So often left unquestioned is the very place in and from which scholarly ethos and praxis are being proposed. The goal of this essay is to call for and work towards establishing a foundation to explore such questions vis-à-visdeep rhetoricity.Deep rhetoricityinvites and demands of us all returns, careful reckonings, and enduring tasks. We illustrate possibilities ofdeep rhetoricityacross these three epistemic principles. Ultimately, we argue fordeep rhetoricityboth as an intervention into rhetorical practices and as a praxis of invention.

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This issue of RSQ offers an intriguing showcase of the wide range of topics, places, and subjects that rhetoricians now study on a regular basis. We encounter a finely detailed portrait of the hist...

In this article, we undertake three critical tasks: First, we delineate major shifts in feminist rhetorical inquiry, thus describing a new and changed landscape of the field. Second, we argue that as feminist rhetorical practices have shifted, so have standards of excellence. To articulate excellence in feminist rhetorical studies, we draw attention to interconnections among three critical terms of engagement: critical imagination, strategic contemplation, and social circulation. Third, we propose an enhanced inquiry model for understanding, interpreting, and evaluating feminist rhetorical work in rhetoric and writing studies.

Kirsch explores “the connection between spirituality and civic engagement,” suggesting that “spirituality—broadly defined to include mindfulness, introspection, and reflection—can play an important role in enabling rhetorical agency.”

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In this ethnographic study of the teaching of writing, Karen Surman Paley reveals the social significance of first-person writing and the limitations of a popular taxonomy of composition studies. Paley looks critically at the way social constructionists have created an Other in the field of composition studies and named it expressivist. Paley demonstrates the complexity of approaches to teaching writing through an ethnographic study of two composition faculty at Boston College, a program that some would say is expressivist. She prompts her colleagues to consider how family experiences shape the way students feel about and treat people of races, religions, genders, and sexual preferences other than their own. Finally, she suggests to the field of composition that practitioners spend less time shoring up taxonomies of the field and more time sharing pedagogies.

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Examines the effects of reading and writing multivocal texts and argues that writers need to assume interpretive responsibility for creating new forms of discourse.

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