As digital technologies rapidly evolve, updating and enhancing models of digital literacy pedagogy in technical and professional communication (TPC) becomes more urgent. In this article, we use "digital life" to conceptualize the ever-changing ways of knowing and being in postinternet society. Using collaborative autoethnography, we investigate features of threshold concepts in TPC pedagogy that may support models of digital literacy that are resistant to tools-based definitions, foster student agency, and facilitate accessibility, equity, and justice.

Abstract Bayard Rustin influenced the trajectory of Black political rhetoric in the post-civil rights era. In this essay, I offer a rhetorical recovery of this neglected figure, focusing on the centrality of his emphasis on coalitional politics to the Black freedom struggle while noting that his stress on economics as the basis for coalition building shaped a rhetorical strategy tradition that I call “the rhetoric of race-neutral coalitional politics.” I also examine the legacy of this rhetorical strategy, against the backdrop of the Obama era, arguing that it silences dissent, de-emphasizes the policy priorities of Black communities, and reinforces the white gaze in Black political rhetoric and thought. I conclude that success in the Black freedom struggle depends on the community's ability to develop rhetorical strategies that position it as an equal partner in political coalitions rather than a captive participant.

This case study offers examples of the use of artificial intelligence (AI) writing tools at a small nonprofit workplace dispute resolution center. It explores the limits and strengths of these AI tools, as well as the mediation field's concerns around using AI as a replacement for mediation work. Further, it explores the implications of AI tool use for the ethos of the writer and the AI tool itself as well as for the current pedagogy deliberations occurring in the technical writing field at large.

ABSTRACT That movement is associated with things both human and divine is as old as human experience. How does movement come to be formed as an idea, as an object of thought? For the answer we may turn to Aristotle’s De caelo, to Nicolas Oresme’s first graphic representation of movement in On Intensities, to Descartes’s essay on analytic geometry appended to his Discours de la méthode, and to Leibniz’s Monadologie as well as to Vico’s Scienza nuova and Hegel’s Phänomenologie des Geistes. “Movement” is a central term in the transformation of Greco-Roman to Medieval scholastic to modern thought.

This article describes the importance of pedagogies of access for equity in literacy classrooms, especially for first-generation students, who are more likely to bring what sociologists call strategies of deference that have been shaped by differences in class culture. A threshold concepts approach can bring transparency to the values of college-level core literacy skills to help interrogate and address those differences.

Cara Finnegan's Photographic Presidents: Making History from Daguerreotype to Digital is an important new work poised to bring a rhetorical perspective into public conversations about politics and visual culture. With a deep and thoughtful reading of the historical development of visual technologies, Finnegan examines the cultural importance of photographic images of American presidents. Rather than analyzing individual depictions of presidents, Finnegan interrogates the complex interplay between photography as both technology and practice and the meanings of the American presidency. As she puts it, instead of focusing on how particular images of individual presidents are meaningful, she asks “how presidents became photographic. In what ways . . . did photography shape public experience?”1As in her previous book, the excellent Making Photography Matter, Finnegan marshals an impressive mix of archival materials, close readings of individual images, and a mastery of cultural and technological histories to study the shifting terrain of visual depiction.2 Where Photographic Presidents differs from its predecessor is in the focus on the connection between photography and American political culture and in the accessibility of its writing. Indeed, one of the most impressive aspects of Photographic Presidents is the effortless elegance of its prose and the liveliness of its narrative arc. The methodological questions about visual rhetoric that Finnegan asked in her earlier book are in the background, and on display are the insights of a thoughtful and thorough analysis.Given its emphasis on accessible analysis, the introductory chapter is short and to the point, focused mainly on establishing the key turn away from “presidential photography” and towards the “photographic president.” Once this emphasis on the fluid nature of visual representations is in place, Finnegan moves to the narrative itself. The subsequent chapters trace the shifting practices of photographing presidents across four key periods, each punctuated by changes in photographic technology.The invention of the daguerreotype in 1839 led to an American fascination with the photographic image and what Finnegan terms the “Daguerreotype President.” Oddly, one of the first images widely circulated through the new technology was of George Washington, who had died some forty years earlier. While obviously not available to sit for a photograph, daguerreotypes were made of various paintings and sculptures of Washington. These photographs proved remarkably popular. The use of the new visual technology to circulate the image of America's first president in the 1840s helped, as Finnegan notes, to reinforce the nation's history and, importantly, this historical representation also worked to inscribe photography into the national character. As Finnegan writes, “In 1848 the nation still needed Washington, but so, apparently, did photography: to authorize its value, to connect it to the nation's past and present, and to establish its own norms of portraiture for decades to come.”3 These norms of portraiture continue as a theme throughout the remainder of this section. Finnegan examines the diaries of John Quincy Adams, for instance, as he reflected on his experiences sitting for daguerreotype photographs and his belief that photographs might help instill democratic values by allowing citizens to see themselves as others see them.The democratizing potential of the photographic images becomes central in the book's second section, which examines the development of cheaper and smaller cameras and paper photographs, which allowed for the rise of the “Snapshot President.” Presidents during this period took full advantage of their photographic image but also had to contend with a growing number of amateur photographers, or “camera fiends.” Added to the increasing accessibility of the camera was the ability of newspapers to print photographs more easily with the development of halftone reproductions. Together, these technological innovations, as Finnegan observes, fueled the American public's desire for photography. As she notes, “the new impulse for pictures demanded quantity,”4 and one of the most desirable subjects for this new photographic impulse was the American president. Finnegan explores this interest in immediate and plentiful photographic images of the president through a careful consideration of the 1901 assassination of President William McKinley. The ubiquity of amateur photographers and the ability of newspapers to publish their photographs helped instill the value of timeliness into American visual culture. Finnegan notes that many contemporary newspapers insisted upon labeling one of their photographic images as the “last photograph” of the President, suggesting the crucial element of images being instantaneously available to an eager public.5As cameras became smaller and both professional and amateur photographers more ubiquitous, pressures grew on the White House to find ways to manage what Finnegan labels the era of the “Candid Camera President.” The candid camera period between the Roosevelts saw presidents facing regular intrusion by amateur photographers as well as increasingly sophisticated professional news photographers. President-elect Woodrow Wilson, for example, angrily confronted a photographer who snapped a picture of his daughter, Jessie Wilson. Finnegan recounts the impact of German photographer Erich Salomon, who was labeled “king of the indiscreet” for his skill in hiding his camera and snapping images of world leaders in unposed settings.6 The ability of photographers to slip into politics and give the public a glimpse of real negotiation led to both a growing public demand for unscripted images and the formalization of press relations through the development of what would eventually become an official White House press secretary. This effort to manage the photographs taken of presidents, however, was in tension with, as Finnegan argues, “the new visual values of candid photography, those of access, intimacy, and energy.”7 Finnegan uses the tension between presidential impression management and public hunger for intimate images to frame the complex visual politics surrounding Franklin Delano Roosevelt. As is now widely known, FDR's affliction with polio limited his mobility, and his efforts to manage how he was represented have been widely studied. Finnegan adds a fascinating perspective by focusing not so much on prohibitions on images of his infirm body but on the ways FDR made himself visible and, in so doing, broadened norms surrounding the use of candid shots. Here Finnegan contends that FDR's “media savvy” extended well beyond his use of radio and includes his careful orchestration of photographs of him. “FDR would not hide from the spotlight,” Finnegan writes. “He would be seen, but on his terms and according to an ever changing yet firm set of rules.”8These firm rules, of course, would not last, and with the advent of new media technology, especially television and the internet, the presidents’ ability to govern how they were photographed diminished. Finnegan's fourth era focuses on the development of the “Social Media President” and the widespread ability of everyday citizens to create, circulate, and alter images. The effort to maintain some control over photographic images led to the formalization of official White House photographers, and Finnegan recounts the ways presidents like Nixon, Kennedy, and Johnson used official photographers as extensions of their own efforts at image management. The official White House photographer plays a crucial role in Finnegan's final chapter, a thorough consideration of Barack Obama's use of social media. Obama's chief White House photographer, Pete Souza, framed himself as a “visual historian” and used the image sharing social media site, Flickr, to release thousands of images directly to the public. As Finnegan notes, this media strategy allowed the Obama White House to offer the kind of intimate, behind-the-scenes access the public craved, albeit carefully orchestrated by the administration, as well as an opportunity to bypass the traditional media.9 Continuous publicizing of presidential photographs directly to the public bolstered the perception that Obama was media savvy and technologically sophisticated. Iconic images ranging from tense images of the situation room during the mission against Osama Bin Laden to playful moments of the President interacting with children were made immediately available without relying on traditional media outlets. Such direct access also allowed the administration to respond to growing interest in meme and remix culture. In this way, as Finnegan notes, the Flickr archive of the Obama presidency continues “to serve as a resource for invention and critique,”10 including Souza's use of those images to provide subtle but damning criticisms of the administration of Donald Trump.Photographic Presidents concludes by resituating its key question, how presidents come to be photographic, and by considering the complex interplay of new visual technologies, shifting cultural norms of representation, and the changing nature of the American presidency. Photography, like the presidency, is “not and never has been only one thing”11 and Finnegan challenges us to continue examining the intersection of visual and political culture as various forces cause it to shift and transform.Finnegan's latest book is a masterwork in rhetorical scholarship and demonstrates how a close reading of visual texts and the contexts within which they become meaningful provide engaging and provocative insights. The archival work, careful historical analysis, and thoughtful critical examination are exemplary. This book should be widely studied not only in courses on visual rhetoric and media technology but in any course on rhetorical criticism or archival methods. It is also one of a relatively rare set of books within rhetorical studies that I would recommend to a family member or friend who wanted to understand what rhetorical studies does. This is not only impressive scholarship but also an engaging, funny, and at times delightful work of nonfiction that could as easily be enjoyed by a person interested in presidents as it could be someone with a fascination for American popular culture or media.

This multi-institutional study surveyed undergraduate students (n=669) about how and what they learned in hybrid and online first-year composition (FYC) classes, employing the Community of Inquiry (CoI) Framework to analyze their responses. The data illustrated a significant difference in hybrid versus online students’ perceptions of the student-teacher relationship.

ABSTRACT Philosophy joined with rhetoric is a means to speak fully about the human condition. Socrates’s statement concerning the “unexamined life” and Joyce’s manner of “two thinks at a time” are examples of how to approach the human condition. They show us ways we can speak of our humanity and ways that we cannot.

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

Abstract Annie Hill and Carol A. Stabile discuss U.S. cultural and political shifts in relation to sexual violence and what that means for rhetoric, public affairs, and the academic landscape.

How should we teach a class on family in the twenty-first century, when the meaning and makeup of “family” are under attack from all political angles? This article relates an attempt to rethink the family course as interdisciplinary, thematically arranged, heavily dependent on student engagement, and collaborative. From course conception to pitfalls and retrospection, this article provides an overview of a course implemented by the authors and their students as part of the honors program at the University of Portland. At the center of the course was a common curiosity for the material that emerged in hallway conversations at the intersection of different disciplines, at the intersection of ecocriticism and feminist theory, and at the intersection of popular media and personal life. The authors argue that collaborative teaching and intersectionality led to more productive classroom discussions and destabilized assumptions for all the course participants, instructors included.

This paper considers the practical and theoretical methodologies of the com- munity literacy project, “The Recipe of Me,” conducted with homeless youth in Orlando, Florida. In this project, youth created personal, mediatized narratives in a storytelling residency aimed at examining the role of digital storytelling in fostering confidence, autonomy, and literacy awareness. The project allowed the youth to create narratives as artists, encouraging not only the creation of a work of art but also the formulation of an artistic voice.

This article describes and reflects on a place-based pedagogical approach to public engagement that uses multimodal composition to insert new discourses into ongoing local debates over university expansion. The public-forming potential of multimodal texts encourages students to imagine new ways of being public and opportunities for adopting community-oriented subjectivities that engage with the issues, people, and spaces in neighborhoods adjacent to campus.

This article builds upon the exigence highlighted in recent scholarship on preparing technical and professional communication (TPC) graduate students for collaborative research and professionalization. Using collaborative autoethnography as a self-study methodology, the authors offer authentic graduate research and mentorship experiences in a collaborative research incubator, the Wearables Research Collaboratory, at a midwestern research university.

ABSTRACT Philosophy combined with rhetoric offers a consolation in a time of crisis that politics cannot achieve. Political speech is guided by ideology. Philosophical speech is guided by ideas. It is the ideas that offer perspective that is so much needed in difficult and dangerous times.

The centennial of the First World War constituted a major event for many nations. For New Zealand, much of the memorialization focused on the campaign at Gallipoli, which has become an important part of the nation’s identity. This essay examines one of the official memorials to Gallipoli, a large exhibition entitled “The Scale of Our War.” Designed in conjunction with filmmaker Sir Richard Taylor and his Weta Studio, the exhibition combines artifacts and displays with larger than life hyperrealistic figures. Focusing on the cinematic framing of the exhibition, we question the rhetorical limits of media technologies in creating immersive experiences for patrons. We suggest that the spectacle of the cinematic framing of remembrance may overshadow the events being remembered.

Analyzing the function of quasi-public intellectuals in debates over the Common Core State Standards helps us to understand why some publics in a networked public sphere have greater influence in policy-making than other publics. Granted authority because of privileged access to the state, quasi-public intellectuals introduced discourse into education publics that influenced reception of the Common Core, divided potential (counter)publics, and created an exigency that foreclosed possibilities for debating policy alternatives. Theorizing how these intellectuals manipulate debate allows us to recognize other arenas in which they operate and to develop strategies for inviting stakeholders to meaningfully participate in public deliberation.

This article details the impact of austerity measures on writing students and teachers at an open-access institution. By interrogating the Framework for Success in Postsecondary Writing, the authors argue that resilience is a concept ultimately imposed primarily on students, faculty, and staff with the least cultural, fiscal, and educational capital.

Book Review| March 01 2019 Rhetoric, Humor, and the Public Sphere: From Socrates to Stephen Colbert Rhetoric, Humor, and the Public Sphere: From Socrates to Stephen Colbert. By Elizabeth Benacka. Lanham, MD: Lexington Books, 2017; pp. ix + 165. $80.00 cloth. Michael Phillips-Anderson Michael Phillips-Anderson Monmouth University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2019) 22 (1): 153–155. https://doi.org/10.14321/rhetpublaffa.22.1.0153 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Michael Phillips-Anderson; Rhetoric, Humor, and the Public Sphere: From Socrates to Stephen Colbert. Rhetoric and Public Affairs 1 March 2019; 22 (1): 153–155. doi: https://doi.org/10.14321/rhetpublaffa.22.1.0153 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. © 2019 Michigan State University Board of Trustees2019 Article PDF first page preview Close Modal You do not currently have access to this content.

The release of genetically modified mosquitoes in the Florida Keys is part of a public health initiative to limit the spread of infectious disease. The local debate over this proposed action provides a current case study of a public, scientific controversy in which citizens and officials disagree about what is best for the community. The case study challenges technical writing students to consider complex cultural circuits, or networks, that comprise a specific controversy. The students analyze the rhetorical situation, create new content that contributes to the ongoing discussion, and learn about audience through usability testing their multimodal projects.

The authors, an instructor and students, describe our practice of user-centered design on three levels: in the design and structure of an advanced undergraduate course in which we all participated, in student projects designed during the course, and in our reflections on the course presented here. We argue that principles of user-centered design can and should be more than course concepts and assignments; they can be core practices of the course that hold both students and teachers accountable for the impacts of their rhetorical choices. We offer a model for other teacher-scholars looking to involve students in the design of their courses and in writing together about their work.

This essay describes the process and findings of a class size research project at an access institution.

Abstract In this project, I argue that J. Edgar Hoover’s style of political realism should be studied by critics because it long preceded that of President Harry S. Truman. The style belonged to a stockpile of anti-Communist imagery that helped to shape how the Truman Doctrine speech was drafted and how audiences interpreted its meanings in more local domestic politics. When Truman finally announced that the Soviet Union had challenged international protocol, I argue that he confirmed the vision that his Federal Bureau of Investigation (FBI) director and other detractors had developed throughout the New Deal to discredit reformers who challenged issues of race, labor, and police technique. In this way, anti-Communist containment rhetoric limited the president’s ability to control the domestic security and economic agendas. The stockpile of anti-Communist discourse belonged to, I also argue, a relative of political realism—literary realism and its spinoff, literary naturalism. My final argument is that the FBI director refurbished key tropes in the stockpile, which helped Truman’s congressional opponents invoke Hoover’s authority within the executive branch and thereby displace the president’s credibility as commander in chief. Combined, Hoover and his allies in Congress and elsewhere used rhetorical realism to communicate a deterministic philosophy about human nature through a diffuse mythic narrative, coordinated between Congress, Hollywood, the press, and official FBI discourse.

Review Article| April 01 2017 The Crisis of Composition: Teaching and Resistance in the Neoliberal Era Composition in the Age of Austerity. Edited by Welch, Nancy and Scott, Tony. Utah State University Press, 2016. 235 pages. Phillip Goodwin Phillip Goodwin Search for other works by this author on: This Site Google Pedagogy (2017) 17 (2): 351–358. https://doi.org/10.1215/15314200-3770245 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Phillip Goodwin; The Crisis of Composition: Teaching and Resistance in the Neoliberal Era. Pedagogy 1 April 2017; 17 (2): 351–358. doi: https://doi.org/10.1215/15314200-3770245 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. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

This article describes a statewide integrated developmental and first-year writing program that uses multiple measures placement data about college readiness to inform curriculum and faculty development.

Joseph Bizup's BEAM schema establishes a rhetorical approach to research writing pedagogy, articulating four distinct ways writers use sources: for background, exhibit, argument, and method. This article rechristens the framework I-BEAM, identifying a fifth category: instance source use, a constitutive function that establishes the need for the writer's argument. Instance source moves appear in numerous locations––introductions, textual asides, footnotes/endnotes, and epigraphs––and can situate the writing in both academic and popular contexts. Attention to this exigency move highlights the problem of authenticity in school-based writing and raises questions about sources formative to the writer but invisible to the reader.

Book Review| March 01 2015 The Forgotten Prophet: Bishop Henry McNeal Turner and the African American Prophetic Tradition The Forgotten Prophet: Bishop Henry McNeal Turner and the African American Prophetic Tradition. By Andre E. Johnson. Lanham, MD: Lexington Books, 2012; pp. viii + 127. $60.00 cloth. Theon E. Hill Theon E. Hill West Chester University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2015) 18 (1): 184–187. https://doi.org/10.14321/rhetpublaffa.18.1.0184 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Theon E. Hill; The Forgotten Prophet: Bishop Henry McNeal Turner and the African American Prophetic Tradition. Rhetoric and Public Affairs 1 March 2015; 18 (1): 184–187. doi: https://doi.org/10.14321/rhetpublaffa.18.1.0184 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. © 2015 Michigan State University Board of Trustees. All rights reserved.2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Almost by definition, resisting the insidious convenience of the mainstream food supply requires persistence. This is especially true for food projects requiring fermentation—projects that unfold over days or weeks and require day-to-day science in kitchens where variables can be hard to control and where some degree of periodic failure is almost inevitable. In this article, a team of writers—scholars and community members—dramatizes a joint inquiry from which emerged a composite portrait of what we have come to call mindful persistence—an existential yet collaborative engine that drives our food literacies. Dialogic text features highlight the situated insights of individual writers, indicating that while this team shares an interest in fermentation, this interest does not require or assume identical understandings of the science of fermentation or similar positions in the probiotic debate surrounding contemporary fermentation practices. Instead, what is shared is a mindful persistence that scaffolds reflective action in this dynamic problem space.

Book Review| December 01 2013 Washed in Blood: Male Sacrifice, Trauma, and the Cinema Washed in Blood: Male Sacrifice, Trauma, and the Cinema. By Claire Sisco King. New Brunswick, NJ: Rutgers University Press, 2011; pp. x + 220. $72.00 cloth; $24.95 paper. Kendall R. Phillips Kendall R. Phillips Syracuse University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2013) 16 (4): 795–798. https://doi.org/10.14321/rhetpublaffa.16.4.0795 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kendall R. Phillips; Washed in Blood: Male Sacrifice, Trauma, and the Cinema. Rhetoric and Public Affairs 1 December 2013; 16 (4): 795–798. doi: https://doi.org/10.14321/rhetpublaffa.16.4.0795 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. © 2013 Michigan State University Board of Trustees2013 Article PDF first page preview Close Modal You do not currently have access to this content.

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This article describes a graduate seminar titled “Interfaces and Infrastructures” that took place at Wayne State University. The course engaged with new media scholarship while also taking a piece of software, Google Wave, as its central artifact. The seminar demonstrates a pedagogical approach in which new media objects act as both tools and objects of study in the English studies classroom.

Noted researcher George Hillicks comments on Jory Brass and Leslie David Burns's useful and informative review of research appearing in the English Journal and Research in the Teaching of English over the past 100 years.

This essay addresses the question of how to best teach interdisciplinarity through a detailed discussion of a common upper-division gateway course for multiple majors housed in an interdisciplinary studies unit. It argues for a shift in the problematic within which discussions of interdisciplinary pedagogy generally take place by emphasizing the practice of interdisciplinarity itself.

Joining the recent bevy of books about liberalism, Michael Kaplan's first book, Friendship Fictions: The Rhetoric of Citizenship in the Liberal Imaginary, adds critical/cultural media studies, deco...

Research Article| January 01 2010 The Sociopath and the Ring of Gyges:A Problem in Rhetorical and Moral Philosophy Donald Phillip Verene Donald Phillip Verene Department of Philosophy Emory University Search for other works by this author on: This Site Google Philosophy & Rhetoric (2010) 43 (3): 201–221. https://doi.org/10.5325/philrhet.43.3.0201 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 Donald Phillip Verene; The Sociopath and the Ring of Gyges:A Problem in Rhetorical and Moral Philosophy. Philosophy & Rhetoric 1 January 2010; 43 (3): 201–221. doi: https://doi.org/10.5325/philrhet.43.3.0201 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 CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2010 by The Pennsylvania State University. All rights reserved.2010The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Historians of rhetoric have largely neglected eighteenth-century Language Origins Theory (LOT). Yet, as a theory that interconnects language, human nature, and human difference, LOT is an important and central inquiry to modern formations of rhetoric, particularly in how they engage with ethics of difference. Examining how the Scottish rhetorician and Enlightenment intellectual, Lord Monboddo, bases his rhetoric on an ethically problematic version of LOT, this article urges historians and students of rhetoric to be wary of the traces of LOT in canonical rhetorical histories as well as in contemporary theories and pedagogical practices.

Drawing on the second phase of a 2-year study of students' linguistic and compositional processes, this article describes students' reflections on their online revision processes, those revisions made during the process of translating thoughts into written text. The data collected were from classroom observation and post hoc interviews with 34 students, who were observed during a writing task in the English classrooms and interviewed subsequently to elicit their reflections and understandings of their own revising processes. The analysis indicates that students tend to conceptualize revision as a macro-strategy and as a task that is predominantly undertaken as a posttextual production reviewing activity. It also indicates that students engage in multiple revising activities during writing, including many revisions that are not concerned with simple matters of surface accuracy, and many students are able to talk about these perceptively and with insight.

Margaret Himley and Christine Farris respond to Phillip Marzluf ’s article, “Diversity Writing: Natural Languages, Authentic Voices,” in the February 2006 issue of CCC. Phillip Marzluf responds to them, with his original article readily available through the CCC Online Archive (formerly CCC Online): http://inventio.us/ccc.

Though diversity serves as a valuable source for rhetorical inquiry, expressivist instructors who privilege diversity writing may also overemphasize the essential authenticity of their students’ vernaculars. This romantic and salvationist impulse reveals the troubling implications of eighteenth-century Natural Language Theory and may, consequently, lead to exoticizing and stereotyping students’ linguistic performances.

Research Article| January 01 2006 Rhetorical Maneuvers: Subjectivity, Power, and Resistance Kendall R. Phillips Kendall R. Phillips Search for other works by this author on: This Site Google Philosophy & Rhetoric (2006) 39 (4): 310–332. https://doi.org/10.2307/20697165 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kendall R. Phillips; Rhetorical Maneuvers: Subjectivity, Power, and Resistance. Philosophy & Rhetoric 1 January 2006; 39 (4): 310–332. doi: https://doi.org/10.2307/20697165 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 CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2006 The Pennsylvania State University2006The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

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This essay interrogates the dominant conception of natural ability in classical rhetoric, the necessary-but-not-sufficient theory of aptitude. It describes articulations of this commonplace, by Quintilian and Plato, and then specifically examines Isocrates' problematic affirmation and resistance to a highly determinant version of aptitude. This essay suggests that in the context of contemporary composition studies, Isocratic ambivalence may represent a productive strategy in order to reinvigorate dormant inquiries in language, human nature, and ethics, and to contest powerful attitudes and assumptions that currently champion the primacy of natural ability over experience.

Abstract Technical communication practices have been changed dramatically by the increasingly ubiquitous nature of digital technologies. Yet, while those who work in the profession have been living through this dramatic change, our academic discipline has been moving at a slower pace, at times appearing quite unsure about how to proceed. This article focuses on the following three areas of opportunity for change in our discipline in relation to digital technologies: access and expectations, scholarship and community building, and accountability and partnering.

As society increasingly inhabits digital spaces in addition to physical places, the environment in which professional communication programs function undergoes fundamental change. The specific dynamics of these digital spaces have resulted in the emergence of learning marketspaces and present a program with three choices for positioning itself: (1) staying at its homestead, its own individual home page; (2) paying rent for a space in someone else's learning marketspace; or (3) partnering to build a learning marketspace. This article addresses the third choice and suggests how programs may go about partnering to build a learning marketspace. The authors examine the following questions: Why partner to develop a learning marketspace? What are critical components of a learning marketspace for professional communication? and How might we assess a program's readiness for partnering in the learning marketspace?

Contrastive rhetoric scholarship researches rhetorical structures across languages to predict the difficulties experienced by students learning to write essays in a second language. The paradigmatic contrast is between Western languages (e.g., English) that are said to exemplify “linearity” and “directness” and Eastern languages (e.g., Chinese, Japanese) that are said to exemplify “nonlinearity” and “indirectness.” The prime examples in English-language contrastive rhetoric scholarship of Asian essay structure are the four-part Chinese qi cheng zhuan he and Japanese ki sho ten ketsu, whose third steps are said to represent a “turn.” The author's research into Chinese and Japanese-language scholarship on these two structures finds that the “turn” is not a rhetorical move of “circularity” or “digression” as commonly assumed but rather serves as the occasion to develop an essay further by alternative means. The implication for second-language writing is recognition of greater similarities in essayist literacy across these languages than previously supposed.

Questions whether authors can authentically represent a culture of which they are not a part. Considers what kind of shifts will occur in preservice teachers’ understandings of the “right to write.” Finds that as preservice teachers learn more about the current debate through class readings and discussions, they move from straightforward statements to hesitations over the hard issues raised.

Explores differences in adolescents’ styles of responding to poetry and relates these differences to contrasts in the way students narrate stories of personal experience. Finds contrasts between working-class and middle-class students in styles of responding to poetry which show parallels with their contrasting styles of narrating stories of personal experience.

This essay details the experience of designing, implementing, and evaluating an online course in audience analysis at the graduate level. Through a discussion of the culture of this online course, I describe how the educational culture of the Land Grant Mission flowed into our efforts to create a quality learning experience, and how the Web modules and asynchronous (listserv) and synchronous (MOO) conversations influenced communication and learning.

(1998). Unmasking buffalo bill: Interpretive controversy and the silence of the lambs. Rhetoric Society Quarterly: Vol. 28, No. 3, pp. 33-47.

Explores issues, problems, and procedures involved in large English departments which use portfolio assessment and where part-timers and full-timers need to collaborate in this process. Offers recommendations involving the relationship of part-time and full-time teachers in such programs.

Describes a team-taught course called Mythic America which integrated literature and history and which deepened students’ understanding of each. Describes developing the course, its schedule, and its evaluation. Discusses the six major myths which were examined through readings in literature and history, and how they prompted students to think seriously about their own values and myth-making processes.

This work begins with the assumption that writing is at the heart of education and then provides a meta-theory to respond to the question: what is involved in the effective teaching of writing at the secondary and first-year undergraduate level?

Sophistical Rhetoric in Classical Greece by John Poulakos. Columbia, S.C.: University of South Carolina Press, 1995, pp. xiv + 220. Prisoner of History: Aspasia of Miletus and Her Biographical Tradition by Madeleine M. Henry. New York and Oxford: Oxford UP, 1995; 201 pp. Reclaiming Rhetorica: Women in the Rhetorical Tradition edited by Andrea A. Lunsford. Pittsburgh, University of Pittsburgh Press, 1995; xiv; 354. Political Rhetoric, Power, and Renaissance Women eds. Carole Levin and Patricia A. Sullivan. Albany: SUNY Press. 1995. 293 pp. Allegories of America: Narratives, Metaphysics, Politics, by Frederich Michael Dolan. Ithaca: Cornell University Press, 1994, 232 pp. The Past as Future by Jürgen Habermas (Interviewed by Michael Haller); edited and translated by Max Pensky. Lincoln, NE: University of Nebraska Press, 1994; xxvi; 185pp.

Consulting engineering firms that produce reports for clients benefit from having engineers who can write clear, well-organized, grammatically correct descriptions of the work they perform. Despite the obvious value gained through engineers who can write well, universities and the firms themselves do not as a rule train engineers in business technical writing. A typical program a firm can institute to promote writing skills would include developing a house style guide as well as concise examples of writing engineers should emulate and screening and practice exercises. The ability to first organize material in an outline is critical to efficient composition. Engineers with limited English skills can be instructed in building clear, logical lists that can be efficiently converted into narrative form by an editor.

The idea for this symposium began when Sheryl Fontaine and Susan Hunter told Rick Gebhardt about two studies they had made of manuscript reviewing practices in composition studies--one surveying experiences and perceptions of authors and one dealing with journal referees. The subject of peer reviewing seemed an important one for a field working, as ours is, to definie its scholarly identity. Rick sensed that his efforts to bring blind refereeing to composition's oldest journal might prove useful in exploring the subject and, for addtional views, he contacted several of CCC's consulting readers. Carol Berkenkotter, who had been studying peer reviewing in the sciences, agreed to attempt a brief theoretical perspective. Phillip Arrington decided to explore the subject personally, from his experiences both as author and referee. And Doug Hesse chose to use personal experience, chaos theory, and MLA panels to discuss referees' reports as scholarship.

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We surveyed 1,152 employees of a midwestern telephone company to test the effects of gender and employee classification level on work outcomes. To determine whether gender differences in this organization were stable or context dependent, competing hypotheses were established from both structural and socialization perspectives. Significant main effects of gender and employee classification level were predicted and found by structuralist theory. Women reported lower job satisfaction and interaction as less desirable than men, whereas hourly workers reported lower supervisory support, teamwork, communication satisfaction, and accuracy of information than salaried workers. Structuralist theory also predicted and found significant interaction effects for satisfaction with communication, supervisory support, teamwork, and desire for interaction. However, both theories operated for employees' perceptions of information accuracy.

The goal of this study was to expand our understanding of mentoring situated within electronic exchanges. Focusing on three graduate and five undergraduate mentors’ responses via telecommunications, we explored the strategies mentors used to make their reading and understanding of the texts explicit to their students, the responses mentors provided to demonstrate how students might revise, and mentors’ perceptions toward mentoring. Mentors responded to eight drafts from 24 ninth-grade students over an eight-week period, generating an average of 20 comments per student draft. Data collected included response grids of each mentor’s comments to students, interviews with mentors midway and at the end of the study, and journals kept by the mentors. Results showed that mentor pre-project expectations about responses they might make to students did not correspond to their actual responses, and that as the project progressed, mentor responses formed patterns corresponding to the draft of the students’ writing assignment. Additional differences were found based on mentors’ previous teaching experience, gender, and requests for feedback. Mentors expressed as their greatest difficulty not knowing which comments were perceived by students as most helpful

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Donna Burns Phillips, Ruth Greenberg, Sharon Gibson, College Composition and Communication: Chronicling a Discipline's Genesis, College Composition and Communication, Vol. 44, No. 4 (Dec., 1993), pp. 443+445-465

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.

Although collaboration in technical communication is not a recent phenomenon, the attention it is receiving is new. This recent attention has generated an increasing number of well‐designed and provocative studies that are concerned with collaboration in technical communication contexts as well as with the processes of collaboratively conceptualizing, creating, and producing technical texts. Much of this research, which is forcing a reexamination of theories that affect the pedagogy and practice of collaboration, draws on a broad interdisciplinary foundation and utilizes an array of multi‐methodological approaches, both quantitative and qualitative.

Imitation has long been a method and theoretical basis for rhetorical instruction. It has also enjoyed a complex, if not always glorious, history-a lineage which extends from the apprenticeship of sophists in Plato's Greece to the moral education of orators in Quintilian's Rome; from the nurturing of abundant expression in a Renaissance text by Erasmus to the cultivation of taste in an Enlightenment text by Hugh Blair. In the last few decades, however, we have witnessed dramatic changes in how we look upon imitation-changes largely influenced, we think, by the process movement, with its various emphases on invention and revision, expression and discovery, cognition and collaboration. In the wake of shifting so much of our attention to writing processes, we might well expect imitation to have been pronounced as dead as Nietzche's God was a century ago. But if the literature reviewed here is any indication, rumors of imitation's death have been greatly exaggerated. Most of the studies in our survey are favorablyand surprisingly-disposed to imitation's continued practice. Such studies typically call for a revised understanding of imitation, a novel approach which reveals the proponent's understanding of the need to somehow demonstrate imitation's acceptability to a community which presumably resists its use. Why? Most likely because imitation turns on assumptions about writing and learning which many find discomforting, if not altogether objectionable. There are, of course, fairly complex historical, cultural, and theoretical reasons for our current aversion to imitation, many of which we explore later in our review. But the important point for us is that those who argue for imitation-however much they may differ in their various arguments-share an awareness that its use must be justified in answer to, and anticipation of, its critical refusal by the community at large. What we infer from this awareness is the community's largely tacit rejection of imitation. That's not to say, of course, that explicit criticism of imitation is wholly absent from the literature.' But in a context where many readily assent to the idea that almost any form of direct imitation leads to a distortion of the writing process, there is little urgency to speak against its use in the writing classroom (Judy and Judy 127). Indeed, only those who desire a reevaluation of imitation need

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With the advent of electronic networking, writing pedagogy has moved into the arena of computer-supported collaborative writing, using collaborative writing as an instructional means to promote a more social view of the writing process. Therefore, as business and technical communication researchers and instructors, we need to ask the following questions: What kinds of software have been developed to aid computer-supported collaborative writing in the workplace and in the writing classroom? What benefits and problems have resulted from the design and use of this software? What research issues should be addressed as we approach the next decade of computer-supported collaborative writing? In this article the author explores these questions, highlighting five computer-supported collaborative writing systems from the workplace and five such systems from the writing classroom.

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This author states that early man's fears and distrust of fellow man are basic phenomena, which he postulates were caused by lack of communication—a complex process requiring intelligence and understanding. Methods of classroom communication determine the amount of learning by students. Audiovisual materials used in conjunction with proven teaching methods interact with perceptor sensory mechanisms through which learning is accomplished. Various kinds of audiovisual aids are compared and assessed: chalkboards, the overhead projector and programmed learning are discussed at length but author states much research is still needed before definitive conclusions can be drawn.

Without detailing the volumes of biological data that have been generated about the cerebrating organism known as man, the author attempts to identify some of the factors that may be germane to the communication process.