Drawing from a qualitative study, we share findings that demonstrate how students articulate and express emotion in reflection. As they reflect on their writing identities, processes and products, peer and instructor feedback, and assess their work, the students in our study routinely discuss their emotions. Our essay closes with pedagogical strategies for helping students reflect on their thinking and feeling about writing.

Abstract This essay considers civil rights mass meetings as rhetorical events that operated with doubled purpose. Surveying three 1960s civil rights scenes, the study reveals how meetings provided spaces to recharge and regroup at the same time that they functioned as sites for countermovement engagement. Centering attention on this fluid movement among purposes offers insights into strategies activists devised for double-voicing. For the speakers and meetings analyzed here, metonymy, parrhesia, and religious reframing provided rhetors with modes for exploiting outsiders’ presence at these events while continuing to use the meeting for their own ends.

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Civil rights activist Sarah Patton Boyle initially encountered great difficulty when communicating about race and enacting civil rights resistance as a privileged white Southerner. This essay reveals how Boyle overcame this rhetorical failure by turning to the spiritual memoir and in so doing remade her career as a writer and a speaker. Through the concepts of confession and conversion inherent in this spiritual genre, Boyle successfully identified with white and black audiences who had previously ignored or criticized her, created a viable ethos, and delivered a sophisticated faith-based argument for social change.