Drawing from theories of youth speculative civic literacies and freedom dreaming, this article explores how youth imagine the future of education and what roles schools and teachers play in fostering students’ dreaming. In this research study, the three co-authors—a literacy professor, an undergraduate English major, and a graduating high school student/future teacher—engage in intergenerational qualitative data analysis to discover how youth cultivate the capacities and imagination to engage in speculative educational dreaming. Through analysis of student interviews and youth counternarratives, we found that the types of interactions students have with their teachers as well as the availability of authentic opportunities for youth to engage in civic thought and action in schools are instrumental in the shaping of youth imagination and agency. For many students, school is something that is happening to them rather than for them. However, when their ideas and voices are heard within schools, it compels students to think about the world outside of school and their place in it. Conceptualizing student dreaming as acts of discovering and moving toward one’s purpose, we posit that engagement in critical civic praxis and relational encounters in learning environments are instrumental factors in the cultivation of youth agency and capacities for freedom dreaming.

This webtext shares the curriculum for a day camp workshop that invites pre-teen students to learn about and engage with sustainable design practices, and to share their observations and findings through discussions and multimodal webtexts. They also discuss the value of addressing sustainable practices from multiple age perspectives, and based on multiple sites—a pollinator garden, a bike repair shop, a thrift store, and more.

Although traditional asynchronous tutoring is associated with text-based communication, writing centers are beginning to experiment with asynchronous multimodal tutoring with the assistance of accessible and interactive multimedia technologies and instructional platforms like VoiceThread. Using a mixed-methods approach of surveys and interviews of undergraduate students at a Hispanic Serving Institution (HSI), this study explores the potential benefits of asynchronous multimodal tutoring beyond access and convenience: We examine why students choose to submit their papers for asynchronous multimodal feedback, and whether they perceive that the multimodal aspect of the feedback improves their understanding and enhances their connection with tutors.

One of the root causes of health disparities in Louisville, Kentucky, is air pollution, a disparity rooted in the city’s history of environmental racism. Residents who engage in local environmental justice efforts face other systemic barriers, all of which intersect in the jargon-filled public notices about air pollution that circulate throughout the city. This article discusses a feminist environmental health literacy coalition formed to promote health literacy and create translations of public notices in plain language. Our preliminary theory of Air Justice maintains that health literacy is a social practice and that intersectional coalitions provide rhetoric of health and medicine (RHM) scholars with a local approach to scholarship that mirrors the diverse and multiple situatedness of the communities in which they work.

Technical and Professional Communication (TPC) has been facing concerns of viability, in both its relationship with industry and its ability to build a relevant and valid body of research. TPC's disconnection with industry may be reflected in its relationship to UX as well, despite both fields' shared values. To better understand how TPC and User Experience (UX) are relating to each other, we conducted a citation analysis of a sample of SIGDOC papers and a sample of Nielsen Norman Group (NN/g) practitioner articles focused on research methods. The SIGDOC papers tended to cite TPC sources, while the NN/g articles cited no TPC, but did cite disciplines such as HCI and Psychology. The findings point to opportunities for TPC to improve its connection and influence beyond academia.

This essay proposes a pedagogical approach to writing instruction in universities facing familiar institutional goals and barriers alongside the heightened emotional complexities of students post-pandemic. Students at these universities often pursue vocational paths, yet since spring 2020, their interpersonal and cultural challenges have deepened, alongside a broader societal awareness. Amidst these changes, students’ desire for meaningful relationships persists. In response, I’ve developed a pedagogical framework called “yogic agency,” which integrates inward experiences with external events. Its principles include writing as an offering, embracing uncertainty, acknowledging the fragility of narratives, and viewing purposeful work as strategic. These principles facilitate critical engagement with inner experiences, bridging the gap between personal feelings and the writing classroom, extending to the broader university context. In essence, yogic agency leverages inward experiences within the writing classroom to influence the world beyond.

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Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” a list of curated and annotated works reviewed and selected by a large group of dedicated educator-scholars in our field. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year for RTE readers’ consideration. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2020 and June 2021. The bibliography is divided into nine sections, with some changes to the categories this year in response to the ever-evolving nature of research in the field. Small teams of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading scholarly journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area.

Abstract This article profiles a University of North Carolina Greensboro undergraduate research digital humanities opportunity. The authors explain how their faculty-student-library team met challenges of generating a digital exhibit while overcoming typical resource constraints. They articulate three sites of applied knowledge the student gained from this research and detail the project design and efforts to call attention to invisible undergraduate research (UR). Such visibility facilitates additional course-based research opportunities and helps institutional stakeholders imagine further enterprising opportunities for UR despite time and material constraints.

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Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” and we are proud to share these curated and annotated citations once again. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year that may be of interest to RTE readers. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2019 and June 2020. The bibliography is divided into nine subject area sections. A three-person team of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading empirical journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area.

In this fascinating and beautifully crafted monograph, Pamela VanHaitsma adds to her own rich collection of archival, rhetorical, and gendered scholarship. A brilliant scholar, she again challenges...

This program profile describes a restructure of the PhD exam intended to enhance graduate-level instruction and advisement within the Rhetoric and Composition program at Georgia State University. We explain how a mix of institutional constraints and mentorship opportunities drove revisions to our doctoral exams and processes of doctoral advisement. Shifting away from a gatekeeping model to a heuristic-based approach, the revised exam is intended to decrease time-to-degree and to better support students’ job preparedness. Our reflections on these programmatic changes speak to the necessity of graduate programs in Rhetoric and Composition to not simply replicate the models of doctoral studies through which we were educated and to instead imagine new possibilities.

Background: The participatory web complicates professional communicators' goals of providing accurate, usable, and trustworthy content, especially for health and medical topics. Professionals can better reach their audiences by understanding individuals'purposes for using e-health. Literature review: Previous literature has shown the need for audience analysis in e-health, and has called for personalized, nuanced, and contextualized methods for developing audience-centered content. Professional communicators in e-health can use personas as a strategy to help account for users' diverse, evolving, and extra-institutional purposes in accessing e-health, whether that content is professionally-generated or user-generated. Research questions: 1. What are patients' larger information-seeking contexts? 2. For what purposes do patients use e-health? 3. How can professional communicators leverage this deepened understanding of their audience's purposes to improve their content? Methods: In-depth interviews were conducted with seven community members who self-identified as e-health users. They were asked about their larger health information-seeking practices, specific instances of using e-health, and website preferences. Results: Participants use e-health among other sources including medical professionals. They use an array of e-health sites, including professional and user-generated sites, and have diverse purposes in using that array of sites. Conclusion and implications: The results suggest that professional communicators deepen their audience analysis to account for informational context, emotional context, and the diverse and shifting purposes of their users. Heuristics for professionals are provided to develop purpose-driven personas.

Online discussion forums for patients offer the benefits of community but the risks of misinformation. A physician-moderated forum may help to mitigate this tension. How do both the professional expertise of a physician moderator and the personal, experiential expertise of patients contribute to trust in a forum? A rhetorical analysis of a year of postings in an online Parkinson’s community reveals that both forms of expertise were trusted, demonstrating the possibility for them to complement each other. This study illustrates the broader ways trust is established in patient communities and offers implications for technical communicators as forum designers or moderators.

Abigail Lambke extends Collin Gifford Brooke’s (2009) theory of rhetorical canons as an ecology, in which choices in one canon influence others as in a dynamic ecological model, and applies that to the practice, process, composition, and reception of podcasting–a form that can be considered both a static text and an interface. Lambke concludes that we might be in the age of secondary orality, but text, print, visuals, graphic narratives remain central to how we can think about and process the world.

This content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. The authors content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, the authors argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. The authors use the findings of their content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.

This content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. Our content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, we argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. We use the findings of our content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.

Simple drawing tasks are effective for evaluating the many options communicators have during early design stages. These drawing strategies leverage the metaphoric meanings of basic geometric shapes, not complex artistic illustration, to represent ideas while they are in development. Our paper supports this perspective by linking previous research on sketching, collaboration, and ideation to identify a specific approach to this kind of drawing that we term Geometric Page Forms. To further illustrate the value of these strategies, we give an example of how technical communicators used drawing during a workshop to develop communication solutions explaining complex information about sun block efficacy.

This article explores rhetorical implications of extending the audience of written physician notes in hospital settings to include patients and/or family members (the OpenNotes program). Interviews of participating hospital patients and family members (n = 16) underscored the need for more complex understandings of audience beyond “universal” and “particular” explanations. Interviews were organized around the aspects of comprehension, affect/emotion, and likes/dislikes about receiving notes. Results from these interviews indicated that participants understood the notes overall but had questions about abbreviations and technical terms. Many participants felt reassured about the care they were receiving, and many liked having the notes as a reference and springboard for further discussion with health care staff. A more detailed content analysis of the interview data yielded themes of document use, readability, involvement, and physician care. Findings from this study reveal an expansion of audience in this case to include both universal and particular audiences. Also, findings point to the possibility of audience involvement among patients and family members through activities such as asking questions about the physician notes. This study has implications for other forms of written communication that may extend readership in novel ways.

PROVOCATIONS is a Computers and Composition Digital Press (CCDP) series focused on peer-reviewed, open-access projects that have the same specific gravity as a short monograph, but take the form of experimental genres, fruitful and unusual collaborations, and/or mediated, born-digital formats. PROVOCATIONS projects offer new scholarly perspectives, challenge current understandings of our field, and suggest new approaches to the work we do.

Book Review| March 01 2016 Constitutive Visions: Indigeneity and Commonplaces of National Identity in Republican Ecuador Constitutive Visions: Indigeneity and Commonplaces of National Identity in Republican Ecuador. By Christa J. Olson. University Park: Pennsylvania State University Press, 2014; pp. xi + 201. $64.95 cloth. Abigail Selzer King Abigail Selzer King Texas Tech University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (1): 163–165. https://doi.org/10.14321/rhetpublaffa.19.1.0163 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Abigail Selzer King; Constitutive Visions: Indigeneity and Commonplaces of National Identity in Republican Ecuador. Rhetoric and Public Affairs 1 March 2016; 19 (1): 163–165. doi: https://doi.org/10.14321/rhetpublaffa.19.1.0163 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. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

This essay describes a year-long, grant-funded, cross-institutional collaborative project between Boise State University and the College of Western Idaho, a community college. The goal of the project was to institute an Accelerated Learning Program (ALP) model for first-year and basic writing in response to a state mandate to embrace Complete College Idaho, a form of Complete College America. The essay depicts the institutional context of each college and analyzes the challenges and benefits of the new model at each institution. The authors consider the differing roles of full-time and contingent faculty at the two institutions and the challenge of defining reasonable grant work requirements, given the varied teaching, research, and service expectations of instructors. The piece also considers the complex reasons Idaho students may not finish higher education and the extent to which the goals of Complete College Idaho could be met by instituting an accelerated model.

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In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors’ shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about the fetishization of standardization, testing, and methods at the expense of ambiguity, improvisation, and unexpected, disruptive, and enlivening classroom relationships. In the first essay, Lewis demonstrates how emotion is regulated in a secondary English classroom and yet can never be fully regulated, giving rise to discomfort and to unexpected transformations of signs. In the second essay, Leander argues for a more emergent vision of lesson planning that begins with the body and its expression of energies and potentials in the present. In the final essay, Boldt urges that teachers be provided with opportunities to openly examine their negative emotional responses—including anxiety and, at times, aggression—to mismatches between children and what is required in a high-stakes environment. Throughout the essays, the authors enact rather than describe a Deleuzo-Guattarian perspective, laying their differences and their shared commitments side-by-side in the hope of creating for themselves and their readers new sets of relations and possibilities and, with those, the condition of potential for imagination and desire.

Research problem: Many Asian universities have begun reforms to enhance educational competitiveness in our globalizing economy. This study aims to ascertain the status of English communication education and English-medium instruction at a Korean engineering school and to offer workable suggestions for English communication training for Korean graduate engineering students. Research questions: Should English communication education be offered at the graduate level in Korean engineering schools? How could English communication education be improved for Korean graduate engineering students? Literature review: Studies of English communication education for graduate engineering students indicate that English as a Foreign Language (EFL) students have English needs to publish internationally and English needs for English-medium instruction classes and for after graduation. Furthermore, individual assistance and e-learning programs might strengthen English communication education and academic writing for EFL graduate engineering students. Methodology: An evaluation study was conducted at an institution that has been leading the wave of English as the language of instruction. We collected data from documents as well as through surveys of faculty and students in graduate engineering programs. Results and discussion: The study was conducted at the Korea Advanced Institute of Science and Technology. The results showed that students' English fluency is critical for the success of using English as a medium of instruction. To facilitate this fluency, universities need to establish an English communication center that provides a comprehensive, systematic approach to English language training. Faculty also need the services of such centers. It is also advised that a thesis writing course be customized according to students' actual writing and communication abilities and enhanced with collaboration between engineering faculty and English education faculty.

With the increase in the use of mobile devices in the workplace, both employer supplied and personally owned, and the major role social media has begun to play in today’s world, businesses face many new challenges with their employees. Social media may be seen by some employers as a virtual Pandora’s Box. Though it may seem to hold bountiful riches, employee posts can unleash a firestorm of unforeseen challenges and consequences ranging from financial, to legal, to ethical. In looking at business use of social media, this article will discuss the prevalence of social media use, possible legal liabilities thereof, and policies to consider.

This article raises multiple issues associated with archival research methodologies and methods. Based on a survey of recent scholarship and interviews with experiencedarchival researchers, this overview of the current status of archival research both complicates traditional conceptions of archival investigation and encourages scholars toadopt the stance of archivist-researcher.

The author argues that within the classroom, an affective response to Holocaust literature can be blended with an analytical approach. She demonstrates how this dual perspective is possible by examining a fragmentary song found on a child who was murdered at Majdanek.

Winner of the 2013 CCCC Advancement of Knowledge Award Winner of the 2013 CCCC Research Impact Award Transnational Literate Lives in Digital Times is a book-length project designed to document how people outside and within the United States take up digital literacies and fold them into the fabric of their daily lives. This research contributes to our knowledge of the impact of digital media on literate practices and also provides a basis for developing approaches for studying and teaching successful practices.

The author examines the circumstances and rhetoric of two petitions by Japanese Hawaiians, among them her grandfather, who were interned on the U.S. mainland during World War II. In particular, she explains how these writers were arguing for political subjectivity and voice within the discourse of their oppressors.

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

Vision, Rhetoric, and Social Action in the Composition Classroom Kristie S. Fleckenstein Rhetorics, Literacies, and Narratives of Sustainability Peter N. Goggin, ed. Rhetoric and the Republic: Politics, Civic Discourse, and Education in Early America. Mark Garrett Longaker The Responsibilities of Rhetoric Michelle Smith and Barbara Warnick, eds. Active Voices: Composing a Rhetoric for Social Movements Sharon McKenzie Stevens and Patricia M. Malesh, eds.

This study investigates the genre structure of Chinese call-center discourse based on data collected from the call centers of a telecommunication company in China. Using an integrated theoretical framework informed by approaches to genre from English for specific purposes, systemic functional linguistics, and social perspectives, the study focuses on an analysis of the recurrent situation and social practices, the communicative purposes, the move structure, the exchange structure, and the generic-structure potential of call-center communication. A corpus-based quantitative analysis further reveals the dynamic complexity of interaction at call centers. The study compares Chinese and English call-center interactions in order to illustrate universal language functions as well as institutional and cultural differences in this professional discourse. The findings may have implications for both academics and practitioners in the call-center industry.

In this article we focus on new methods of multimodal digital research and teaching that allow for the increasingly rich representation of language and literacy practices in digital and nondigital environments. These methodologies—inflected by feminist research, new literacy studies, critical theory, and digital media studies—provide teacher-scholars a promising set of strategies for conducting research and for representing students' work and our own scholarship in digital contexts.

All of us involved in writing centers (indeed, all of us in education) must recognize that the educational community of the 1990s will continue to grow more diverse culturally, linguistically, scholastically.Given this diversity, students, teachers, and tutors will become more, not less, interdependent.The ready, predictable answers and assumptions that existed once in a monocultural classroom or university don't exist anymore."Success" will not be meted out by one authoritative figure, but will be measured by the mutual nature of the success, hinging on the degree to which all members of this threesome of tutor, student, and teacher can become what Paulo Freire calls the "subjects" of their own learning process.Our hopes for these redefined social relationships in the writing center carry with them hopes for a redefined sense of academic literacy as well.Multicultural student populations will not only change social relationships but challenge monolithic conceptions of academic literacy.We will need to seek out views of student literacy that will emphasize interdependence, such as the ones articulated in David Bleich's The Double Perspective , Marilyn Cooper and Michael Holzman's

This study explores social processes associated with e-mail overload, drawing on Sproull and Kiesler's first and second-order effects of communication technologies and Boden's theory of lamination. In a three-part study, the authors examined e-mail interactions from a government organization by logging e-mails, submitting an e-mail string to close textual analysis, and analyzing focus group data about e-mail overload. The results reveal three characteristics that contribute to e-mail overload— unstable requests, pressures to respond, and the delegation of tasks and shifting interactants—suggesting that e-mail talk, as social interaction, may both create and affect overload.

The authors explore the interdependent relationships between learning English(es) and learning digital literacies in global contexts, and, collaborating with two women who have moved and continue to move between the United States and Asia, highlight the crucial role that the practice of guanxi has played in advancing digital literacies. Their collaboration suggests that guanxi is a useful term for describing not only the multifarious constellations of connections and resources that structure the lives of individuals, but also for understanding how these connections are related to the social, cultural, ideological, and economic formations that structure the “information age.”

This conceptual essay employs psychoanalytic theory in exploring the difficulties the author’s son experienced in learning to read. Emphasizing the profoundly affective and subjective dimensions of one child’s movement toward and against literacy, the author considers the potential of psychoanalytic perspectives in helping teachers and researchers better understand and respond to children’s resistance to reading.

This article encourages technical and professional communication programs to take on the challenge of educating students to become "community intellectuals." The notion of educating future professionals for a career needs to be reconsidered in light of both current research concerning civic rhetoric and past practices in moral humanism courses. The triumvirate of rhetoric, ethics, and moral philosophy provides an effective foundation for reconfiguring existing pedagogy in the field and offers insights for nurturing community intellectuals.

In this article, we discuss the literacy narratives of coauthors Melissa Pearson and Brittney Moraski, who came to computers almost a generation apart. Our goal is to demonstrate the importance of situating literacies of technology—and literacies more generally—within specific cultural, material, educational, and familial contexts that influence, and are influenced by, their acquisition and development.

Commentary| January 01 2004 On Editing and Contributing to a Field: The Everyday Work of Editors Gail E. Hawisher; Gail E. Hawisher Search for other works by this author on: This Site Google Cynthia L. Selfe Cynthia L. Selfe Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 9–26. https://doi.org/10.1215/15314200-4-1-9 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 Gail E. Hawisher, Cynthia L. Selfe; On Editing and Contributing to a Field: The Everyday Work of Editors. Pedagogy 1 January 2004; 4 (1): 9–26. doi: https://doi.org/10.1215/15314200-4-1-9 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. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

This article examines advice from a century ago that anticipates current calls to relocate the value of technical communication. Chemist Ellen Swallow Richards coined euthenics, the science of controllable environment, and then discussed communication technologies to teach scientific principles to the public. She emphasized women's pivotal role as audience and communicator, helping us understand how to enact the practices of symbolic analysis that give value to our work.

Studying past examples of successful technical communication may offer insight into strategies that worked with technologies and audiences in an earlier time. This article examines the texts documenting a controversy before and during the Chicago World's Fair of 1893. Ellen Swallow Richards, chemist at the Massachusetts Institute of Technology, and Bertha Honore Palmer, president of the Fair's Board of Lady Managers, had distinctly different visions of how cooking technology should be presented. Palmer invited Richards to create a Model Kitchen in the Woman's Building, but Richards wanted to avoid gendering the new knowledge of nutrition and she fought to control her exhibit. The multimedia Richards used in her resulting Rumford Kitchen exhibit reminds us that sometimes an entertaining but familiar atmosphere might be the best way to introduce threatening new knowledge and technology, particularly to our increasingly international and intergenerational audiences.

Commentary| January 01 2003 A Report from a Writing Program Director in the Trenches: TAs and Unionization Gail Stygall Gail Stygall Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 7–20. https://doi.org/10.1215/15314200-3-1-7 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 Gail Stygall; A Report from a Writing Program Director in the Trenches: TAs and Unionization. Pedagogy 1 January 2003; 3 (1): 7–20. doi: https://doi.org/10.1215/15314200-3-1-7 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

This article employs neoclassic and feminist rhetorical perspectives to investigate the persuasive strategies in two scientific articles written in the late nineteenth century by Ellen Swallow Richards. One of the first credentialed female scientists in the United States, Richards wrote about nutrition research she conducted in her experimental food laboratory, the New England Kitchen, to persuade two separate audiences—one predominantly male and the other predominantly female—of the scientific value of nutrition studies. The article adds complexity to our historical underpinnings by querying how gender—of the writer, of the audiences, and in the nature of the topic—contributed to the writer’s rhetorical burdens and provides evidence that women historically have been active knowers and users of science and technology.

This article investigates the ways in which a subset of technical communicators acquired electronic literacy from 1978 to 2000, a period during which personal computers became increasingly ubiquitous in the United States in educational settings, homes, communities, and workplaces. It describes the literacy autobiographies gathered from 55 professional communicators participating on the Techwr-l listserv, focusing on the large-scale trends that these autobiographies reveal. To supplement the findings from these autobiographies, the authors conducted face-to-face interviews with four case-study participants: a faculty member, a professional communicator, and two students of different backgrounds majoring in technical communication. The article concludes with observations about the development of technical communication instruction in the twenty-first century.

For senior scholars of color like Geneva Smitherman and Victor Villanueva, mentoring is more than an academic exercise. From them and their protégés, we may gain some understanding of the complexities and costs of building a multiethnic/multiracial professoriate in our discipline.

Research Article| January 01 2002 Hypertext and the Teaching of Modernist Difficulty Gail McDonald Gail McDonald Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 17–30. https://doi.org/10.1215/15314200-2-1-17 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Gail McDonald; Hypertext and the Teaching of Modernist Difficulty. Pedagogy 1 January 2002; 2 (1): 17–30. doi: https://doi.org/10.1215/15314200-2-1-17 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

A strategic planning and measurement planning project was undertaken by an 800-employee Maintenance department of a major Canadian gas transmission company to establish a stable direction and performance guide. Employee morale was so diminished from six years of constant reorganization and downsizing that the newly appointed vice-president was skeptical that the department would be able to meet its new goals unless a highly participative process was used. The project therefore was designed to use an input-reaction process between employees and managers to create a shared vision, strategic plan, and measurement system. Past projects of this nature had involved management personnel only and often goals were not achieved because few employees felt motivated by the “top-down” directives. This process produced a motivating vision, a highly doable performance plan, and a well-accepted measurement system within the allotted project schedule.

(2001). Making Use of the Nineteenth Century: The Writings of Robert Connors and Recent Histories of Rhetoric and Composition. Rhetoric Review: Vol. 20, No. 1-2, pp. 147-157.

Describes an AIDS-centered curriculum for a composition class in a New York City community college. Describes selecting a text, assignments, attending a conference, guest speakers, and the research paper. Notes that the subject of AIDS not only provokes reflective writing and much class discussion but also compels writers to express and sometimes change profound ideas about living and dying.

Investigates elementary school teachers' beliefs and classroom practices about reading. Describes how three of the teachers experimented with new language, beliefs, and/or practices, juxtaposing them with current beliefs and practices. Considers how, at the end of two years, two teachers had altered their beliefs and transformed their practices, primarily because of their inquiry approach.

(2000). At the century's end: The job market in rhetoric and composition. Rhetoric Review: Vol. 18, No. 2, pp. 375-389.

Research Article| May 01 1998 Theory, Text, Context: Issues in Greek Rhetoric and Oratory; Hermeneutics and the Rhetorical Tradition: Chapters in the Ancient Legacy and Its Humanist Reception; Rethinking the Rhetorical Tradition: From Plato to Postmodemism; Traditionen der klassischen Rhetorik im angelsachsischen England; The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces; Speaking for the Chief: Okyeame and the Politics of Akan Royal Oratory Christopher Lyle Johnstone,Theory, Text, Context: Issues in Greek Rhetoric and Oratory (Albany: State University of New York Press, 1996) 196 pp.Kathy Eden,Hermeneutics and the Rhetorical Tradition: Chapters in the Ancient Legacy and Its Humanist Reception (New Haven: Yale University Press, 1997), 119 pp.James L. Kastley,Rethinking the Rhetorical Tradition: From Plato to Postmodernism (New Haven and London: Yale University Press), pp. vi + 293.Gabriele Knappe,Traditionen der klassischen Rhetorik im angelsachsischen England (Heidelberg: Universitatsverlag C. Winter, 1996), xx + 573 pp.Thomas P. Miller,The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces, (Pittsburgh: Pittsburgh University Press, 1997), x + 345 ppKwesi Yankah,Speaking for the Chief: Okyeame and the Politics of Akan Royal Oratory, African Systems of Thought (Bloomington: Indiana University Press, 1995), 194 pp. George Pullman, George Pullman Department of English, Georgia State University, Atlanta, Georgia 30303-3083, USA. Search for other works by this author on: This Site PubMed Google Scholar Richard A. Miller, Richard A. Miller Bowling Green State University, Bowling Green, Ohio 43403, USA. Search for other works by this author on: This Site PubMed Google Scholar Thomas M. Conley, Thomas M. Conley University of Illinois, 244 Lincoln Hall, 702 S. Wright Street, Urbana, Illinois 61801, USA Search for other works by this author on: This Site PubMed Google Scholar Martin Camargo, Martin Camargo Department of English, 107 Tate Hall, University of Missouri Columbia, Missouri 65211, USA. Search for other works by this author on: This Site PubMed Google Scholar Kermit Campbell, Kermit Campbell Department of English, Parlin Hall, University of Texas, Austin, Texas 78712, USA. Search for other works by this author on: This Site PubMed Google Scholar Lynee Lewis Gaillet Lynee Lewis Gaillet Department of English, Georgia State University, Atlanta, Georgia 30303-3083, USA. Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (1998) 16 (2): 227–242. https://doi.org/10.1525/rh.1998.16.2.227 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 George Pullman, Richard A. Miller, Thomas M. Conley, Martin Camargo, Kermit Campbell, Lynee Lewis Gaillet; Theory, Text, Context: Issues in Greek Rhetoric and Oratory; Hermeneutics and the Rhetorical Tradition: Chapters in the Ancient Legacy and Its Humanist Reception; Rethinking the Rhetorical Tradition: From Plato to Postmodemism; Traditionen der klassischen Rhetorik im angelsachsischen England; The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces; Speaking for the Chief: Okyeame and the Politics of Akan Royal Oratory. Rhetorica 1 May 1998; 16 (2): 227–242. doi: https://doi.org/10.1525/rh.1998.16.2.227 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.

RHETORICA 236 Thomas P. Miller, The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces, (Pittsburgh: Pittsburgh University Press, 1997), x + 345 pp. Thomas Miller's excellent work The Formation of College English examines a strand in the development of English studies—the civic domain of rhetoric—neglected in other important histories of the discipline: Gerald Graff's Professing English Literature: An Institutional History (Chicago: University of Chicago Press, 1987), Franklin Court's Institutionalizing English Literature (Stanford: Stanford University Press, 1992), and Robert Crawford's Devolving English Literature (Oxford: Clarendon Press, 1992). In the role of respondent to the 1997 Conference on College Composition and Communication session "Octalog II: The (Continuing) Politics of Historiography", Miller stressed the "civic sense of the work that lies before us" as historiographers of the discipline of composition and rhetoric. In particular, he praised historical research based on a "civic philosophy of teaching that links critical understanding with collaborative action toward social justice" and applauded archival work "that take[s] up the project of reconstituting the experiences of those who have been erased from accounts of the dominant tradition." In The Formation of College English, Miller "takes up" the little examined "provincial traditions that introduced modem history, politics, rhetoric, literature, and science into the college curriculum as case studies of how the teaching of culture functions as a means of social reproduction and transformation" (p. 19). He offers a comprehensive and unique treatment of territory introduced in recent institutional accounts of the development of American classes in rhetoric/composition, including Nan Johnson's Nineteenth-Century Rhetoric in American Colleges (Carbondale: Southern Illinois University Press, 1992) and Winifred Bryan Homer's Nineteenth-Century Rhetoric: The American Connection (Carbondale: Southern Illinois University Press, 1993). Miller asks "from a historical perspective, what then are the practical values of rhetoric and composition?" (p. 285). The answer: studying parallels between "historical situations" leads to Henry Giroux's conception of "teachers as transformative intellectuals" who strive for self-awareness and view "education as a public discourse" (p. Reviews 237 288). Beginning with an examination of the "civic domain, where rhetoric concerns itself with popular values in political action," Miller applies key concepts defining Antonio Gramsci's rhetorical theory ("civil society," "cosmopolitanism," "organic and traditional intellectuals") to his exploration of "how the humanities can prepare students to become productively involved in political debates over popular values in practical action" (p. 7). In the first chapter, Miller points to print economy and the resulting expansion of the reading public as the driving force responsible for effacing rhetoric: "Professors...de-emphasized the composition of public discourse and concentrated on teaching taste to adapt higher education to the mission of instilling a common culture in the reading public" (pp. 60-61). In chapter two, Miller examines the role of professors at the elite English universities, the "antiquarians who divorced the learned tradition from the needs of contemporary learners", in an attempt to preserve English culture against change (p. 64). Conversely, the utilitarian approach to education characteristic of the dissenting academies and subsequently the provincial colleges introduced modem culture into higher education. The new pedagogy at these institutions was based on the belief that "free inquiry would advance liberal reform, economic progress, and rational religion" (p. 85). The next three chapters closely examine the development of the "new rhetoric" at: the Dissenting Academies, which encouraged students to assume a critical perspective on received beliefs; the provincial Scottish Universities, which reformed the university curriculum against a critical reexamination of classicism; and the colonial Irish "contact zones", where outsiders had to teach themselves the proprieties of English taste and usage. Miller's investigation of the classical tradition in Ireland, focusing on the elocutionary movement and English studies outside the university, represents a novel and fascinating contribution to rhetorical studies of this period. Miller devotes the following chapters to closely appraising the contributions to rhetorical theory and practice of perhaps the three most influential figures and movements of the period—Adam Smith and the rhetoric of a commercial society, George Campbell and the "science of man", and Hugh Blair and the rhetoric of belles lettres. In the final chapter, Miller examines the expansion of higher...

Preface Introduction: Writing a History of Computers and Composition Studies 1979-1982: The Professions Early Experience with Modern Technology 1983-1985: Growth and Enthusiasm 1986-1988: Emerging Research, Theory, and Professionalism 1989-1991: Coming of Age: The Rise of Cross-Disciplinary Perspectives and a Consideration of Difference 1992-1994: Looking Forward Afterword Author Index Subject Index

This article examines selected texts by Ellen Swallow Richards, a nineteenth-century scientist who wrote for a variety of audiences. Her audience awareness anticipates modem technical communication practices and alerts us to examine gender, class, and other social issues in historical documents as well as current pragmatic discourse.

In one way or another, an interest in has been present in from writings of Gorgias and Plato, through treatises on Rhetoric and Belle Lettres,' and on to work of Kenneth Burke, particularly his notions of identification and consubstantiality.2 As in many disciplines, has played its part implicitly in rhetorical theory and pedagogy. For example, reader response criticism addresses in terms of affective and subjective aspects of epistemic and composition theory; rhetorical interest in memory addresses theories of knowledge, sources of inspiration, and subjectivity in prewriting (see Rider, Reynolds), all of which are body-centered; bodily delivery remains a concern in speech communication. The rhetoric of and, more specifically, of medical science, explores ways in which medicalized is both socially and discursively constructed (see Duden). More recently, feminist rhetoricians such as Janice Norton have begun a historiography of which focuses on need to reread a rhetorical theory that theorizes without reference to sexual difference. Only recently, however, has the body as such become explicit locus of debates about interrelation of power and discourse. This annotated bibliography surveys germinal texts which read in terms of epistemology, gender construction, and social inscription of meaning. Its intent is to assist rhetoricians who wish to investigate as a crucial site of intersection of persuasion, discourse, and power. More explicit discussions of began when Anglo-American feminists asserted that the personal is political and French feminists exhorted us to write body. Since then, a number of disciplines have begun to work out what this focus on personal and could possibly mean: gendered body? symbolic body? social-political body? discursive body? While feminists are credited with initiating discussions of female as text or site in which issues of power are hotly contested, has become locus of cultural, historical, sociological, philosophical, and literary, as well as gender studies. As Anthony Synnott reminds us, is

Composition studies, as a field, has always depended on theoretical constructs and empirical methods from other disciplines. This article looks at interdisciplinary work in the area of composition and computer-mediated communication (CMC). The work on writing and electronic networks has drawn from early experimental studies of CMC in social psychology, the premises of which are at odds with current thinking in both composition studies and social psychology. In recent years, social psychological research on CMC has witnessed changes similar to those in composition: a rethinking of positivistic frameworks and a move to emphasize social constructs. This article reviews the work of four groups conducting social psychological research on CMC. It traces the movement away from theoretical frameworks based in positivism toward those grounded in social constructionism. It concludes by advocating a dialogic relationship between research in computers and composition studies and social psychology.

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shot through as the term is with local contexts, different approaches, and standardized grammar tests. Any article or research report on writing has to be read carefully for how its author describes writing. are equally elusive. Sometimes they are called remedial, implying that they are retaking courses in material that already should have been mastered. Sometimes they are called developmental, suggesting a cognitive or psychological problem. At other times and in other places, they may be called Educational Opportunity Students, suggesting division by access to education. Or they are just basic, requiring foundational or fundamental instruction in writing. As a case in point, several years ago, I wrote an article, on the writing program at Indiana UniversityIndianapolis, published in the Journal of Basic Writing. Impossibly, it seemed to me, I found an article on Harvard University's writers in the same issue in which my own article appeared. Surely, we weren't talking about the same students, nor the same writing. And, indeed, we were not. While the students I wrote about were having trouble producing any text, even text with attendant problems in organization and mechanics, the Harvard students were instead having problems with originality, creativity, and elaborating arguments (Armstrong 70-72). Yet the presence of basic is tenacious in English departments and we might want to ask ourselves why the term-which seems only to give some vague indication of a deficiency-continues to signify something important to us. The signification of the term is often masked by the way basic is

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The argument is presented that managerial writing is performed within a unique context; consequently, it is important to review the extant research within that context to understand managerial writing. The literature is reviewed within the framework of writing context, process, and outcome. The paucity of research and the heavy emphasis on survey methodology expose the need for extensive research on managerial writing. Six general research questions are presented to guide future research efforts.

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All of us involved in writing ccnters (indeed, all of us in education) must recognize that the educational community of the 1 990s will continue to grow more diverse culturally, linguistically, scholastically. Given this diversity, students, teachers, and tutors will become more, not less, interdependent. The ready, predictable answers and assumptions that existed once in a monocultural classroom or university don't exist anymore. "Success" will not be meted out by one authoritative figure, but will be measured by the mutual nature of the success, hinging on the degree to which all members of this threesome of tutor, student, and teacher can become what Paulo Freire calls the "subjects" of their own learning process. Our hopes for these redefined social relationships in the writing center carry with them hopes for a redefined sense of academic literacy as well. Multi-cultural student populations will not only change social relationships but challenge monolithic conceptions of academic literacy. We will need to seek out views of student literacy that will emphasize interdependence, such as the ones articulated in David Blcich's The Double Perspective , Marilyn Cooper and Michael Holzman's Writing as Social Action^ and Deborah Brandt's Literacy as Involvement. By situating literacy in social relationships and communal action, these studies have begun, as the title of a recent article by Bleich makes

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