he first class I ever took as an undergrad with Dr. Mara Holt was titled "Women's Rhetorics. " I barely knew what rhetorics were (testing out of first-year composition via the AP exam was a mixed blessing for someone who became an English major), and I certainly didn't know what the word "pedagogy" meant. The first readings in Dr. Holt's course-Nancy Schniedewind's "Teaching Feminist Process" and Carolyn Shrewsbury's "What Is Feminist Pedagogy"-left me a little blindsided. Not only did both address concepts that felt above my understanding, but what I could make out focused on teachingsomething that seemed, from my inadequate understanding, as distinct from the focus of the class. (The teacher might be interested in articles like these, I thought, but why would the students be?) This reaction is the almost textbook response of a student who had, until then, been inculcated in the traditional power dynamics of a teacher-focused educational system. Only gradually would I come to understand how different, and important, it was that Dr. Holt was making clear her own pedagogical influences and opening these up for discussion.

Abstract Definitional work has authorized vaguely articulated, unending, US-led terror wars, constituting amorphous, violent, global terrain, spatially, temporally, and discursively. Mapping the terrain in which this violence is enacted helps us examine re-emergences of violence, including entangling Indigenous communities inside the United States—particularly as they engage acts of protest—within the same colonial machines of terror deployed in the name of war outside those boundaries. This essay maps these circulations as they coalesce at one point: the use of battle grade military equipment and former special operations teams against Indigenous protesters at the Standing Rock #NoDAPL resistance fight in 2016 and 2017. As Native protestors were transformed into jihadists and assaulted at Standing Rock, frames of savage indigeneity permeated boundaries from the terror wars’ battle sites of Pakistan and Afghanistan back to the United States. In this cartography, conditions of possibility for governing global communities are remapped. The inter/national crossroads expand and are weaponized into new necropolitical tools of colonization. Examining this violent landscape and engaging with histories of settler colonialism as well as the spatial, temporal, and discursive power of definition, this essay explores rhetorical cartography as the ground for mapping new rhetorical terrains and inter/national coalition against ongoing materializations of colonialism.

This tenth-anniversary volume is an occasion to read A Journal of Critical Thinking and Writing reflexively, by turning its focus on critical thinking and writing back on itself as an academic genre that organizes knowledge according to time.A journal assumes time to be a linear, unidirectional movement segmented into a past, which has already happened; a present, which is happening; and a future, which has yet to happen.This sequence is inscribed in a journal's paratextuality, such as a chronological division into annual volumes, which conforms reading to knowledge configured temporally: a reference to a text locates that text in the past; an argument against locates a text in the present; and questions for further research locate a text in the future.This commonplace notion of time informs a process of inquiry understandable across the disciplines, but it is also at odds with disciplinary theories of temporality.Consider, for a moment, how the visual arts can realign perception with uncommon patterns of time.When this volume's cover image is viewed according to its title, Counter-Curve (see Figure 1), it creates a curvilinear motion that either quickens along contracting concentric circles or slows along expanding concentric circles.Each motion, as a counter-curve, implies the other, inverse motion, but the either/or structure of perception limits our awareness of time's bidirectionality, described by the image's artist, Dana Karwas (n.d.), as "a single moment curving infinitely around on itself" (para.10).As a moment, time is undivided into past, present, and future.It is instead composed of recurrences that simultaneously spiral inwardly toward an infinitesimal center of nonrecurrence, a point of origin, and outwardly toward an infinite circumference that is the end of time.Because our perception can align with time's contraction or expansion, but not both at once, Counter-Curve can perhaps explain an otherwise paradoxical experience of the moment as ephemeral and durable.If the last ten years of Double Helix is telescoped to this swirl of time, then the practice of reading the journal changes.It locates one in the moment, a condition of "mindfulness" that Ellen Carillo (2016) has advocated for reading, in which one sustains attention to the text, undistracted by the past or the future, because, in this case, neither the past nor the future exists.A sequence of texts is thereby converted into an intertext, and a reference to, an argument against, and questions for further research become recurring features of intertextuality that advance an area of knowledge toward pure originality and the completion of knowledge as ideal and inverse limits of inquiry (see Figure 2).

Discourse-based interviews allow researchers to gather data about a writer’s understanding of what informs a task. This method was essential for a research team seeking to understand the impact of programmatic learning objectives on student writing development. Three decisions in the approach to this research project sought to center the student participants and make them quasi-researchers: the alignment of a clearly articulated theoretical framework with the methodology, the collection of supporting data from other methods, and modifications to the interview protocol. The study found that a writing program can facilitate the transfer of writing skills by implementing consistent, explicit, and intentional transfer-oriented learning objectives in both FYC and advanced composition courses.

This paper discusses a first-year writing research prospectus prompt designed to support first-year undergraduate students transitioning from high school writing—which often focuses on summary and synthesis—to college-level writing. In college, “research papers” often require knowledge production: developing research questions that address gaps in existing scholarship. My prospectus prompt offers a scaffolded structure for writers embarking on such college-level projects, and it also offers a tool to facilitate writing transfer, with the goal of enabling students to develop major research projects independently in other classes. It does so in two ways. First, it labels the components of major research projects (e.g. objects of study, research questions about those objects of study, and the theoretical frameworks used to analyze objects of study). Second, it provides a process for approaching research projects, including showing students how to develop research questions and how to move beyond summarizing and synthesizing other scholars.

Editors' introduction.

Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives. This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017). The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies. Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters. While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics. Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists. We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty. References Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457 Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. & Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4. Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press. Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., & Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820 Kellogg, R., & Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600 Poe, M., Lerner, N., & Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press. Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114. Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates.

Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.

In Words Are Weapons, Philippe-Joseph Salazar confronts ISIS's discourse and its persuasive effects, arguing the group reset the world order such that “youth run to them,” “cultures are annihilated,” and “energetic propaganda … has taken over our mental horizon and parasitized our language and our discourse.” This essay confronts Salazar's work, prompting consideration of his treatment, and mistreatment, of historical, colonial, and geopolitical dynamics of the terror wars. It draws specific attention to his work on the term “caliphate,” his discussion of terrorism and language, and his inattention to colonial histories affecting people throughout the Middle East and North Africa. It concludes by advocating for understanding Salazar's work in context of omittances of analysis around ongoing coalition building, movements, and protest within majority-Muslim communities around the world. Specifically, it points to ways those movements are building sustainable progress toward the aims Salazar identifies, including peace and antiauthoritarian leadership, while also working toward anticolonial frameworks.

Book Review| December 01 2018 Text + Field: Innovations in Rhetorical Method Text + Field: Innovations in Rhetorical Method. Edited by Sara L. McKinnon, Robert Asen, Karma R. Chávez, and Robert Glenn Howard. University Park: Pennsylvania State University Press, 2016; pp. viii + 231. $34.95 paper. Heather Ashley Hayes Heather Ashley Hayes Whitman College Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2018) 21 (4): 733–736. https://doi.org/10.14321/rhetpublaffa.21.4.0733 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 Heather Ashley Hayes; Text + Field: Innovations in Rhetorical Method. Rhetoric and Public Affairs 1 December 2018; 21 (4): 733–736. doi: https://doi.org/10.14321/rhetpublaffa.21.4.0733 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2018 Michigan State University Board of Trustees2018 Article PDF first page preview Close Modal You do not currently have access to this content.

As my last act as outgoing book review editor for Advances in the History of Rhetoric, I am pleased to introduce a forum on Professor Darrel Wanzer-Serrano’s important 2015 work, The New York Young Lords and the Struggle for Liberation. When editor Arthur Walzer and I made the decision to host these forums, we envisioned creating a space where scholars could respond to important new works in the field. Some we expected would be provocative, inviting us to think about new possibilities in the history of rhetorical theory, criticism, and praxis. Professor Wanzer-Serrano’s book is both provocative and timely. It pushes us to think about decolonial love and the struggle of the New York Young Lords in the context of rhetoric studies and at a time when immigrant voices are fighting to be heard amidst increasing violence, dehumanization, and exclusion.

Resources developed with traditional students in mind rarely work as well for adult learners. Starting with the understanding that every writer struggles, we developed five non-course-based initiatives to support our adult student writers. As we describe and assess the impact of these initiatives, we also demonstrate the need for writing support focused on adult learners.

ABSTRACT In this essay, I explore the ways that doing rhetoric in situ can reveal sets of decolonizing practices within interdisciplinary rhetorical studies. I discuss the idea of rhetoric in situ and its possibility for establishing sets of decolonizing practices in rhetorical studies drawing from fieldwork methods found in disciplines including anthropology. I advance a call for a more literal interpretation of in situ as one way of demonstrating the ways that historians and critics of rhetoric contribute to the conceptual world of publics to co-create imagined rhetorical possibilities with displaced persons. By way of demonstrating the methodological approach I’m advancing in this essay, I turn to a set of discourses born from my own fieldwork, completed on the northern border of Jordan in 2014, amidst the Syrian refugee crisis. In analyzing discourse from two refugee families living in the Mafraq Governorate of Jordan after escaping the violence of the Syrian conflict, I offer the concept of the “nomad citizen” as one way to expand understandings of citizenship in rhetorical studies to be more responsive to crises of transnational migration born out of colonialism.

Researching writing-related dispositions is of critical concern for understanding writing transfer and writing development. However, as a field we need better tools and methods for identifying, tracking, and analyzing dispositions. This article describes a failed attempt to code for five key dispositions (attribution, self-efficacy, persistence, value, and self-regulation) in a longitudinal, mixed methods, multi-institutional study that otherwise successfully coded for other writing transfer factors. We present a “study of a study” that examines our coders’ attempts to identify and code dispositions and describes broader understandings from those findings. Our findings suggest that each disposition presents a distinct challenge for coding and that dispositions, as a group, involve not only conceptual complexity but also cultural, psychological, and temporal complexity. For example, academic literacy learning and dispositions intersect with systems of socio-economic, political, and cultural inequity and exploitation; this entwining presents substantial problems for coders. Methodological considerations for understanding the complexity of codes, effectively and accurately coding for dispositions, considering the four complexities, and understanding the interplay between the individual and the social are explored. We describe how concepts from literacy studies scholarship may help shape writing transfer scholarship concerning dispositions and transfer research more broadly.

From time to time, we will dedicate our review section to the discussion of a new work in rhetoric studies. In these more lengthy review sections, which we are calling “Book Review Forums,” we will invite scholars to write short responses to the chosen book and invite the author to respond to the reviews. We hope this will offer a robust space for discussion, debate, and deliberation over important book-length works as we think about advances in the history of rhetoric.Forum: James L. Kastely, The Rhetoric of Plato’s Republic: Democracy and the Philosophical Problem of PersuasionThis issue’s forum focuses on Professor James L. Kastely’s 2015 work, The Rhetoric of Plato’s Republic: Democracy and the Philosophical Problem of Persuasion (University of Chicago Press). Within rhetoric studies, Plato is often cast as rhetoric’s foremost critic, and, at least since Karl Popper included Plato as an enemy of the open society, as a foremost critic of democracy. In his book that is the subject of this forum, James L. Kastely offers a new reading of the Republic that challenges both of these characterizations. He argues that Plato’s goal in the Republic is to develop a rhetoric for philosophers that will persuade non-philosophers of the value of justice and the importance of living the moral life. On Kastely’s reading, Socrates presents this rhetorical approach to persuasion as an alternative to dialectic, which the interlocutors in the Republic judge to have failed to persuade the non-philosopher of much, except that philosophy is useless pettifoggery.The responses to Kastely’s book by Arabella Lyon, Bruce Krajewski, and Michael Svoboda, as well as Kastely’s response to their judgments that constitute this forum, were first presented at an ASHR session at the Rhetoric Society of American conference, May, 2016, Atlanta, Georgia. The panelists revised and shortened their original oral presentations for publication here

“Visualizing Street Harassment” is a digital map project prompted by the question of how and where activists have repurposed the format and characteristics of the YouTube video “10 Hours of Walking in NYC as a Woman” to build public conversations about street harassment and to critique the public rhetoric surrounding it. The project was developed and funded through a Cultural Heritage Informatics Graduate Fellowship at Michigan State University and presented as a digital poster at the Conference on Community Writing in October 2015.

In his 1959 Rede Lecture, "The Two Cultures and the Scientific Revolution," C. P. Snow warned of a gulf that had opened between literary intellectuals and natural scientists, across which existed a mutual incomprehension that threatened to undermine the university's ability to solve the world's most pressing problems.Reflecting on his experience as both a novelist and a research scientist, Snow appealed for a greater understanding between what he saw as two distinct cultures, yet he also asserted the importance of the sciences over literature for securing humanity's future prosperity.According to Snow, literary intellectuals were natural Luddites, and the university needed to prioritize the training of scientists and engineers in order to accelerate global industrialization and thereby raise standards of living.His privileging of the sciences drew a scathing rebuke from the literary critic F. R. Leavis, who pilloried Snow's understanding of literature and his faith in technological progress.For Leavis, bringing the Industrial Revolution to impoverished areas of the globe could indeed improve the material conditions of humankind, but such a project ungoverned by the values conveyed through literature, especially those insights of D. H. Lawrence and other novelists into the dehumanizing effects of industrial labor, would lead to a future divested of any real quality of life.Leavis insisted, therefore, that the university revolve around English studies as its "centre of human consciousness" (2013, p. 75).This dispute between Snow and Leavis touched off "the two cultures controversy," which has been an important point of reference amid the shifting terrain of higher education.The phrase has come to denote a gulf that opens between any disciplines bound to "common attitudes, common standards and patterns of behavior, common approaches and assumptions" (Snow, 1998, p. 9) that divide them into opposing cultures and inhibit crossdisciplinary understanding.Buller (2014), for example, described the two cultures in terms of those who believe the purpose of colleges and universities is to educate "the whole person" versus those who believe it is to train students for the workforce.The latter culture, according to Buller, tends to include governors, legislators, and trustees who are inclined to divert resources away from the social sciences, arts, and humanities to science, technology, engineering, and mathematics.Their assumption is that the STEM disciplines will best prepare students for careers offering the greatest return on their investment in a college education.The opposing culture, most often composed of faculty and administrators, argues that a well-rounded education produces graduates who are better informed, challenge assumptions more readily, participate more fully in society and civil discourse, and in general live healthier and more productive lives.Buller observed that "the two sides are not so much talking to one another as shouting past one another, each contingent building its case on a set of assumptions that it regards as universally true and that is dismissed by its opponents as the result of blindness, hypocrisy, or both" (p.2).This situation stands in contrast to the lack of engagement Halsted (2015) observed between the culture of academia and that of the tech industry.He pointed out that although a number of the most significant

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In today’s workplaces professional communication often involves constructing documents from multiple digital sources—integrating one’s own texts/graphics with ideas based on others’ text/graphics. This article presents a case study of a professional communication designer as he constructs a proposal over several days. Drawing on keystroke and interview data, we map the professional’s overall process, plot the time course of his writing/design, illustrate how he searches for content and switches among optional digital sources, and show how he modifies and reuses others’ content. The case study reveals not only that the professional (1) searches extensively through multiple sources for content and ideas but that he also (2) constructs visual content (charts, graphs, photographs) as well as verbal content, and (3) manages his attention and motivation over this extended task. Since these three activities are not represented in current models of writing, we propose their addition not just to models of communication design, but also to models of writing in general.

The following is the text of Sandy Hayes’s presidential address, delivered at the NCTE Annual Convention in Boston, Massachusetts, on November 24, 2013.

Over the last seven years, I have spent time across three continents talking to scientists and mathematicians about their beliefs and attitudes and experiences related to writing in their respective disciplines. I have been impressed by the passion and insight with which most have talked about writing and its relationship to critical thinking, and I have often been surprised by how they engage in these practices. For example, rather than working from an a priori hypothesis, many researchers in the STEM disciplines compose backwards, from the results to the introduction. And when reading, many seem to move from the middle of a paper outwards, beginning with the results and method, using an extremely critical eye, and then perhaps scanning out to the introduction and the discussion, or dispensing with these sections altogether. Over and over again, I heard this same story from different scientists, as if it were a secret each alone had stumbled upon.

Review of Rhetorics for Community Action: Public Writing and Writing Publics by Phyllis Mentzell Ryder. Lexington Books, 2011.

In Section 1 of this article, the author discusses the succession of models of adult writing that he and his colleagues have proposed from 1980 to the present. He notes the most important changes that differentiate earlier and later models and discusses reasons for the changes. In Section 2, he describes his recent efforts to model young children’s expository writing. He proposes three models that constitute an elaboration of Bereiter and Scardamalia’s knowledge-telling model. In Section 3, he describes three running computer programs that simulate the action of the models described in Section 2.

The thesis of this article is that Bereiter and Scardamalia's (1987) knowledge-telling strategy may be viewed as a family of strategies. In particular, when young writers compose expository themes from their own knowledge, they may use one of three writing strategies: a flexible-focus strategy, a fixed-topic strategy, or a topic-elaboration strategy, all of which may be viewed as kinds of knowledge-telling. The article then proposes models to characterize the organization of cognitive processes in each strategy. The three writing strategies produce texts with identifiably different topical structures. Finally, the article provides evidence based on texts written by children in grades one through nine to indicate that the three strategies have distinct developmental trajectories.

This essay explores mainstream apprehensions against Appalachian dialect(s), arguing that these dialects/cultures have a misunderstood history and an important role to play in Appalachian composition classrooms.

Legos Build the Way to Successful Process Analysis Writing, Michelle Rhodes (New Voice) Native American Elder Stories Make Descriptive Essays Easier, Pamela Tambornino (New Voice) Teaching Writing Style and Revision, Eric Bateman Dialect and Language Analysis Assignment, Amanda Hayes (New Voice) A Scaffolded Essay Assignment on Poetry, Jane Arnold (New Voice)

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

To be effective, writers must understand what knowledge they share with the audience and what they do not. Achieving this understanding is made difficult by the knowledge effect—a tendency of individuals to assume that their own knowledge is shared by others. Understanding the knowledge effect and methods for reducing it is potentially useful for understanding and teaching writing. In Study 1, we explored the impact of an individual's knowledge of technical terms on that person's ability to estimate other people's understanding of those terms. We assessed how individuals' familiarity with technical terms influenced their predictions that college freshmen and college graduates would understand those terms. Results indicate that familiarity with the meaning of technical terms leads to substantial overestimation of others' knowledge. In Study 2, we evaluated an online tutor designed to improve writers' predictions of other's word knowledge by providing them with feedback on the accuracy of their judgments.

A number of studies have found that writers produce text in bursts of language. That is, when creating a text, writers produce a few words, pause, produce a few more words, pause, and so on. Chenoweth and Hayes (2003) hypothesized that language bursts occur when writers translate ideas in to new language. This study tested this hypothesis against the following two alternative hypotheses: (a) Language bursts are caused by proposing new ideas rather than by translating ideas in to written language and (b) language bursts depend on the form of the input to the writing process rather than on the translation process. The study employed an editing task in which participants were required to translate a written language input. The alternative hypotheses led to contradictory predictions about writers' performance in this task. The study also explored the impact of working memory restrictions on task performance.

Generally, researchers agree that that verbal working memory plays an important role in cognitive processes involved in writing. However, there is disagreement about which cognitive processes make use of working memory. Kellogg has proposed that verbal working memory is involved in translating but not in editing or producing (i.e., typing) text. In this study, the authors used articulatory suppression, a technique that reduces working memory to explore this question. Twenty participants transcribed six texts from one computer window to another, three of the texts with articulatory suppression and three without. When participants were in the articulatory suppression condition, they transcribed significantly more slowly and made significantly more errors than they did in the control condition. Implications for Kellogg’s proposal are discussed.

This study explores the connection between writing and working memory, specifically the role of the subvocal articulatory rehearsal process (or inner voice). The authors asked the 18 participants to type sentences describing 24 multipanel cartoons. In some conditions, the participants were required to repeat a syllable continuously while writing. This activity, called articulatory suppression, interferes with the articulatory rehearsal process. Results indicated that interfering with the articulatory rehearsal process (or inner voice) interferes with writing by slowing the rate of writing, increasing mechanical errors, changing the temporal microstructure of text production, and increasing the perceived difficulty of the writing task. The authors applied their model of written text production to provide a theoretical account for these results.

Presents a questionnaire that helps gather valuable information about students’ attitudes toward mandatory placement in basic writing courses. Concludes that with the kind of information gleaned from responses to questionnaires similar to this one, educators can better understand the strengths and weaknesses of basic writing programs and revise their curriculum and placement procedures as necessary.

This study explores the relation between fluency in writing and linguistic experience and provides information about the processes involved in written text composition. The authors conducted a think-aloud protocol study with native speakers of English who were learning French or German. Analysis reveals that as the writer's experience with the language increases, fluency (as measured by words written per minute) increases, the average length of strings of words proposed between pauses or revision episodes increases, the number of revision episodes decreases, and more of the words that are proposed as candidate text get accepted. To account for these results, the authors propose a model of written language production and hypothesize that the effect of linguistic experience on written fluency is mediated primarily by two internal processes called the translator and the reviser.

Presents and describes a narrative writing assignment used by the author in a developmental writing course that helps to demonstrate to students how and why sexist language usage can limit thinking, sometimes injuriously, and that concretely illustrates how language and gender stereotyping interact causally. Describes the assignment, how it is used in class, and class discussions resulting.

This study addressed the question, “How consistently do students perform on holistically scored writing assignments?” Instructors from 13 introductory writing classes at two colleges were asked to provide essay sets written by their students in response to the three to five most important writing assignments in their classes. In all, 796 essays were collected from 241 students. The study drew on a pool of 15 experienced judges to evaluate the essays. Each essay set was scored holistically and independently by 6 of the judges who either ranked or graded the essays in the set. All papers written by a particular student were scored by the same judges. Pairwise correlations of the scores assigned to each essay set were computed for each judge and then averaged across judges. The average of these correlations was 0.16, indicating very low consistency of holistically scored student performance from essay to essay. This result suggests that drawing conclusions from one or even a few writing samples is problematic.

In many literacy studies, it is important to establish the reliability of independent observers' judgments. Reliability most commonly is measured either by the percentage of agreement or the correlation between the observers' judgments. This article argues that the percentage of agreement measure is more difficult to interpret than are correlation measures because of the following: (a) the effects of chance agreement are not accounted for automatically by the percentage of agreement measure; and (b) rates of chance agreement are strongly influenced by the variability of the data, by “ceiling” and “floor” effects, and by the scoring of near agreement as perfect agreement. For these reasons, the authors recommend that the field of literacy research adopt correlation as the standard method for estimating the reliability of observers' judgments.

This article describes an assessment carried out in collaboration with the administrators of a large freshman English course. The assessment team worked with instructors to identify course goals and to design tasks that the instructors felt would fairly assess the extent to which the students achieved the goals. Students who did and did not take the course were both pre- and posttested on five central goals: critical reading, argument identification, differentiation of summary and paraphrase, understanding of key terms used in the course, and practical strategies for writing academic papers. Results of the assessment failed to indicate any substantial improvement on any of the five course goals for students who took the course. These results contrasted with positive outcomes obtained by the same assessment team with introductory history and statistics courses. The article concludes with reflections on why instructors may fail to recognize that their courses are not working.

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Although social psychologists have studied how people form impressions of others either through viewing them, listening to them speak, or reading written descriptions of them, researchers have not looked extensively at the ways in which readers form impressions of writers' personalities while reading their texts. This article reports on a series of studies in which different groups of readers were asked to respond to essays written by high school students applying for college admission. Our findings suggest that independent readers' impressions of writers' personalities overlap far more than would be expected by chance, that readers' impressions of writers' personalities can have practical consequences for writers, and that texts can be revised so as to influence, in predicted ways, the types of personality traits that readers are likely to infer.

Rhétoriques de la modernité by Manuel Maria Carrilho. Paris: Presses Universitaires de France, 1992; pp. 170. The Place of Emotion in Argument by Douglas Walton. University Park, PA: The Pennsylvania State University Press, 1992, xiv; 294 pp. Reasoning and the Logic of Things: The Cambridge Conferences Lectures of 1898 by Charles Sanders Peirce, edited by Kenneth Laine Ketner, with an introduction by Kenneth Laine Keiner and Hilary Putnam. Cambridge: Harvard University Press, 1992; xiv; 297pp. Criteria of Certainty: Truth and Judgment in the English Enlightenment by Kevin L. Cope. Lexington: The UP of Kentucky, 1990; viii; 224. Writing Ourselves Into the Story: Unheard Voices from Composition Studies by Sheryl I. Fontaine and Susan Hunter. Carbondale: Southern Illinois UP, 1993; pp. 383. Novelties in the Heavens: Rhetoric and Science in the Copernican Controversy, by Jean Dietz Moss. Chicago and London, University of Chicago Press, 1993. Preface xiv, 353 pp. The Book of Memory by Mary Carruthers.Cambridge, Cambridge UP, 1992; 393 pp.

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This study investigates the impact of task definition on students’ revising strategies. Our primary aim was to determine if freshman students could revise globally if instructed to do so and if those global revisions would result in improved texts. We asked two groups of freshmen to revise a text provided by the experimenters; one group was given eight minutes of instruction on how to revise globally, and the other was simply asked to make the text better. The texts written by students who received the instruction were judged both to be of significantly better quality and to have included significantly more global revision. Further, the improvement appears to affect the treated population generally rather than just a small part of that population.

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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Wallace W. Douglas, John C. Gerber, Warner G. Rice, Curtis W. Hayes, Charles Kaplan, Charles Weis, Irving Ribner, Robert Carl Johnson, Gerald Willen, Book Reviews, College English, Vol. 27, No. 2 (Nov., 1965), pp. 178-183

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