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.

Ellen CushmanNortheastern UniversityThose of us gathered in these pages met at a Rhetoric Society of America Summer Institute with the goal of creating knowledge that would help to re-place the mat...

The four titles that Adams discusses include scholarship from women's and gender studies, communication, and media studies, highlighting how the titles generate productive questions using those fields’ intersections with English studies’ own borders and emerging conversations and also allows that productive reimagining of a topic, both through its relationship with rhetoric and through an analytical melding of the familiar with the new. Adams’s review brings into focus how in representations and theories of pregnancy, birth, and motherhood, “power articulates to reproductive capacities through rhetorics of risk, responsibility, fitness, and choice” (pp. 275–276) She argues that these four titles provide “numerous examples of how these terms rhetorically shape understandings of our own biology, perceptions of possibility and impossibility related to sexuality, and the ability to recognize how notions of autonomy might be enmeshed within larger contexts and systems beyond our direct control” (276).

This program profile explains and illustrates a pedagogical application of Rhetorical Genre Studies (RGS) to a one-semester, upper-division online Professional Writing course. We explain our use of a heuristic, which we liken to “night-vision goggles,” that enables students to systematically analyze field data that they gather from a participating worksite. We adapt an RGS methodology developed by Anthony Paré and Graham Smart to create our course heuristic and add a more explicit framework for investigating concepts of genre set, genre system, and activity system. We argue that our course design addresses transfer concerns by helping students develop meta-awareness, or specifically critical genre awareness, that they can then apply to future workplace writing situations.