise, the first-ever first-year writing Massive Open Online Course (MOOC). We argue that writing assessment can be effectively adapted to the MOOC environment and that doing so reaffirms the importance of mixed-methods approaches to writing assessment and drives writing assessment toward a more individualized,learner-driven, and learner-autonomous paradigm.

Explore the appendixes to Comer and White’s article.

Edward Schiappa published a series of articles and a book in 1990 and 1991 that, collectively, challenged the dominant narrative concerning the Older Sophists and early Greek Rhetorical Theory as well as calling into question certain revisionist historical accounts. In this essay the author provides a narrative about those projects and the responses they elicited in the hope that it provides insights about the production of those publications, as well as an opportunity to revisit certain theoretical and methodological concerns that continue to be relevant to historians of rhetoric and philosophy.

Recent arguments against today's digital reading practices rely on contradictory implicit claims: that digital technologies harm the way we read, and that reading is a set of monolithic and unchanging practices. Both claims are mistaken. Digital reading practices illuminate the diverse forms of value in the labor and capital associated with textual work.

Multimodal pedagogy is increasingly accepted among composition scholars. However, putting such pedagogy into practice presents significant challenges. In this profile of Washington State University’s first-year composition program, we suggest a multi-vocal and multi-theoretical approach to addressing the challenges of multimodal pedagogy. Patricia Ericsson, the director of composition, illustrates how theories of agency are central to the integration of multimodality. Elizabeth Sue Edwards, a graduate teaching assistant, explores negotiating departmental standards and implementing multimodal assignments. Tialitha Michelle Macklin, also a graduate teaching assistant, discusses her journey from rejecting multimodal assignments to embracing them as an integral element of her pedagogy. And Leeann Downing Hunter, a non-tenure-track faculty member, approaches the challenge through the lens of adaptability. We believe that this multi-vocal approach to building a multimodal composition program offers: (1) a foundation for other writing programs to adapt and build upon; (2) an alternative to traditional approaches that rely on single theories and single leaders; and (3) a reconstitution of how the university works, integrating stakeholder voices from administrators to students themselves.

ABSTRACT Slobodan Milosevic’s rise from a minor Communist Party figure to the eventual Serbian president was bound up in rhetoric. Specifically, I examine how Milosevic rhetorically recast and modified the myth of Kosovo. The myth of Kosovo is one of the fundamental pillars of Serbian identity. I argue Milosevic modified the fundamental themes of the myth—disunity and unity—to bring an earthly redemption to Serbs in the late 1980s. Milosevic’s use of the Kosovo myth cemented his hold on presidential leadership in 1989 and is an important example of how past events are fruitful topoi for political leaders trying to build nationalist movements.

Women technical communicators helped to organize many of the first professional associations for technical communicators in the 1940s and 1950s. For some of these women, organizing was an occupational closure strategy of revolutionary usurpation: They may have hoped to position themselves favorably to shape a future profession that was not predicated on hidden forms of their inclusion. Exclusionary and demarcationary forces, however, seem to have ultimately undermined their efforts, alienating some of them and inducing others to adopt a strategy of inclusionary usurpation. In addition to using gender-sensitive revisions of occupational closure theory to explain the phenomenon of the woman organizer, the author chronicles the emergence of 8 professional associations for technical communicators and identifies the women technical communicators who helped to organize them.

This article examines the historical professional project that created the Institute of Radio Engineers’ Professional Group on Engineering Writing an Speech (IRE PGEWS)—now called the Institute of Electrical and Electronics Engineers’ Professional Communication Society (IEEE PCS)—and recounts the group’s early history in detail. It also traces the career and recovers the professional contributions of the main organizer of PGEWS: Eleanor M. McElwee (1924–2008). The formation of PGEWS in 1957 was an intraoccupational strategy of inclusionary usurpation by “publications people” seeking to elevate their status within the engineering profession rather than attempting to build a separate profession of technical communication.

Abstract Christian fundamentalism is a doctrinal system and an argumentative frame, but it also functions as a “countermovement” whose members advocate resistance from a purported place of ecclesial and political marginalization. This article explores the roots of early fundamentalist resistance rhetoric as it manifested through a series of “countersymbols”—oppositional condensation symbols that invoke the corruption of an idealized community by its other to rhetorically justify resistance as necessary response.

Building on our diverse research traditions in the study of reasoning, language and communication, the Polish School of Argumentation integrates various disciplines and institutions across Poland in which scholars are dedicated to understanding the phenomenon of the force of argument. Our primary goal is to craft a methodological programme and establish organisational infrastructure: this is the first key step in facilitating and fostering our research movement, which joins people with a common research focus, complementary skills and an enthusiasm to work together. This statement—the Manifesto—lays the foundations for the research programme of the Polish School of Argumentation.

Composition studies has recently increasingly engaged with economic concerns, as evidenced by the 2012 Watson Conference on “Economies of Writing” and a corresponding special issue of JAC. However, that increased engagement has not reflected an increased engagement with economic scholarship, resulting in a rhetoric that represents economy as either beyond intervention or a metaphor for non-economic phenomenon. Attention to economic scholarship can provide composition studies with a rhetoric that opens possibilities for economic agency.

As compositionists have constructed a critical discourse on whiteness, they have tacitly theorized how students’ bodies can stifle efforts to both reflect on unfamiliar beliefs and critique their own beliefs. While Composition’s latent theories of “embodied censorship” challenge the notion that rationality or empathy can enable one to transcend one’s own body and thereby fully engage Others’ beliefs, they also divorce the body-belief dialectic from everyday social-material practices and conditions of production. Embodied censorship is represented not as a local process but as an abstracted product, with different forms of censorship tied to corresponding types of reified bodies. Pierre Bourdieu’s and Jennifer Seibel Trainor’s work, when synthesized, present an alternative theory. Bourdieu and Trainor illuminate how bodies, beliefs, and embodied censorship are dialectically, processually produced in everyday social-material practices, such as academic writing rituals. Their materialist social theory can help compositionists design pedagogies that approach academic writing rituals as a site for reworking embodied censorship and enabling students to understand unfamiliar beliefs.

Abstract Rhetoric-composition's turn toward posthumanism and complexity theory promises to help the field grasp contemporary writing. However, the turn's promise is undermined by its disregard for history, overvaluation of complexity, and unwillingness to engage the field's common sense. Giambattista Vico's theories of rhetoric and human development not only challenge the turn's representation of Enlightenment humanism but also point to the turn's inability to help writers participate in today's complex institutions. Vichian ingenium can serve as a touchstone for critical humanist scholarship and pedagogies that seek to chart a course between a bourgeois humanism and a barbaric posthumanism. Notes 1For the helpful comments and criticisms, many thanks go out to the two RR peer reviewers, Louise Phelps and Jeremy Engels, and Timothy Brennan.

Elsie Ray, a research librarian at Anaconda Copper Mining Company, was the prime mover in the effort to organize the Association of Technical Writers and Editors (TWE), one of the organizations that eventually became the Society for Technical Communication (STC). This article seeks to recover Ray's professional contributions and memorialize her as a significant figure in the history of the technical communication profession.

This symposium explores the role(s) College English has (or has not) had in the scholarly work of four scholars. Lynn Bloom explores the many ways College English influenced her work and the work of others throughout their scholarly lives. Edward M. White examines four articles he has published in College English and draws connections between these and the development of college English over the past fifty years. Jessica Enoch studies College English as an archive whose meaning is developed both on and off its pages. And, finally, Byron Hawk troubles the ideas raised in previous essays, drawing attention to how a flagship journal such as College English can operate within the broader network of scholars in the field. Taken together, these perspectives draw attention to how College English connects to the field at large and how authors and readers may see the potential role(s) the journal plays in scholarly publishing in English studies today.

Research Article| December 01 2012 Native Authenticity, Rhetorical Circulation, and Neocolonial Decay: The Case of Chief Seattle’s Controversial Speech Jason Edward Black Jason Edward Black Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2012) 15 (4): 635–645. https://doi.org/10.2307/41940626 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jason Edward Black; Native Authenticity, Rhetorical Circulation, and Neocolonial Decay: The Case of Chief Seattle’s Controversial Speech. Rhetoric and Public Affairs 1 December 2012; 15 (4): 635–645. doi: https://doi.org/10.2307/41940626 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. © 2012 Michigan State University Board of Trustees2012 Article PDF first page preview Close Modal You do not currently have access to this content.

This action research explored the potential of audio-visual screencasting for assignment feedback on a distance learning (DL) course. A screencast is a combination of voice recording and screen capture, which can be played in any browser, like a video. Here it is used to capture a tutor’s editing and highlighting activities in a document, whilst simultaneously recording spoken feedback. Research suggests that audio-visual feedback may resolve some of the current problems with written feedback. A pilot study is reported which trialled screencasting for essay feedback on a master's level DL module at Sheffield Hallam University. Fourteen students participated and were randomly divided between two groups to receive either written or screencast feedback first. After receiving the first feedback type, students completed a short questionnaire online. The second type of feedback was then distributed to the students, who completed the same questionnaire for the second type of feedback. The results suggest that feedback is received more positively in the richer media of audio-visual screencasting and that this may encourage emotions more conducive to receiving and processing feedback and help to socialise students within the learning context by giving them a sense of belonging to the community. Simultaneous visual cues and explanations appear to help with understanding, and it is quicker to capture screencasts than it is to write feedback. However, preferences for written feedback were related to the holistic overview of a document, which could be scanned and revisited, and which was not confined to a linear delivery, nor time-limited. Audio-visual screencasting will therefore only be adopted for formative feedback during modules, and will be structured with spoken overviews.

Book Review| June 01 2012 An Exceptional Debate: The Championing of and Challenge to American Exceptionalism American Exceptionalisms: From Winthrop to Winfrey. Sylvia Söderlind and James Taylor Carson.The Limits of Power: The End of American Exceptionalism. Andrew Bacevich.The Myth of American Exceptionalism. Geoffrey Hodgson.The New American Exceptionalism. Donald E. Pease.A Nation Like No Other: Why American Exceptionalism Matters. Newt Gingrich. Jason A. Edwards Jason A. Edwards Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2012) 15 (2): 351–367. https://doi.org/10.2307/41940576 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jason A. Edwards; An Exceptional Debate: The Championing of and Challenge to American Exceptionalism. Rhetoric and Public Affairs 1 June 2012; 15 (2): 351–367. doi: https://doi.org/10.2307/41940576 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. © 2012 Michigan State University Board of Trustees2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Research problem: The study explored think-aloud methods usage within usability testing by examining the following questions: How, and why is the think-aloud method used? What is the gap between theory and practice? Where does this gap occur? Literature review: The review informed the survey design. Usability research based on field studies and empirical tests indicates that variations in think-aloud procedures may reduce test reliability. The guidance offered on think-aloud procedures within a number of handbooks on usability testing is also mixed. This indicates potential variability in practice, but how much and for what reasons is unknown. Methodology: An exploratory, qualitative survey was conducted using a web-based questionnaire (during November-December 2010). Usability evaluators were sought via emails (sent to personal contacts, usability companies, conference attendees, and special interest groups) to be cascaded to the international community. As a result we received 207 full responses. Descriptive statistics and thematic coding were used to analyze the data sets. Results: Respondents found the concurrent technique particularly suited usability testing as it was fast, easy for users to relate to, and requires limited resources. Divergent practice was reported in terms of think-aloud instructions, practice, interventions, and the use of demonstrations. A range of interventions was used to better understand participant actions and verbalizations, however, respondents were aware of potential threats to test reliability, and took steps to reduce this impact. Implications: The reliability considerations underpinning the classic think-aloud approach are pragmatically balanced against the need to capture useful data in the time available. A limitation of the study is the focus on the concurrent method; other methods were explored but the differences in application were not considered. Future work is needed to explore the impact of divergent use of think-aloud instructions, practice tasks, and the use of demonstrations on test reliability.

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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.

Kenneth Burke's dramatistic theory of rhetoric presents a significant tension between an “Iron Law of History” and a “comic” attitude. Comic framing in ironic awareness of one's own shortcomings in a conflict, as well as those of one's opponent, moderates aggression but also appears to dissolve the ground for the identification and censure of wrongdoing. Nevertheless, this did not prevent Burke from engaging in the censure of wrongdoing. Although Burke does not explicitly and adequately counter the apparent inconsistency, he implicitly provides a meta-perspective advancing a possible resolution. Forceful scapegoating of scapegoating itself, through comic irony and double-visioned analysis, can guide, in serial progression, warfare and redemptive reunion. Wartime speeches of Franklin D. Roosevelt illustrate the larger comic framing inherent in a rhetorical movement from “factional tragedy” to “comic” regard and reconciliation.

This book covers most of the uses of the dot in history, including its use for bulleted lists, in an ellipsis, and in codes, musical notation, mathematics, and computers. While those who like trivia may enjoy the book, those looking for something more focused and scholarly will have to sift through many pages of pointless information to find that speck of gold.

Book Review| March 01 2011 Preaching the Inward Light: Early Quaker Rhetoric Preaching the Inward Light: Early Quaker Rhetoric. Michael P. Graves. Jonathan J. Edwards Jonathan J. Edwards Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2011) 14 (1): 180–182. https://doi.org/10.2307/41940532 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jonathan J. Edwards; Preaching the Inward Light: Early Quaker Rhetoric. Rhetoric and Public Affairs 1 March 2011; 14 (1): 180–182. doi: https://doi.org/10.2307/41940532 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. © 2011 Michigan State University Board of Trustees2011 Article PDF first page preview Close Modal You do not currently have access to this content.

AbstractTo the ancient mind, magic was a powerful force to be subjected to or to control. Egypt, more than any other early culture, stressed the importance of intellectual agency as the antidote to the imperfection perceived between foundational thinking and anti-foundational speaking. Just as rhetoric seeks to express the conceptual ideal pursued by philosophical inquiry, these earlier thinkers stressed magical language as the key to unlocking the power of the cosmos. This article will explore the Ancient Egyptian concept of rhetorical magic as a practical wisdom that allows an individual to function fully within the boundaries established by a perceived cosmic order. The Ancient Egyptians applied rhetorical magic to ease the dissonance felt between intellectual engagement and the semiotically saturated cosmology in which they dwelt. These same ancient rhetorical practices hold promise in assisting our own attempts to navigate a world inundated with information.

Reviews Marina McCoy, Plato on the Rhetoric of Philosophers and Sophists. Cambridge: Cambridge University Press, 2008. $80.00 (hbk), ISBN 9780521878630. As the title implies, Marina McCoy's basic argument is that both philoso­ phers and sophists engage in rhetoric; her task is to describe how Plato differ­ entiates between philosophers and sophists by other means through a close reading of six dialogues: Apology, Protagoras, Gorgias, Republic, Sophist, and Phaedrus. Her basic thesis is straightforward: "Plato distinguishes Socrates from the sophists by differences in character and moral intention" (p. 1). Not only did Athenians have difficulty separating sophists from philoso­ phers, but Plato did as well: "There is no single method or mode of dis­ course that separates the philosopher from the sophist" (p. 3). Not only does Socrates rely on rhetoric, one cannot produce a consistent definition of "philosophical rhetoric" that can be distinguished from "sophistic rhetoric" (p. 4). Ultimately, what makes Socrates (and by extension, true "philoso­ phers") distinctive is a love of the forms and "his desire to care for the souls of those to whom he speaks" (p. 5). McCoy's first chapter is an excellent precis for the project as a whole. Chapter two provides a reading of Plato's Apology. She wisely does not ar­ gue for the historical accuracy of Socrates' speeches, but instead argues the treatise represents Plato's rhetorical defense of Socrates. Noting the use of standard forensic rhetorical devices (argument from probability, ethopoiia) and detailed argumentative parallels to Gorgias's Defense of Palaniedes, Mc­ Coy demonstrates the continuity of Socrates' speech with forensic rhetorical practices of his time. She contends that the Apology thereby acknowledges the difficulty in sorting out philosophical from sophistical practice. Nonetheless, what makes Socrates' rhetorical performance noteworthy is its moral aim of attempting to make Athenians more virtuous, even at the price of arousing "discontent and discomfort" (p. 20). Chapter three examines question and answer practices found in Pro­ tagoras. McCoy's modus operandi is similar to that deployed in chapter two: Protagoras is read to illustrate the similarities between Socrates and Protago­ ras, who both utilize question and answer techniques in a rhetorical manner, but McCoy also stresses how such techniques perform different ethical tasks depending on the moral purposes of the interlocutor. Of particular interest Rhetorica, Vol. XXIX, Issue 1, pp. 106-119, ISSN 0734-8584, electronic ISSN 15338541 . ©2011 by The International Society for the History of Rhetoric. All rights re­ served. 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/reprintlnfo.asp. DO1: 10.1525/RH.2011.29.1.10b. Reviews 107 in this chapter is McCoy's discussion of how Protagoras and Socrates enact different ethics of listening. Chapter four visits the text most familiar to those reading Plato to un­ derstand his approach to matters rhetorical—the Gorgias. Despite the fact that Socrates lays out a clear and systematic description that distinguishes Philosophy from Rhetoric in this dialogue, McCoy contends that these are merely “apparent abstract distinctions" and that "no single distinction made in that dialogue adequately characterizes the difference between philoso­ phy and rhetoric ' (p. 21). Rather, Socrates enacts the distinction by demon­ strating goodwill toward his interlocutors, responsibility for one's words or "frankness of speech," a commitment to knowledge, and a willingness to be self-critical about one's own practices. McCoy concludes the chapter by stating the Gorgias "does not reject rhetoric as such but instead connects good rhetoric to the possession of these philosophical virtues" (p. 110). Chapter fix e engages the Republic to argue that Plato presents sophists as "incomplete" philosophers. Though both sophists and philosophers are freed from the chains of the infamous cave and skeptical of received opinion, only philosophers are oriented toward the forms. Plato portrays the philoso­ pher as preferable not because philosophers can reason better or practice dialectic, but because of a commitment to the forms. Thus, while dialectic may be presented as the highest intellectual art (Republic 532a), what makes it philosophical is a belief in the forms. Chapter six prov ides a reading of the late dialogue, Sophist...

Recalling moments when he appeared in court or participated in similar proceedings, the author argues that English professors must be ready to defend the values they represent.

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Lt. Gen. Caldwell is a three-star general who has publicly promoted the use of digital media technologies—from blogs to YouTube to Twitter—by military personnel of all ranks. He discusses training, security, and other issues associated with the use of information technologies by active-duty military personnel.

The case of Lucille Pieti, a technical writer at Chrysler, serves as a discipline-specific illustration of some of Rossiter's (1995) generalizations about women scientists and engineers after World War II. Like other women with engineering degrees, Pieti emerged from college with high hopes, only to find herself consigned to one of the traditional ghettos for women scientists and engineers: technical communication. Her case is unusual, however, because she became a national celebrity.

AbstractThe U.S. Congress passed the General Allotment (Dawes) Act of 1887 as a part of its assimilationist plan to remake American Indians in the image of the U.S. nation. The act helped constitute a changed Native identity as it contracted reservation lines and forced an agricultural economy onto Native reservations. The Supreme Court case Lone Wolf v. Hitchcock (1903) resulted from American Indian protests of the Dawes Act, including the argument that the assimilationist plan had been implemented against Natives' will. The resulting decision granted Congress the ultimate “plenary” power to abrogate treaties without any limits because American Indians were wards. Through an analysis of the case and Indian Commissioner reports addressing plenary power, I argue that the Lone Wolf holding served as an imperial discourse that maligned American Indian identities through a parent-child relationship. This denigration manifested through Lone Wolf's construction of American Indians as cultural wards, its reduction of Native property to commodity through a westernized economic plan, and its assimilation of Native communities into dominant U.S. culture. In addition, I contend that the Lone Wolf case solidified a wider U.S. nationalism by emboldening federal power over indigenous communities through a familial rhetorical strategy.

Research Article| January 01 2009 Calvin and Hobbes: Trinity, Authority, and Community Jonathan J. Edwards Jonathan J. Edwards Search for other works by this author on: This Site Google Philosophy & Rhetoric (2009) 42 (2): 115–133. https://doi.org/10.2307/25655346 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jonathan J. Edwards; Calvin and Hobbes: Trinity, Authority, and Community. Philosophy & Rhetoric 1 January 2009; 42 (2): 115–133. doi: https://doi.org/10.2307/25655346 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 © 2009 The Pennsylvania State University2009The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Not only have historical studies of technical communication increased in quantity and quality over the last 15 years, but they have also entered the mainstream of technical communication research. These studies have focused on practitioners, artifacts, genres, movements, techniques, events, and the profession, as well as relevant methodology and pedagogy. There are still many opportunities for historical research in our discipline, particularly in the areas of chirographic, oral, and nonverbal communication as well as technical communication activities such as illustrating, translating, and editing and the business of technical communication. Researchers now have many online indexes, databases, and archives to assist them in locating and studying primary sources. There is a need, however, for greater coordination among scholars and a better awareness of the areas that have already been studied. Historical studies can serve teachers and practitioners by suggesting ideas, supplying precedents, creating critical distance, and establishing context.

The technology of movable type in early modern Europe created new communication challenges (e.g., typographical errors) for book producers. These challenges were greater with books written in learned or foreign languages or about scientific or technical subjects. Printers experimented with different strategies to ensure correctness, but the best solution came from delegating jobs to specialists. Freelance scholars were employed by authors, printers, and booksellers to correct books before publication, and some of these learned correctors were early versions of technical editors. Their history may offer insight into current communication concerns, such as the role of learned correctors in our present technological age.

Review Article| April 01 2006 Ethics, Motives, and Character in Wayne Booth's The Rhetoric of Rhetoric Mike Edwards Mike Edwards Search for other works by this author on: This Site Google Pedagogy (2006) 6 (2): 353–358. https://doi.org/10.1215/15314200-2005-009 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 Mike Edwards; Ethics, Motives, and Character in Wayne Booth's The Rhetoric of Rhetoric. Pedagogy 1 April 2006; 6 (2): 353–358. doi: https://doi.org/10.1215/15314200-2005-009 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: Roundtable: Reviews of the Rhetoric of Rhetoric: The Quest for Effective Communication You do not currently have access to this content.

Although most portfolio evaluation currently uses some adaptation of holistic scoring, the problems with scoring portfolios holistically are many, much more than for essays, and the problems are not readily resolvable. Indeed, many aspects of holistic scoring work against the principles behind portfolio assessment. We have from the start needed a scoring methodology that responds to and reflects the nature of portfolios, not merely an adaptation of essay scoring. I here propose a means for scoring portfolios that allows for relatively efficient grading where portfolio scores are needed and where time and money are in short supply. It is derived conceptually from portfolio theory rather than essay-testing theory and supports the key principle behind portfolios, that students should be involved with reflection about and assessment of their own work. It is time for the central role that reflective writing can play in portfolio scoring to be put into practice.

Abstract Although there is general consensus that knowledge of Aristotle's intended audience is important for understanding the Rhetoric, there is no consensus about who that audience is. In this essay, four of the most widely accepted theories are investigated: that Aristotle is writing for the legislator of an ideal city; that Aristotle is writing for the Athenian public or an elite subset of that public; that Aristotle is writing for his students; and that the Rhetoric was written for multiple audiences over an extended period of time. Ultimately, the most plausible of these explanations is that he is writing for his students.

Although there is general consensus that knowledge of Aristotle’s intended audience is important for understanding the Rhetoric, there is no consensus about who that audience is. In this essay, four of the most widely accepted theories are investigated: that Aristotle is writing for the legislator of an ideal city; that Aristotle is writing for the Athenian public or an elite subset of that public; that Aristotle is writing for his students; and that the Rhetoric was written for multiple audiences over an extended period of time. Ultimately, the most plausible of these explanations is that he is writing for his students.

(2002). Sentences in Harry Potter, Students in Future Writing Classes. Rhetoric Review: Vol. 21, No. 2, pp. 170-187.

Abstract Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.

ssessment is a peculiar field within college English studies. In one sense, every faculty member is engaged directly in it, assigning, responding to, and grading student papers; many members of English departments also participate in one way or another in placement testing for entering students or in mid-career or exit writing assessments for more advanced students. In another sense, external assessment of our work is always there in subtle and unacknowledged ways, defining what we do and how well we do it, how much power we can exert in controlling our curriculum, and how our scholarly work is valued. In this second sense, even more than in the first, assessment affects the way our work is perceived by others inside and outside the academy and hence helps determine the resources we receive for everything from duplicating to new faculty positions. The common misperceptions of our fieldthat as writing teachers we are picky grammarians and value flowery prose or as literature teachers we are irresponsible revolutionaries, for instance-are damaging cliches that arise in large part from assessment gone awry. Once we are evaluated as unable to fulfill our roles, no one in a position of power need take seriously our claims, and our discipline becomes easy to dismiss as an expensive frill. We will defend our private world of assessment as a matter between our students and us, at most a matter to be shared with our colleagues. But that public world of external assessment seems beyond our reach, if-not our ken, and our instincts are always to withdraw, to claim professional privilege. Yet with so much at stake, no English faculty member can avoid involvement in assessment, although many of us would prefer to see our work in other terms. In yet another sense, writing assessment has become an important specialty

Notes that writing assessment has become an important specialty within composition studies with links to such “suspicious partners” as educational research, statistics, and politics and with profound effects on public policy and educational funding. Discusses the modern era of writing assessment beginning during the fall of 1971 an its implications. Considers assessment as a site of conflict.

The development of an oratorical literary genre is connected with the work of Antiphon, the first in the canon of ten Attic orators. This paper argues against the modern view that the beginnings of literary oratory date to the 420s B.C. when Antiphon began publishing his speeches. It argues that this view depends on a mistaken conception of literacy in the ancient world and that Antiphon’s speech-writing activities began much earlier. The argument is based on references to Antiphon in contemporary and later sources, the dating of his speeches, the authenticity and dating of the Tetralogies, and Antiphon’s reputation in antiquity as the first logographer.

Research Article| May 01 2000 Alcibiades and Athens: A Study in Literary Presentation Alcibiades and Athens: A Study in Literary Presentation, by David Gribble Michael J. Edwards Michael J. Edwards School of English and Drama, Queen Mary and 'Westfield College, London El 4NS, United Kingdom. Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2000) 18 (2): 218–220. https://doi.org/10.1525/rh.2000.18.2.217 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 Michael J. Edwards; Alcibiades and Athens: A Study in Literary Presentation. Rhetorica 1 May 2000; 18 (2): 218–220. doi: https://doi.org/10.1525/rh.2000.18.2.217 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. Copyright 2000, The International Society for the History of Rhetoric2000 Article PDF first page preview Close Modal You do not currently have access to this content.

Reviews David Gribble, Alcibiades and Athens: A Study in Literary Presentation (Oxford: Clarendon Press, 1999) ix + 304pp. Yet another biography of Alcibiades? Well, no. This is a study of Alcibiades' bios, the way he lived his life and how the ancient sources portray it, set against the background of Greek attitudes towards the relationship between the individual and the city. Building on the work of scholars such as Christopher Gill and his own supervisor, Christopher Pelling, Gribble begins in the introduction with a discussion of what we should understand by the term "individual" in the Greek context and the type of individuality into which Alcibiades falls ("the empowered, confident, assertive individual, possessing the power to make moral choice, and endowed with status: the citizen. Contrast the repressed and powerless person, the subject", p. 7). But Alcibiades, like the heroes of the Iliad and Themistocles, is a "great individual", superlative rather than unique and with superlative status, and this puts him in some ways outside his society and a danger to it. The great individual's love of honour (philotimia) leads him into conflict with his community, and the key qualities of his phusis (nature) are excellently examined by Gribble with reference to the philosophical discussions of Plato and Aristotle. In the first part of chapter 1 Gribble discusses the Alcibiades tradition, which he divides into three stages. In the fifth and early fourth centuries attitudes towards Alcibiades were polarised—to his supporters he was the supreme citizen, to his opponents he was a dangerous threat to the polis. By the later fourth century, when he was no longer a live issue, an ambivalent portrayal of Alcibiades was developing, as writers like Demosther es looked back to the great days of the Athenian empire and noted both Alcibiades' hybris and his public achievements. Socratic writings emphasised his moral development or degeneration, and as the 217 218 RHETORICA tradition entered its third stage in the Hellenistic period moral anecdotes came to predominate, while the political (and "factual") side of Alcibiades' life became less important. It will have been in this period that Alcibiades' later role as a favourite topic of declamation had its origins, though the rhetorical texts, with one possible exception (see on [Andocides] 4 below), are lost. In the second part of this chapter Gribble examines the relationship between the élite individual and the democratic city in terms of conspicuous public expenditure (on liturgies and the pan-Hellenic games), contacts with the élite of other cities (through guestfriendship and marriage) and private luxury spending; and this leads to a discussion of Alcibiades' relationship with Athens in four key areas: his betrayal of the city as a result of tension between personal and civic values, his participation at the Olympics of 416, his uncontrolled behaviour concerning bodily pleasures and his foreign contacts. Gribble's analysis here is perceptive and persuasive, bringing out out well the kinds of behaviour which enabled élite individuals to gain power, but at the same time put them outside the norms of the democratic city and so undermined them. After this excellent general discussion of the portrayal of Alcibiades' relationship with the city, Gribble moves on to more detailed study of the sources. Separate chapters on the rhetorical works, Thucydides, and Plato and the Socratics are followed by a concluding chapter on Plutarch's Life ofAlcibiades. Gribble analysis of the trials of Alcibiades' son in the 390s and the speeches connected with them (Isocrates 16, Lysias 14 and 15) is invaluable, especially the discussion of the intertextual relationship between Isocrates 16 and Lysias 14. Gribble argues convincingly that Lysias 14 represents closely the speech delivered at the trial, whereas the encomium of Alcibiades in Isocrates 16 raises suspicions of later editing. In Part B of this chapter Gribble brings [Andocides] 4 and the speeches of Alcibiades in Thucydides into a full discussion of the competing rhetorical presentations of Alcibiades' position with regard to Athens, his patriotism and treachery. He is surely correct to argue that [Andocides] 4 is a later composition, and makes a strong case for a Hellenistic dating (he might have considered the stylistic argument against Andocidean authorship; see, for example, my summary of S...

Richard Marback. Plato's Dream of Sophistry. Columbia: University of South Carolina Press, 1999. xii + 163 pages. Gregory Crane. Thucydides and the Ancient Simplicity: The Limits of Political Realism. Berkeley: University of California Press, 1998. xii + 348 pages. Josiah Ober. Political Dissent in Democratic Athens: Intellectual Critics of Popular Rule. Princeton, NJ: Princeton University Press, 1998. xiv + 417 pages. Harvey Yunis. Taming Democracy: Models of Political Rhetoric in Classical Athens. Ithaca, NY: Cornell University Press, 1996. xv + 316 pages. Christine Farris and Chris M. Anson, eds. Under Construction: Working at the Intersections of Composition Theory, Research, and Practice. Logan: Utah State UP, 1998. 332 pages. Gail Hawisher and Cynthia Selfe. Passions, Pedagogies, and 21st Century Technologies. Logan: Utah State University Press, 1994. Pages viii + 452. $29.95 paper. Tharon Howard. A Rhetoric of Electronic Communities. Greenwich, CT: Ablex Publishing Corporation, 1997. Pages xii + 203. $24.95 paper. James Porter. Rhetorical Ethics and Internetworked Writing. Greenwich, CT: Ablex Publishing Corporation, 1998. Pages xiv + 203. $24.95 paper. Russel K. Durst. Collision Course: Conflict, Negotiation, and Learning in College Composition. Urbana, Illinois: NCTE, 1999. 189 pages. $22.95 paper. John Louis Lucaites, Celeste Michelle Condit, and Sally Caudill. Contemporary Rhetorical Theory. New York: Guilford Press, 1999. Pages, xl + 627. Richard E. Miller. As If Learning Mattered: Reforming Higher Education. Ithaca: Cornell UP, 1998. 249 pages. Lynn Z. Bloom. Composition Studies as a Creative Art: Teaching, Writing, Scholarship, Administration. Logan: Utah UP, 1998. 288 pages. $19.95 paper. Duane H. Roen, Stuart C. Brown, and Theresa Enos, eds. Living Rhetoric and Composition: Stories of the Discipline. Mahwah, NJ: Erlbaum, 1999. 233 pages. $22.50 paper. Jan Zlotnik Schmidt, ed. Women/Writing/Teaching. Albany: SUNY P, 1998. 294 pages. $19.95 paper. Peter Dimock. A Short Rhetoric for Leaving the Family. Normal, IL: Dalkey Archive Press, 1998. 118 pages. $12.95 paper.

Research Article| November 01 1998 Short Reviews George Kennedy,Comparative Rhetoric: An Historical and Crosscultural Introduction (New York: Oxford University Press, 1998).Andrea A. Lunsford ed.. Reclaiming Rhetorica: Women in the Rhetorical Tradition (Pittsburgh: University of Pittsburgh Press, 1995).Takis Poulakos,Speaking for the Polis: Isocrates' Rhetorical Education (Columbia, SC: University of South Carolina Press, 1997), xii +128 pp.David Roochnik,Of Art and Wisdom: Plato's Understanding of Techne (University Park: Pennsylvania State University Press, 1996) xii + 300 pp.Peter Auksi,Christian Plain Style: The Evolution of a Spiritual Ideal (Monfreal:McGill-Queen's University Press, 1995).Carole Levin and Patricia R. Sullivan eds. Political Rhetoric, Power, and Renaissance Women, (Albany, N.Y.: State University of New York Press, 1995) xiv + 293 pp.Marjorie O'Rourke Boyle,Loyola's Acts: The Rhetoric of the Self(Berkeley: University of Califomia Press, 1997) xv+274pp.L. L. Gaillet ed., Scottish Rhetoric and Its Influences (Mahwah, N.J.: Hermagoras Press, 1998) xviii + 238pp.Thomas W. Benson,Rhetoric and Political Culture in Nineteenth- Century America (East Lansing: Michigan State University Press, 1997) 200 pp. Mary Garrett, Mary Garrett School of Communication, Ohio State University, Columbus, Ohio 43210, USA Search for other works by this author on: This Site PubMed Google Scholar Shirley Sharon-Zisser, Shirley Sharon-Zisser Dept of English, Tel Aviv Univeristy, Ramat Aviv 69 978, Israel Search for other works by this author on: This Site PubMed Google Scholar C. Jan Swearingen, C. Jan Swearingen Dept of English, Texas A & M University, College Station, Texas 77843, USA Search for other works by this author on: This Site PubMed Google Scholar Edward Schiappa, Edward Schiappa Dept of Communication, University of Minnesota Twin Cities, Minneapolis, Minnesota 55455, USA Search for other works by this author on: This Site PubMed Google Scholar Jameela Lares, Jameela Lares Dept of English, University of Southem Mississippi, Southem Station Box 5037, Hattiesburg, Mississippi 39406, USA Search for other works by this author on: This Site PubMed Google Scholar Victor Skretkowicz, Victor Skretkowicz Dept of English, University of Dundee, Dundee DDl 4HN, Scotland Search for other works by this author on: This Site PubMed Google Scholar Don Paul Abbott, Don Paul Abbott Dept of English, University of Califomia, Davis, Califomia 95616, USA Search for other works by this author on: This Site PubMed Google Scholar Paul Bator, Paul Bator Dept of English, Stanford University, Stanford, Califomia 94305, USA Search for other works by this author on: This Site PubMed Google Scholar Thomas Miller Thomas Miller Dept of English, University of Arizona, Tucson, Arizona 85721, USA Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (1998) 16 (4): 431–454. https://doi.org/10.1525/rh.1998.16.4.431 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 Mary Garrett, Shirley Sharon-Zisser, C. Jan Swearingen, Edward Schiappa, Jameela Lares, Victor Skretkowicz, Don Paul Abbott, Paul Bator, Thomas Miller; Short Reviews. Rhetorica 1 November 1998; 16 (4): 431–454. doi: https://doi.org/10.1525/rh.1998.16.4.431 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. Copyright 1998, The International Society for the History of Rhetoric1998 Article PDF first page preview Close Modal You do not currently have access to this content.

This article examines the behavioral differences of essay scorers who demonstrate different levels of proficiency for a psychometric scoring task. The authors compare three proficiency groups to identify differences in (a) essay features they consider, (b) their understanding of the scoring rubric, and (c) their decision-making procedures. Results indicate scorers with different levels of proficiency do not focus on different essay features when making evaluative decisions but their understandings of the scoring criteria may vary. Proficient scores are more likely to focus on general features of an essay when making evaluative decisions and to adopt values espoused by the scoring rubric than are less proficient scorers. Also, proficient scorers make evaluations by reading the entire essay and then reviewing its content, whereas less proficient scorers may interrupt the reading process to monitor how well the essay satisfies the scoring criteria. Finally, the authors discuss implications for scorer selection and training.

Reviews 437 culture. Reversing the usual emphasis on the uniformity of classical rhetorical culture, Poulakos's discussions provide ample food for thought, and a number of contentions that readers will quarrel with, such as the claim that for Isocrates rhetoric resumes the role Plato had dreamed for it: "instruction in philosophy" (p. 9). The use of Greek is inconsistently accompanied by translations and transliterations, creating a sense that this is only half written for the Greekless reader. In the general project of reclaiming Isocrates as much more than a hack, Poulakos's work joins that of Kathleen Welch and others in reminding us that neither philosophy nor classics have been particularly kind to rhetoric. C. Jan Swearingen Texas A&M University David Roochnik, Of Art and Wisdom: Plato's Understanding of Techne (University Park: Pennsylvania State University Press, 1996) xii + 300 pp. Roochnik claims that the conventional view of Plato's texts that link techne with moral knowledge must be modified. According to Roochnik, moral knowledge cannot be analogous to techne without insurmountable logical problems resulting. Roochnik reads many of Socrates' arguments in Plato's early texts as proving that wisdom cannot be rendered technical. Because wisdom is not a techne, Plato wrote dialogues rather than technical treatises to illustrate the performance of nontechnical wisdom. The book is organized into four lengthy chapters accompanied by four useful appendices. Chapter one provides a thorough examination of the preplatonic meanings of techne in Homer, Solon, Aeschylus, Sophocles, the Hippocratic writings, Gorgias, Isocrates, and Anaximenes of Lampsacus. The chapter culminates with an examination of the rhetorical techne of the sophists to illustrate the claim that the sophists believe that moral knowledge could be taught as a techne. I note in passing that in his analysis Roochnik accepts the conventional accounts of the rhetorical technai of the sophists that Thomas Cole and I have been doing 438 RHETORICA our best to challenge. While he cites some of our work, he is apparently unpersuaded of the need to revise the conventional account. In chapter two Roochnik reads such Plato commentators as Martha Nussbaum, Paul Woodruff, Daniel Graham, Rosamond Sprague, C. D. C. Reeve, and Terence Irwin, as finding techne in the early dialogues offered as a positive theoretical model for the moral knowledge Socrates seeks. Roochnik contends that while Socrates does seek knowledge of arete, such knowledge cannot be a technical knowledge. Roochnik supports his case by a very careful reading of Socrates' use of the techne analogy in the early dialogues. He concludes that the early dialogues point their readers toward a nontechnical moral knowledge: "It is a Doric harmony of word and deed, a way of life spent seeking wisdom and urging others to do the same. It is a life spent turning a searching eye inward and therefore turning away from the external objects that become the subject matters of the ordinary technai" (p. 176). Chapters three and four contrast the rhetorical knowledge of Gorgias, Protagoras, and Isocrates with the philosophical knowledge sought by Socrates. Roochnik distinguishes between techne! and techne2. Techne! is a "fixed" and formulaic techne akin to mathematics, while Techne2 suggests that one can improve a set of skills without having to use them in a mechanical way. It is this second sense of techne that Roochnik assigns to Protagoras' and Isocrates' rhetorical education. Interestingly, Roochnik notes that what some call "postmodernism" he calls "rhetoric" (p. 11), and that Isocrates' views on rhetoric are "alive and well today" in the texts of such writers as Stanley Fish and Richard Rorty (p. 82). It is precisely because rhetoric pretends to be a moral techne that Plato is compelled to argue against rhetoric. Roochnik argues that "given Plato's conception of techne, rhetoric is not one". Though rhetoric generates nontechnical knowledge, "it is not the nontechnical moral knowledge that Plato thinks can be achieved by the philosopher" (p. 14). The way of Socrates is the search for rules, definitions, and universals (p. 250). Though Socrates may not find any human accounts of such things that survive his Reviews 439 scrutiny, it is the search itself that Plato portrays as exemplifying the life of philosophy. Roochnik says he is motivated, in part, by the...

(1997). The classical tradition: Rhetoric and oratory. Rhetoric Society Quarterly: Vol. 27, No. 2, pp. 7-38.

The essays in this book, stemming from a national conference of the same name, focus on the single subject required of nearly all college studentscomposition.Despite its pervasiveness and its significance, composition has an unstable status within the curriculum. Writing programs and writing faculty are besieged by academic, political, and financial concerns that have not been well understood or addressed.At many institutions, composition functions paradoxically as both the gateway to academic success and as the gatekeeper, reducing access to academic work and opportunity for those with limited facility in English. Although writing programs are expected to provide services that range from instruction in correct grammar to assistingor resistingpolitical correctness, expanding programs and shrinking faculty get caught in the crossfire. The bottom line becomes the firing line as forces outside the classroom determine funding and seek to define what composition should do.In search of that definition, the contributors ask and answer a series of specific and salient questions: What implicationsintellectual, political, and institutionalwill forces outside the classroom have on the quality and delivery of composition in the twenty-first century? How will faculty and administrators identify and address these issues? What policies and practices ought we propose for the century to come?This book features sixteen position papers by distinguished scholars and researchers in composition and rhetoric; most of the papers are followed by invited responses by other notable compositionists. In all, twenty-five contributors approach composition from a wide variety of contemporary perspectives: rhetorical, historical, social, cultural, political, intellectual, economic, structural, administrative, and developmental. They propose solutions applicable to pedagogy, research, graduate training of composition teachers, academic administration, and public and social policy. In a very real sense, then, this is the only book to offer a map to the future of composition.

has misunderstood me, I shall maintain, and the misunderstanding matters for our collective understanding of antifoundationalism and the genre of writing known as history. In this reply I begin with claims that are intended to challenge SC's reading of my work: First, I am an antifoundationalist. Second, I do not oppose neosophistic scholarship. Third, SC's reading of my work is overly reductionist. Then, in conclusion, I want to suggest that SC's account of antifoundationalism is problematic and that a more pragmatic version of antifoundationalism would be more consistent with SC's presuppositions and politically more useful.1 I do not understand why SC believes I am a foundationalist, since I have identified repeatedly my theoretical preferences for antifoundationalist social constructionism. SC simply proclaims, ex cathedra, that Poulakos, Crowley, Vitanza, Welch, and Jarratt are antifoundationalists, and Havelock, Kerferd, de Romilly, Cole, and I are foundationalists. Though I would be honored to be counted as part of either group, I do not understand why I am in the group that is supposed to move to the back of the bus. Why are these scholars (all of whom have published in classics journals) to be branded foundationalist? Just because they do history and work with original Greek texts? And, even if these scholars are (gasp!) foundationalists, precisely how does that make their work any less valuable?

Abstract: This essay presents Quintilian as representative of the ancient categories of thought, in contrast to the medieval-modem one which emerged in the generations of Anselm and Abelard. Quintilian works in the first place with an exhaustive dualism of words and res: res span both what is outside the mind and what is taken into the mind, so that for him there is no medieval-modern trichotomy of words, meanings, and things. In the second place, for Quintilian the primary function of the mind is to take the outside world into itself, while in the medieval-modern context the primary function of mind is to make up meanings by which to think about things outside the mind.

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Edward A. Kearns, Michael Walker, Kathleen McCoy, Mark Balhorn, Four Comments on "The Politics of Grammar Handbooks: Generic He and Singular They", College English, Vol. 56, No. 4 (Apr., 1994), pp. 471-475

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Part 1 Perspectives: education by engagement and construction - a strategic education initiative for a multimedia renewal of American education, Ben Shneiderman is there a class in this text? creating knowledge in the electronic classroom, John M. Slatin varieties of virtual - expanded metaphors for computer-mediated learning, Patricia Ann Carlson cognitive architecture in hypermedia instruction, Henrietta Nickels Shirk multimedia - informational alchemy or conceptual typography?, Evelyn Schlusselberg and V. Judson Harward dimensions, context, and freedom - the library in the social creation of knowledge, Gregory T. Anderson multimedia and the library and information studies curriculum, Kathleen Burnett the virtual museum and related epistemological concerns, Glen Hoptman an epistemic analysis of the interaction between knowledge, education, and technology, David Chen the many faces of multimedia - how new technologies might change the nature of the academic endeavour, Alison Hartman, et al. Part 2 . . . and practices: bootstrapping hypertext - student-created documents, intermedia, and the social construction of knowledge, George P. Landow the CUPLE project - a hyper- and multimedia approach to restructuring physics education, E.F. Redish, et al collaborative virtual communities - using Learning Constellations, a multimedia ethnographic research tool, Ricki Goldman-Segall the crisis management game of Three Mile Island - using multimedia simulation in management education, Thomas M. Fletcher restructuring space, time, story, and text in advanced multimedia learning environments, Janet H. Murray the virtual classroom - software for collaborative learning, Starr Roxanne Hiltz medical centre - a modular hypermedia approach to programme design, Nels Anderson prototyping multimedia - lessons from the visual computing group at project Athena Centre for educational computing initative, Ben Davis Engineering-Design Instructional Computer System (EDICS), David Gordon Wilson computers and design activities - their mediating role in engineering education, Shahaf Gal the need for negotiation in cooperative work, Beth Adelson and Troy Jordan teaching hypermedia concepts using hypermedia techniques, Peter A. Gloor computer integrated documentation, Guy Boy the Worcester State College Elder Connection - using multimedia and information technology to promote intergenerational education, Virginia Z. Ogozalek, et al paradoxical reactions and powerful ideas - educational computing in a Department of Physics, Sherry Turkle.

Sixteenth-century English humanist educators claimed that their educational programs prepared students for civic life by providing not just technical training in language use, but a more important ethical and moral training. The present discussion is to examine this claim, particularly as it applies to the question of what might have been the role of imitation exercises informing students' ethical character. When one considers imitation pedagogy in the general context of humanist education and in the particular context of the reading method prescribed by Erasmus, one finds that such exercises served not only as means by which student writers might assimilate the characteristic style and habits of thinking of the models they choose, but, in fact, such exercises were tools for students' ethical indoctrination. Anthony Grafton and Lisa Jardine question whether humanist educators actually could have made good their claim to provide moral training or preparation for civic life (122). Examining the evidence available for the practices of humanist teachers, Grafton and Jardine contend that humanist education at its best was little more than training in Latin language skills. In support of their contention, Grafton and Jardine discuss the early fifteenth-century teaching practices of Guarino Guarini of Verona and the lectures of later Roman and Florentine rhetoricians, such as Buonaccorso Massari. By examining students' notes from such lectures, Grafton and Jardine conclude that the approach of these humanists to the classical texts was so unstructured and fraught with philological detail that students could not have been prepared by such education to confront larger questions concerning the attitudes and beliefs [which inform an entire text] either to endorse them, or to challenge them (58-67). To consider Grafton and Jardine's question as it applies to sixteenth-century English humanist educators' use of imitation pedagogy, one must first recall how the political conditions and religious strife of the English Renaissance affected the sort of education the English humanists advocated. Political and religious indoctrination became important aspects of sixteenth-century English humanist education even while such education retained the characteristic rhetorical nature of earlier Renaissance humanist education. According to William Bouwsma, early Renaissance Italian humanism was characterized by an emphasis on rhetoric, a cultural relativism, and an intellectual rejection of older conceptions of order, or cosmos. But northern European Renaissance culture of 1450 onwards was characteristically inclined to reassert intellectual order and authority as political, religious, and cultural forces of order (particularly the monarchies and the papacy) reasserted their power (422-431). In England, the Tudor monarchy began to assert first its political authority and later, with Henry VIII's break with Rome, its religious authority. Grafton and Jardine explain that at the same time it was left for northern European humanist educators, particularly Erasmus, to make humanism practicable in the classroom, to change philological method into pedagogical method. Fifteenth-century Italian humanists at Rome and Florence had lectured brilliantly, elucidating by philological method obscure classical texts

This book, the first to focus exclusively on portfolio assessment, is practical, theoretical, and broad in scope, offering places to start rather than claiming to be definitive. The articles, all by teachers with considerable experience in using portfolio grading, are free of jargon, making sound composition and assessment theory available to every reader, regardless of the level of writing taught.

George A. Kennedy, trans. Aristotle: On Rhetoric (subtitled A Theory of Civic Discourse). Oxford University Press, 1991. 335 + xiii pages. The Importance of George A. Kennedy's Aristotle: On Rhetoric Kennedy's Aristotle: On Rhetoric as a Pedagogical Tool Kennedy's Rhetoric as a Contribution to Rhetorical Theory Kennedy's Aristotle: on Rhetoric as a Work of Translation∗ James J. Murphy, ed. A Short History of Writing Instruction: From Ancient Greece to Twentieth‐Century America. Davis, CA: Hermagoras Press, 1990. 241 + v pages. Teaching the History of Writing Instruction Thomas Miller. The Selected Writings of John Witherspoon. Southern Illinois University Press, 1990. 318 + viii pages. Patricia Harkin and John Schilb, eds. Contending with Words: Composition and Rhetoric in the Postmodern Age. New York: Modern Language Association, 1991. iv + 242 pages. Sandra Stotsky, ed. Connecting Civic Education and Language Education: The Contemporary Challenge. New York: Teachers College Press of Columbia University, 1991. Janis Forman, ed. New Visions of Collaborative Writing. Portsmouth, NH: Boynton/Cook Publishers, 1992. 200 pages. $23.50.

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Patricia P. Matsen, Philip Rollinson, Marion Sousa, eds. Readings from Classical Rhetoric. Carbondale: Southern Illinois University Press, 1990. viii + 382 pages. Roderick P. Hart. Modern Rhetorical Criticism. Glenview, IL: Scott, Foresman/Little Brown, 1990. iv + 542 pages. Susan Miller. Textual Carnivals: The Politics of Composition. Southern Illinois University Press, 1990. 267 pages. Bruce Lincoln. Discourse and the Construction of Society: Comparative Studies of Myth, Ritual, and Classification. New York: Oxford University Press, 1989. 238 pages. Gregory Clark. Dialogue, Dialectic, and Conversation: A Social Perspective on the Function of Writing. Carbondale: Southern Illinois University Press, 1990. xix + 93 pages. Lawrence J. Prelli. A Rhetoric of Science: Inventing Scientific Discourse. Columbia: University of South Carolina Press, 1989. xi + 320 pages. Kathleen E. Welch. The Contemporary Reception of Classical Rhetoric: Appropriations of Ancient Discourse. Hillsdale, NJ: Lawrence Erlbaum Associates, 1990. 186 pages.

We have been trained to think of patterns, with the exception of those in music, as fixed affairs. It is easier and lazier that way but, of course, all nonsense. In truth, the right way to begin to think about the pattern which connects is to think of it as primarily (whatever that means) a dance of interacting parts, and only secondarily pegged down by various sorts of physical limits and by those limits which organisms characteristically impose. --Gregory Bateson

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A standard in its field, this new edition provides the most up-to-date current thinking on rhetoric.

This book is a major breakthrough for developers of writing assessment programs who must certify the writing competency of undergraduate students. Legislators and accreditation boards across the nation have called for and implemented large scale projects to measure educational outcomes. This single source provides comprehensive information on the history, underlying concepts, and process of conducting a large scale writing assessment program at a specific institution of higher education. The handbook opens with an analysis of the rationale for the assessment of writing during the junior year of the undergraduate curriculum. The authors then turn to a case study of the success of their own institutional wide assessment program. A history is provided of 20th century writing assessment practices; as well, attention is given to defining levels of literacy. After describing an assessment process model, discussion turns to the design of questions, the administration of the assessment, the rating of papers, and the statistical analysis of data. Attention is also given to the design of a course for those who are unsuccessful on the assessment. The study closes with directions for further research and over 200 references in the bibliography.

To understand the ways that teachers adapt writing instruction to a microcomputer classroom, the researchers observed and recorded activities minute-by-minute in four classes for a full semester of introductory composition. Two experienced teachers each taught two classes: one traditional class and one class that met for half of its time in a microcomputer classroom. This report contrasts their classes, calling attention to (a) the time pressures created by teaching with computers, (b) issues in training students to be proficient at word processing and revising, (c) ways a microcomputer classroom can foster workshop approaches to teaching writing, (d) the need for carefully structured classroom activities, and (e) the importance of teachers sharing with students common values for learning with computers in a group setting.

I recently attended a conference previously unknown to me and to most college English faculty: The Assessment Forum of American Association for Higher Education (AAHE). (I was there to give a paper on measurement of writing ability and on evaluation of writing programs.) The experience of that conference ought to have been routine; after all, I have directed a variety of large-scale writing programs and I have been speaking and publishing on writing assessment for over fifteen years; I have also spent many years as chair of an English department and as a writing program administrator. But experience of hearing papers and discussions at that conference was not at all routine; it was both troubling and enlightening, as well as quite new in unexpected ways. My first reaction to sessions on writing measurement at AAHE was that I had entered a new world. The papers not only made different assumptions about writing than I, as a writing teacher, writer, and researcher, normally make, but came out of a wholly different scholarly community of discourse, one that calls itself the assessment movement. The references were entirely unfamiliar, procedures were different, and approach to subject struck me as insensitive to what writing is all about. But all of these differences seemed to center on way people spoke (and hence thought) about measurement: I was in a foreign country, language was different, and that difference changed everything. I had entered a new discourse community in a field in which I was a well-published specialist, and none of my knowledge or experience seemed to matter. And yet discourse was about measuring writing ability and evaluating writing programs, that is, about what has (however accidentally) become my specialty. I felt disoriented. When I returned home from AAHE I found a flier from Jossey-Bass, publisher of my 1985 book, Teaching and Assessing Writing. I don't expect book to appear on every flier marketing division puts out, but this little

George Kimball Plochmann & Franklin E. Robinson, A Friendly Companion to Plato's GORGIAS. Carbondale: Southern Illinois University Press, 1988. 415 pp. Perspectives on Literacy. Edited by Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale and Edwardsville, IL: Southern Illinois University Press, 1988. Pp. xix + 476.

This monograph is designed to help English teachers see what it is that the literary theory of deconstruction has to offer them as they pursue their work. The monograph focuses on the implications of deconstruction for the English classroom in American schools. It includes a discussion of Jacques Derrida's philosophy of reading and writing a review of some American critics' reactions to deconstruction and responses made by English teachers to the theory; and an examination of a deconstructive reading of writing pedagogy as it underscores the appropriateness of much of the lore connected with process pedagogy. The monograph also contains an appendix on How to Read Derrida, three pages of endnotes, a brief glossary of deconstructionist terminology, a 70-item list of references, an 11-item list of Derrida works not cited in the text, a 38-item bibliography of works on Derrida and deconstruction, and a 9-item list of exemplary readings on deconstruction. (RAE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******,,,,,..********************************************************,,,,,,,,,,,,

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Richard Leo Enos, The Literate Mode of Cicero's Legal Rhetoric. Carbondale: Southern Illinois University Press, 1988. xii + 127 pages. George Campbell, The Philosophy of Rhetoric, ed. Lloyd F. Bitzer. Carbondale: Southern Illinois University Press, 1987. Ixxvi + 415 pages. Jasper Neel, Plato, Derrida, and Writing. Carbondale: Southern Illinois University Press, 1988. 252 pages. William A. Covino, The Art of Wondering: A Revisionist Return to the History of Rhetoric. Portsmouth, NH: Boynton/Cook; Heinemann, I988. 141 pages. Bruce A: Kimball, Orators and Philosophers: A History of the Idea of Liberal Education. Foreword by Joseph L. Featherstone. Columbia University: Teachers College Press, 1986. 293 pages. Jean‐François Lyotard. The Postmodern Condition: A Report On Knowledge. Trans. Geoff Bennington and Brian Massumi. Foreword by Frederick Jameson. Minneapolis: University of Minnesota Press, 1984. 110 pages.

This program evaluation was undertaken to assess the broad, measurable effects of using computers to teach introductory college composition. In total, 24 classes were studied—12 control classes and 12 experimental—with the experimental computer classes meeting in the lab for half of their instructional time. Data on the success of the program were collected from a range of sources: pre- and posttests of student writing under both impromptu and take-home conditions; pre- and posttests of writing anxiety; records on attendance, tardiness, withdrawals, and homework and essay assignment completion; end-of-term course evaluation by both teachers and students; and self-report data collected from teacher meetings and teacher logs. Results favored the use of computers, with computer students revising and improving their posttest essays (especially discourse-level features) at levels significantly better than those of regular students. Those students in experimental sections who chose to compose on computers at the end of the term outperformed the group as a whole and performed significantly better than those experimental students who chose to compose with pen and paper. Attitudinal data from both students and teachers also favored the use of computers.

To get a clear view of any scene or activity, one needs a room with a view. It is helpful if the room commands an expansive view-at least on three sides. (The blindside provides a convenient excuse if the viewer fails to note some important feature of the scene.) And if the view is to be truly retrospective and prospective, one cannot be stiff-necked. It takes an ounce of temerity and a pound of arrogance for me to do a survey of the composition scene, because I am not at all confident that I am any more qualified than the next teacher of English to explore the territory. My room with a view has been paid for, as yours has, with a lot of toil and trouble: teaching composition for several years at one or more schools; talking shop with colleagues; listening in on the grapevine; reading the journals and the pertinent books; attending conferences and conventions. But maybe the one experience I have had that most teachers have not had was a six-year tour as the editor of a major composition journal. An editorship sets up a marvelous vantage point from which the view can be as expansive as the one that a forest ranger gets from his mountain-top tower. Even if my eyesight is not 20/20, I can still point out salient features of the landscape to the interested spectator. Despite the myopia of the guide, the survey of the scene, whether retrospective or prospective, can be both fascinating and instructive for the spectator.

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Reviews of several electronic dictionaries are presented. As part of the review process, to determine how up-to-date these dictionaries are, the reviewer chose 50 words (such as artificial intelligence, backplane, digital switching, graded-index fiber, and virtual circuit) that he believed should be in a recent dictionary, even though a writing/publishing cycle could take up to 3 years. Then the dictionaries were checked against this list to arrive at a Current Factor for each.

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Edward B. Versluis, Response to Bruce T. Petersen, et alia, "Computer-Assisted Instruction and the Writing Process: Questions for Research and Evaluation,", College Composition and Communication, Vol. 36, No. 3 (Oct., 1985), pp. 346-347

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Edward Tufte states in his introduction, “Graphics are instruments for reasoning about quantitative information.” This book is for those who have never considered the combined use of points, lines, coordinate systems, numbers, symbols, words, shading, and color. It covers the two and one-half centuries of evolution since the legendary William Playfair began the development of a language of graphic design.

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This book uses as a springboard the studies conducted by Roger Sperry and associates at the California Institute of Technology during the 1950s and '60s, who determined that the two hemispheres of the brain “employ different methods or modes of processing information.” Studies of the left and right hemispheres still abound, appearing in recent national publications and still affecting the teaching of cognitive theory. As Dr. Edwards searched for a better way to teach her students to learn to draw well, she settled on the premise that one can consciously learn a specific set of skills, such as drawing, by exercising the right hemisphere of the brain — the creative side we normally associate with intuition and talent rather than conscious learning.

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(1982). A comparison of John Locke and John Henry Newman on the rhetoric of assent. Rhetoric Review: Vol. 1, No. 1, pp. 40-49.

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Preface 1. THE CONTEXTS OF TEACHING PERSPECTIVES Richard Fulkerson: Four Philosophies of Composition James Berlin: Rhetoric and Ideology in the Writing Class Edward P.J. Corbett: Rhetoric, the Enabling Discipline Min-Zhan Lu and Bruce Horner: The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy TEACHERS Peter Elbow: Embracing Contraries in the Teaching Process Donald M. Murray: The Listening Eye: Reflections on the Writing Conference Lad Tobin: Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class Dan Morgan: Ethical Issues Raised by Students' Personal Writing STUDENTS Mina P. Shaughnessy: Diving In: An Introduction to Basic Writing Vivian Zamel: Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum Todd Taylor: The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body LOCATIONS Hephzibah Roskelly: The Risky Business of Group Work Gail E. Hawisher and Cynthia L. Selfe: The Rhetoric of Technology and the Electronic Writing Class Muriel Harris: Talking in the Middle: Why Writers Need Writing Tutors APPROACHES Min-Zhan Lu: Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence Mariolina Salvatori: Conversations with Texts: Reading in the Teaching of Composition Gary Tate: A Place for Literature in Freshman Composition Carolyn Matalene: Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues 2. THE TEACHING OF WRITING ASSIGNING Mike Rose: Writing Courses: A Critique and a Proposal David Peck, Elizabeth Hoffman, and Mike Rose: A Comment and Response on Remedial Writing Courses Richard L. Larson: The Research Paper in the Writing Course: A Non-Form of Writing Jeanne Fahnestock and Marie Secor: Teaching Argument: A Theory of Types Catherine E. Lamb: Beyond Argument in Feminist Composition RESPONDING AND ASSESSING Brooke K. Horvath: The Components of Written Response: A Practical Synthesis of Current Views David Bartholomae: The Study of Error Jerry Farber: Learning How to Teach: A Progress Report COMPOSING AND REVISING Nancy Sommers: Between the Drafts James A. Reither: Writing and Knowing: Toward Redefining the Writing Process David Bleich: Collaboration and the Pedagogy of Disclosure AUDIENCES Douglas B. Park: The Meanings of Lisa Ede and Andrea Lunsford: Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy Peter Elbow: Closing My Eyes as I Speak: An Argument for Ignoring Audience STYLES Robert J. Connors: Static Abstractions and Composition Winston Weathers: Teaching Style: A Possible Anatomy Elizabeth D. Rankin: Revitalizing Style: Toward a New Theory and Pedagogy Richard Ohmann: Use Definite, Specific, Concrete Language

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For many twentieth-century teachers of English, John Locke (1632-1704) is a peripheral, rather than a mainstream, figure in the literary history of the late seventeenth and early eighteenth centuries. With some of those teachers, he merits mention only as the friend and the physician of the first Earl of Shaftesbury, who served as the model for Achitophel in John Dryden's famous satire, and as the tutor for the third Earl of Shaftesbury, the author of the pre-Romantic manifesto Characteristics. Maybe in connection with an undergraduate course in political science or in a Great Books course in the Humanities division or in a course in Colonial American literature, some of them read Locke's Second Treatise on Civil Government and learned that this document not only attempted to justify the Whig revolution of 1688 in England but also served our Founding Fathers as the rationale for our own Revolution and our own democratic form of government. Even if they had not read snippets from Locke's An Essay Concerning Human Understanding (1690) in anthologies of eighteenth-century literature, they could not escape the many references to that work in the literary works of the period and in the literary histories of the period. If they were aware that the Essay was a philosophical work, they were not quite sure whether it could be classified primarily as a contribution to psychology or logic or metaphysics or epistemology. Virtually none of those twentieth-century teachers-including myself, until recently-were aware that Locke's An Essay Concerning Human Understanding made a contribution to the development of rhetoric in the eighteenth century. For those of us who regarded John Locke as only a subsidiary figure in the literary life of the eighteenth century, the following statement by Kenneth MacLean in his bookJohn Locke and English Literature of the Eighteenth Century (New Haven: Yale University Press, 1936) is an eye-opener: The book that had most influence in the Eighteenth Century, the Bible excepted, was

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Classical Rhetoric and Its Christian and Secular Tradition from Ancient to Modern Times. George A. Kennedy. Chapel Hill, NC: University of North Carolina Press, 1980. Pp. 292. $18.00, paper $9.00. Ann Berthoff and the Problem of Method in Writing: A Review Essay on Forming/Thinking/Writing: The Composing Imagination (Hayden Book Co., 1978)

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Prepared for engineering and science students, this article stresses the preparation for the talk, the judicious use of notes, and the effective use of visual aids. To deliver a talk effectively, students must know the elements of delivery: ample projection of the voice, natural movements, relevant gestures, and eye contact. Furthermore, students should be aware of such errors as the following: poor board work, lack of movement and enthusiasm, overuse of notes, monotonous voice, poor eye contact, repetition, and the use of slang and colloquialisms. To make effective oral presentations, one should develop an extensive vocabulary and should evaluate his delivery.

In May 1977 a communications conference (Vision '77) was held at the Rochester (NY) Institute of Technology during which experts from various disciplines gave an intensive update on new and emerging word-processing and typesetting technologies. This is a condensed report of the introductory sessions of that meeting, highlighting major perspectives.

Soundspel is a phonetic spelling system based on the transliteration of 44,000 most-used English words. It uses letters and letter-pairs consistently to represent the sounds in those words. A computer programmed with both the traditional and the “logical” spellings can provide Soundspel output in numerous stages of conversion from traditional English input.

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In our studies we were not only impressed by what some children could achieve during the first years, but also by the fact that the child's family seemed so obviously central to the outcome. . . . The informal education that families provide for their children makes more of an impact on a child's educational development than the formal educational system [author's italics]. If the family does its job well, the professional can provide effective training. If not, there may be little the professional can do to save the child from mediocrity, (p. 4) .

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Language is Sermonic: Richard M. Weaver on the Nature of Rhetoric, eds. Richard L. Johannesen, Rennard Strickland, and Ralph T. Eubanks. Baton Rouge, La.: Louisiana State University Press, 1970. Rhetorical Dimensions in Criticism, Donald C. Bryant. Baton Rouge, La.: Louisiana State University Press, 1973. Rhetoric and Criticism, Marie Hochmuth Nichols. Baton Rouge, La.: Louisiana State University Press, 1967.

Our approach to microforms was a consequence of the lack of protection for our considerable information output by the present copyright legislation. When we converted our journals to microfilm and offered them as such, we found that at least half the market already had them. Attempts to fight this situation legally have been futile. The only way to eliminate effectively the pirate microform editions has been the offering and promotion of authorized editions. When converting to microform for back files, the microfiche conversion can be a risky venture. Microfilm should always be preferred for collections. For simultaneous editions, the only medium is the microfiche, but publishers should be very cautious and should carefully test the market before launching a big venture. There are many surprises according to type of journal, but the audience also offers unpredictable features and changes its approach very rapidly.

Uniformity in style for scientific and technical journals is justified by savings in costs for authors, savings in redactorial costs, and more ready comprehension of text and tables by readers. Uniform style is readily imposed upon journals published within a single organization. Reaching agreements on uniform style becomes more difficult as the span of journals increases to independent journals within on discipline and to journals increases to independent journals within one discipline and to journals in different disciplines. Collaborations within, or sponsored by, the Council of Biology Editors, the Royal Society of Medicine, and the Nordic Publication Committee for Medicine illustrate the possibilities for intradiscipline agreements on style. Collaboration among different disciplines will be more difficult but should be a major aim in scientific publication.

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Prepared for engineering and science students, this article stresses the preparation for the talk, the judicious use of notes, and the effective use of visual aids. To deliver a talk effectively, students must know the elements of delivery: ample projection of the voice, natural movements, relevant gestures, and eye contact. Furthermore, students should be aware of such errors as the following: poor board work, lack of movement and enthusiasm, overuse of notes, monotonous voice, poor eye contact, repetition, and the use of slang and colloquialisms. To make effective oral presentations, one should develop an extensive vocabulary and should evaluate his delivery.

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spondence with NCTE officials raising questions about programming, attendance, and conventioneering. To Dwight Burton, program chairman in 1966, I suggested that NCTE might adopt a general policy of eliminating all section meetings in which the number of people on the program outnumbered the audience. He replied: Since the convention has featured Saturday afternoon programs only for the past two years, some people have not yet gotten in the habit of attending the D programs.... Boston was an improvement over Cleveland, and I am sure Houston will be a definite im-

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The writer of a technical paper looks at his subject from all angles before he starts to write. He asks himself a lot of questions; samples are suggested here. The answers to these help to keep him on course while he does the preliminary and final writing. As he does this work he is careful not to change direction and not to swamp his reader with unneeded data. The creator of Sherlock Holmes has at least two comments on these faults.

The primary goal of science is the discovery of knowledge and scientific innovation. Such newly acquired information must be disseminated to many different groups of researchers who have many different interests and specific needs. Identifying existing markets for present information poses formidable problems for information scientists; anticipating future scientific breakthroughs and the potential impact thereof is an even greater challenge. On the one side of the scientific market exchange system, practitioners, researchers, and scholars seek information quickly and accurately and at a reasonable price. On the other side, a science of information systems has developed using new media, retrieval, and dissemination techniques with different cost/utility structures. This paper discusses a relatively inexpensive technique, citation indexing, which has the advantage of being adaptable to any scientific discipline wherein the scientific journal is a primary means of communication. Although citation indexes are incomplete at any given point in time, they are “complete on the important issues” and can be adapted to many different research and institutional management purposes.

To survive, technical journals must continuously attract readers. The author is primarily concerned with the accuracy and validity of any statement about his work. Only the editor can act as the advocate of the readers, making sure that the author's message will be at all times understandable. This paper explores methods of working with authors on the readers' behalf. The editor, in his first contact with the author, must establish a climate of cooperation and inspire confidence. a booklet of author's aids is often useful in the joint planning of an outline. By identifying one or two first principles which can serve to initiate a reader who is unfamiliar with the subject — and then developing a logical sequence of ideas, the author can make a firm start towards a more successful draft. Proper editorial management and systematic planning of communication between editor and author can improve readability and thus sustain the interest of present readers while attracting others.

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An eclectic combination of analyses in all related disciplines should advance the study of interpersonal communication systems. Study results already derived from many disciplines still are inconclusive. In this paper, the application of the theory of communication circuits to levels of intersubjective understanding is explored.

Several suggestions are included here for the engineer who decides voluntarily to write a technical paper.

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Charles W. Roberts, Edwin W. Robbins, Edward P. J. Corbett, General Session B. Freshman English: Retrospect and Prospect, College Composition and Communication, Vol. 18, No. 3, CCCC: Retrospect and Prospect (Oct., 1967), pp. 200-201

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Douglas Bush, Arnold Smithline, James E. Wellington, Gerhard T. Alexis, Fred H. Higginson, Leonard Unger, Edward Partridge, Norman Friedman, Raymond G. McCall, Robert W. Lewis, Jr., Michael Shugrue, James E. Robinson, Anthony Wolk, Robert M. Gorrell, Keith Rinehart, Andrew Wright, Allen B. Brown, John V. Hagopian, Michael F. Shugrue, Martin Tucker, Book Reviews, College English, Vol. 28, No. 3 (Dec., 1966), pp. 254-264

James Wheatley, Warren French, Peter W. Dowell, Edward Partridge, Thomas H. Fujimura, Marvin Felheim, C. J. Gianakaris, Lucyle Werkmeister, Bernard Heringman, Clell T. Peterson, Blair G. Kenney, Book Reviews, College English, Vol. 28, No. 2 (Nov., 1966), pp. 177-186

L. J. Morrissey, William M. Jones, Charles A. Pennel, R. E. K., Robert D. Stevick, Tom Hatton, George Doskow, Richard Henze, Ralph M. Wardle, Edward P. J. Corbett, Robert L. Hough, Frederick M. Link, John Unterecker, Frank W. Bliss, Donna Gerstenberger, Ted E. Boyle, Merlene A. Ogden, Joseph Satin, Dale B. J. Randall, Harold R. Hungerford, Wayne C. Booth, Gerald L. Gullickson, Charles Kaplan, John H. Matthews, Book Reviews, College English, Vol. 27, No. 7 (Apr., 1966), pp. 577-585

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Edmund Reiss, Frederick M. Link, John F. Leisher, Eugene B. Cantelupe, Edward E. Bostetter, William Latta, J. A. Ward, James Woodress, Andrew Wright, William Bleifuss, Ted E. Boyle, T. Frederick Keefer, Archibald A. Hill, Arthur J. Carr, Book Reviews, College English, Vol. 26, No. 7 (Apr., 1965), pp. 572-583

R. E. K., N. J. C. Andreasen, Edward P. J. Corbett, Lawrence Poston, III, Gordon K. Grigsby, Marlies K. Danziger, Peter Wolfe, Louis H. Leiter, James T. Nardin, Earle Labor, Margaret Church, Book Reviews, College English, Vol. 26, No. 3 (Dec., 1964), pp. 243-247

Baxter Hathaway, Raven I. McDavid, Jr., Gwin J. Kolb, Louis Crompton, Lawrence Poston, III, Walter F. Wright, Edward P. J. Corbett, Hugh J. Luke, David Bonnell Green, Richard B. Hovey, Celeste Turner Wright, Clell T. Peterson, Peter W. Dowell, Fred H. Higginson, John Tagliabue, Esta Seaton, Robert O. Stephens, James V. Lill, Kfnneth Eble, Robert Harwick, W. B. Coley, William R. Steinhoff, Ross Garner, John F. Leisher, Frederick M. Link, Donna Gerstenberger, Book Reviews, College English, Vol. 25, No. 8 (May, 1964), pp. 627-641

Stuart M. Tave, Robert W. Ackerman, John E. Parish, Lowry Nelson, Jr., Leonard Unger, Lillian Feder, Edward P. J. Corbett, Nicholas A. Salerno, Ralph M. Williams, Edward H. Rosenberry, Virginia McDavid, G. Thomas Fairclough, Stephen E. Henderson, Robert C. Steensma, Book Reviews, College English, Vol. 25, No. 6 (Mar., 1964), pp. 473-477

James L. Roberts, John A. Meixner, Paul R. Stewart, Edward P. J. Corbett, William Bleifuss, Eleanor N. Hutchens, Fred H. Higginson, Louis H. Leiter, Robert F. Lucid, Charles Weis, Martin Steinmann, Jr., Thomas Philbrick, James Schroeter, Ted E. Boyle, Chadwick Hansen, Vincent E. Miller, Max Bluestone, Martin C. Battestin, Peter W. Dowell, Ralph M. Williams, James Lill, Book Reviews, College English, Vol. 25, No. 2 (Nov., 1963), pp. 156-162

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Curtis Dahl, James Schroeter, Paul R. Stewart, Donald E. Stanford, Edward P. J. Corbett, Robert W. Cochran, Robert Narveson, Warren S. Walker, William R. Manierre, Edgar M. Branch, J. E. M., Jr., Oscar Cargill, Hamlin Hill, Leo Gurko, Leon O. Barron, R. E. K., Ronald S. Berman, James Binney, Peter J. Seng, Virginia McDavid, Lester Hurt, Karl M. Murphy, G. Thomas Fairclough, Book Reviews, College English, Vol. 24, No. 6 (Mar., 1963), pp. 482-495

A. S. P. Woodhouse, M. C. Battestin, Lee T. Lemon, Arthur Colby Sprague, Edward P. J. Corbett, Judson Jerome, James L. Roberts, Louis H. Leiter, Richard P. Adams, Richard J. Stonesifer, William Bleifuss, Marvin Felheim, Arthur Sherbo, William R. Steinhoff, Earle Labor, Joseph A. Hynes, Book Reviews, College English, Vol. 24, No. 5 (Feb., 1963), pp. 410-416

James Sledd, M. B. McNamee, Donald H. Reiman, R. L. Colie, Norman Rabkin, Hilton Landry, Louis Crompton, Mary Ellen Parquet, Philip Young, Bernard Kreissman, Edward Stone, Robert E. Streeter, Barney Childs, R. E. K., Ralph M. Williams, T. Farrell, Herman A. Estrin, Book Reviews, College English, Vol. 23, No. 8 (May, 1962), pp. 682-692

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John Loftis, J. W. Robinson, Edward Partridge, Jay L. Halio, R. E. K., R. W. Dent, Robert Etheridge Moore, Louis Crompton, Richard M. Eastman, John J. Enck, R. M. Lumiansky, Scott Elledge, C. E. Pulos, B. D. S., John Unterecker, Allen B. Brown, James T. Nardin, Edward P. J. Corbett, William Coyle, Archibald A. Hill, Book Reviews, College English, Vol. 23, No. 7 (Apr., 1962), pp. 595-608

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Dudley Bailey, D. B., Robert W. Ackerman, Morse Allen, John M. Aden, W. B. Coley, William Axton, George Arms, Paul R. Stewart, Frederic J. Masback, George Hemphill, Chadwick Hansen, Mary Ellen Parquet, Edward P. J. Corbett, R. E. K., Hamlin Hill, John C. Thirlwall, J. E. M., Jr., Book Reviews, College English, Vol. 23, No. 6 (Mar., 1962), pp. 511-516

William Bleifuss, B. D. S., Royal A. Gettmann, Bernard Kreissman, J. E. M., Jr., Theodore Hornberger, Ross Garner, George T. Watkins, III, R. E. K., Fred H. Higginson, L. M. Myers, Joseph Mersand, John P. Cutts, Edward Ruhe, David V. Erdman, James Schroeter, Sam S. Baskett, Book Reviews, College English, Vol. 23, No. 5 (Feb., 1962), pp. 402-415

Wallace W. Douglas, William L. Phillips, Robert L. Hough, Leonard Unger, J. E. M., Jr., Edward Stone, Michael Shugrue, Fred H. Higginson, Karl Shapiro, Jerome Beaty, James Schroeter, Edward Partridge, Frank S. Hewitt, Michael E. Adelstein, Arther S. Trace, Jr., James Lill, Book Reviews, College English, Vol. 23, No. 3 (Dec., 1961), pp. 238-244

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Robert E. Knoll, Arther S. Trace, Jr., Eugene E. Slaughter, Donald B. Engley, Ralph M. Williams, Harold B. Allen, Joseph Mersand, Edward A. Stephenson, Albert Merriman, Sheridan Baker, A. L. Soens, R. E. K., Sam Hynes, Ross Garner, Benjamun Boyce, Calhoun Winton, Alan D. McKillop, William Bleifuss, Louis Crompton, Mary A. Reilly, Robert L. Hough, Robert Harwick, Hamlin Hill, Stephen Minot, Samuel French Morse, Philip Young, John Lydenberg, J. E. M., Jr., George Ross Ridge, Bernice Slote, James R. Frakes, Books, College English, Vol. 22, No. 3 (Dec., 1960), pp. 196-217

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Willard Thorp, Newton Arvin, Edward B. Irving Jr., Charles Norton Coe, Joseph H. Summers, John M. Bullitt, Thomas M. Raysor, Austin Wright, Edwin H. Cady, Donald Heiney, Frederick L. Gwynn, Wallace W. Douglas, M. L. Rosenthal, Alexander Cowie, Alan S. Downer, Horst Frenz, Albert D. Van Nostrand, Ralph W. Condee, Books, College English, Vol. 20, No. 4 (Jan., 1959), pp. 195-204

Morse Peckham, Edward A. Stephenson, Barnett Kottler, Joseph L. Blotner, Harry R. Warfel, William Carlos Williams, Harold B. Allen, Walter B. Rideout, Ralph M. Williams, Richard B. Sewall, Maurice Johnson, David H. Greene, Reginald L. Cook, Thomas P. Harrison, Fred E. Pamp, Jr., Robert C. Roby, Calhoun Wilton, P. M. Zall, Lew Girdler, Books, College English, Vol. 20, No. 1 (Oct., 1958), pp. 49-60

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Henry G. Fairbanks, John M. Stedmond, Edward C. McAleer, John M. Aden, J. Hillis Miller, Charles Norton Coe, Wayne Burns, George De F. Lord, Martha Winburn England, New Books, College English, Vol. 19, No. 4 (Jan., 1958), pp. 178-190

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Thomas A. Kirby, J. J. Lamberts, Donald Smalley, Edward Stone, James R. Frakes, Sam S. Baskett, Hans P. Guth, Monroe G. Beardsley, Manuel Bilsky, William W. Main, New Books, College English, Vol. 18, No. 1 (Oct., 1956), pp. 60-65

Louis F. Peck, Paul Fussell, Jr., Bruce Dearing, Marshall Waingrow, Robert W. Rogers, Walter H. Ellis, Jr., C. Grant Loomis, Philip A. Shelly, Charles A. Herring, Anne Gwynn, Edward A. Stephenson, William M. Murphy, George S. Wykoff, John C. Coleman, New Books, College English, Vol. 17, No. 7 (Apr., 1956), pp. 419-426

Barnet Kottler, Bruce Dearing, Gordon R. Smith, Edwin B. Benjamin, Edward Stone, George J. Becker, Ralph W. Condee, Stephen E. Whicher, Arthur O. Lewis, Jr., New Books, College English, Vol. 17, No. 2 (Nov., 1955), pp. 121-129

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This is an excellent anthology. In an already crowded textbook field it easily ranks with the best, and in some respects it is perhaps the very best sophomore anthology on the market. To call it a sophomore anthology is to be unfair to its more-than-generous offerings. There are nearly 2,400 pages in the two-volume edition, and more than 1,200 in the Edition. Shorter is obviously a relative term, and there is nothing stingy or mean about this abbreviation: it alone