Presents reviews for the following list of books, Information Experience: The Strategy and Tactics of Design Thinking.

Background: With climate change becoming a critical issue, scientists and policymakers are developing solutions to address the risks it poses. One such solution is Carbon Capture and Storage (CCS), which reduces the amount of CO2 that enters the atmosphere by capturing it and storing it underground. Literature review: Previous research on CCS has focused on the technical interpretation of risk through quantitative risk analyses. Social science research has focused on public acceptance of CCS, and to what extent knowledge about risks plays a role. However, a comparison of risk perceptions from both CCS developers and local community members during a CCS study, and why these perceptions are different is absent. Research questions: This article attempts to fill this gap by asking: 1. How do perceptions of potential CCS risks vary between interested local community members and CCS technical professionals, and how do these perceptions influence the messaging and receiving of risk communication? 2. What personal, institutional, and other factors, such as past experiences with heavy industry, influence how people view CCS and its risks? Methodology: Through 30 interviews and participant observation, this study examines the varied perspectives on the risks of CCS among local community members and CCS professionals analyzed using thematic coding and a quantitative analysis of codes. Results and discussion: Findings suggest that there are clear differences in how local community members and CCS professionals think about the risks of CCS, such as CCS professionals addressing risks to the project rather than risks of the project that community members reference most frequently. Implications: By identifying institutional reasons why these gaps in risk perceptions appear, this article provides insights into what risk communication practices are being used and how they impact project communication.

Kristin Pickering presents a valuable case study that focuses on how professional communicators and researchers make sense of the narratives and values between stakeholders who may be at odds with each other. This is especially important in land usage and environmental protection cases like the Grey Cliffs, where the practices of private citizens and government regulated organizations conflict. Through Pickering's well-structured case study, she shares a fascinating web of documentation practices, discourse expectations, and community narratives and how they affect the communication practices between organizations and communities.

Drawing on insights from environmental systems and cross-disciplinary knowledge about ecology, this multimodal video essay narrates the collaborative process of three writing center practitioners as they created a curriculum for a professional development series on writing center ecologies—a curriculum rooted in ecological principles of scale, relationality, care and wellbeing, belonging, sustainability, and justice. Utilizing the power of image, sound, and audio, the trio brings each principle to life, sharing their personal and professional stories to highlight the importance of understanding place, culture, and power in shaping writing center dynamics. They advocate for care, sustainability, and justice in writing center practices by considering the long-term and large-scale impact of daily practices and relationships on broader systemic issues. Through this process, they not only exemplify what an ecological approach to writing center work looks like in our ecosystems, but also imagine the possibilities of how it can enhance writing center values, practices, and policies.

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: This article investigates the conditions under which someone can be deemed an effective spectator of a poetic or oratorical performance, first considering Aristotle's distinctive theory of mimesis from Poetics . The question of whether Aristotle believes that spectatorship has a positive effect on the soul (not expressly dealt with in Poetics ) is illuminated by Aristotle's argument in Rhetoric that effective rhetorical performances produce psychic correspondences between speaker and audience member, something like "sympathies," crucial to Aristotle's theory of successful political persuasion and action. Aristotle coins a new term sunomoiopathein to explain how these sympathies obtain. The audience member in a rhetorical speech literally identifies with the character of the orator—an activity parallelled by the spectator's mimesis of the theatrical actor's actions. Hence, the dramatic and rhetorical stages become, for Aristotle, universal centres for learning about human character and its consequences for ethical and political action.

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.

Background and key aims: As a result of economic, social, and technological changes, companies wishing to compete in the global economy see both technical communication and translation as integral to continued relevance. The purpose of our research is to identify the evolutionary convergence of technical communication and translation through an analysis of published academic studies. Method: We conducted an integrative literature review for the period extending from 2000 to 2022. We selected publications from online bibliographic databases and then followed a staged review process aimed at identifying relevant studies. We carried out an overall thematic analysis, complemented by an analysis of subgroups of sources. We also looked at the “initial drivers” behind studies. Then, we explored possibilities for using network visualizations to account for the interaction between papers and the associated relevance both disciplinarily and globally. Results and discussion: The themes of field convergence and localization are represented consistently throughout the two-decade period. The need for virtual team collaboration accelerated during the second decade, largely because of online collaborative projects between students of technical communication and students of translation. Surprisingly, technology was the focus of only a minority of papers. Exploratory use of visualization tools showed that there still is a lack of overlap in terms of scholarly attention across the US and Europe. Conclusions: Our study shows thematic convergence in scholarship in the two disciplines. Future similar studies might gain from using network visualizations to better illustrate the interaction between studies.

Through the guidance of social presence theory, this study sought to understand how instructors’ affirming messages and social presence behaviors affect students’ writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students’ writing apprehension in the business communication classroom. Both models also indicate that students’ burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online.

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.

Peer feedback has long been an essential part of a process approach to writing in university EFL classrooms. This study examines how the affordances of peer feedback are shaped by students’ language choice. We interviewed 27 Chinese university students in an English writing course about their experiences giving and receiving oral peer feedback on an initial and revised draft of an essay. Semi-structured interviews were analyzed thematically and triangulated with stimulated recall, transcripts of peer review discussions, and content analyses of learners’ incorporation of feedback across essay drafts to better understand perceptions and actions following from language choice during oral peer review of their L2 writing. Findings show that students incorporated 56 percent of oral peer feedback instances when revising, and almost all of these occurred in students’ first language, Chinese. Participants described the L1 affordances of clarity, efficiency, and pragmatics as important considerations when giving oral feedback on peer writing. Through triangulation of oral peer feedback discussions, change across essay drafts, and student interviews, language choice is shown to be a supportive practice for L2 writers in oral peer feedback. In contrast to previous research that suggests that the L1 is used primarily for solving problems and less frequently for discussion of content, our findings show that students chose to use their L1 for peer review because of the perceived support offered for improving their writing – namely, clarity, efficiency, and pragmatics.

This paper aims to interrogate a writer-researcher’s journey through practice-led inquiry (Gray, 1996) within a broader discourse that acknowledges academic writing as contested. Indeed, the quest of a migrant writer for recognition of their writing in another land requires a deep understanding of the many layers that make up the provenance of their writing practice: A second language, and both their cultural identity and literary background, provide layers of knowledge and experience that fuse to form a 'style' and ultimately a writing ‘niche’. The readership of their writing carries its own provenance and therefore the additional bias of ‘the home ground’. As it reads in the title, palimpsest, in its figurative sense, is a notion that implies levels of meaning in a literary work. Although not the first writer to use the concept figuratively, it was Thomas De Quincey who wrote an essay entitled “The Palimpsests” (1845), which would inaugurate “the substantive concept of the palimpsest” (Dillon, 2005, p. 243). Similarly, Barthes (1989, p. 99) referred to a text as a layered discourse, an onion, a superimposed construction of skins (of layers, of levels, of systems) whose volume contains, finally, no heart, no core, no secret, no irreducible principle, nothing but the very infinity of its envelopes—which envelop nothing other than the totality of its surfaces. As a writer surfaces, discriminates, and understands the different layers that fashion their writing, and wields their particular use of English as a second language, their practice becomes more authentic. That authenticity becomes a dual threshold element of an exegesis argument, representing faithfulness to the practitioner, and translating or bridging the gap between first language readers and second language voices.

Writing center pedagogy requires that consultants use directive, nondirective, collaborative, and emotionally-aware methods to provide personalized writing assistance. Consultants are expected to be highly skilled in rapport and relationship building. Interestingly, few studies investigate how consultants’ personalities—including introverted and extroverted traits—may influence their experiences with consulting. Drawing from a diverse group of scholars, I use research from the field of psychology and studies on personality theory to interpret what characteristics define extroversion and introversion. From there, writing center scholarship is evaluated to examine whether the scholarship is biased towards introverted or extroverted traits. Although most research presented does not overlap to show how personality and pedagogy intersect, using personality theory to understand extroverts’ social inclination and introverts’ observational skills enables researchers and directors to explore what constitutes effective consultation strategies. Reevaluating these strategies may result in the abandonment of certain practices and, more than likely, specialized training may need to be added for consultants to comprehend and apply the pedagogy in a way that suits their skillsets. Keywords : introversion, extroversion, personality, directive, nondirective, empathy, consultant training, tutors, writing center

This webtext uses four Artifacts—annotated video excerpts of class recordings— to demonstrate how web conferencing and collaborative word processing platforms can be used to bolster interactivity, teaching presence, and social presence in synchronous online writing classes.

This article introduces the theoretical concept of “writing center space-time” and reports on an empirical study which finds that offering a diverse range of tutoring modes increases access to writing center resources. We encourage our fellow writing center practitioners to consider this proposed space-time framework to gain a more inclusive, more equitable, and ultimately more productive perspective on accommodating a diverse student body. Our project, at its core, is about access and equity, and we share details and outline data from our preliminary study in the hopes that other writing centers may be inspired to take up similar inquiries and expand tutoring services and modalities in other regions, locales, and institutional settings.

A reflective, ethnographic study of a grassroots, antiracist educational workshop (The Conversation Workshops, TCW) reveals that writing center (WC) pedagogy and feminist invitational rhetoric’s (FIR) influence on TCW enables participants to recognize their own and their partners’ expertise, meaningful experiences, valuable perspectives, and their need to be listened to, accounted for, and understood. In an invitational model, particularly one based on a one-with- one, interpersonal dynamic, participants are more like collaborators than audiences, an approach that can be applied in diverse educational settings, and which reflects the WC’s model of one-with- one pedagogy. This dynamic also reveals one of TCW’s major limitations; the invitational model demands significant emotional and interpersonal labor, especially on the part of the initiator, which is only appropriate and productive in certain contexts. When combined with self-reflection, articulated positionality, and study of systems of oppression, writing centers can help facilitate antiracist community building by deploying their one-with- one pedagogical practices to call in accomplices beyond the writing center.

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.

Teaching writing involves helping students develop as critical communicators who use writing to question often-unseen systems of power enabled by infrastructures, including digital spaces and technologies. This article uses Walton, Moore, and Jones' (2019) 3Ps Framework---positionality, privilege, and power---to explore how, through assignments we developed incorporating the Fabric of Digital Life digital archive, instructors can make visible to students the invisible layers of infrastructure. Using the 3Ps framework, we illustrate how our pedagogical approach encourages students to use writing to interrogate digital infrastructure and the ways it is entangled with positionality, privilege, and power.

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.

Using the 1980s Centers for Disease Control’s (CDC) surveillance definitions for AIDS, this article examines how the CDC’s rhetorical techniques may have been harnessed to create more inclusive AIDS morbidity and mortality data in the U.S. epidemic’s first decade. The CDC’s decision to privilege disease specificity over sensitivity led women, people of color, and drug users to be underrepresented in epidemiological reporting due to AIDS’s manifestation as more commonly seen—­and therefore less specific—­diseases in these populations. My analysis of the first three AIDS definitions shows heavy reliance on four classical topoi as the CDC sought to constrain who was and was not considered an AIDS case for national reporting. I argue that, while these four topoi—­space, time, correlation, and causation—­did constrain symptoms to the desired specificity, the CDC had the ability to place similar specifications on common diseases for the sake of including vulnerable communities in surveillance data.

About the case: First-generation Latinx students in technical and professional communication (TPC) and other graduate programs represent a growing percentage of students, yet stories of their experiences within higher education remain muted. We analyzed 10 Latinx testimonios (culturally situated narratives) wherein they voice their experiences as first-generation students in US graduate programs. Testimonialistas expressed how they navigate the complexities of being first-generation students and described how they persist and enact social justice. Situating the case: TPC programs may examine the relationship between social injustices and student retention and recruitment efforts, yet there is a dearth of literature regarding specific obstacles that Latinx students face. We examined how they build success through coalitional action and culturally informed tactical decision-making. Methods: We recruited participants who self-identified as first-generation Latinx students in TPC and other graduate programs. We conducted and recorded semistructured interview sessions based in testimonio and intersectional feminist methodologies. We used qualitative data coding and MAXQDA coding software to assemble and map social justice themes at work across the testimonios . Results: Analysis suggests that first-generation Latinx graduate students draw on complex informal and formal networks to aid their success, desire more effective culturally responsive mentorship, and develop tactical decision-making skills to circumvent oppressive behaviors. Conclusions: We suggest that directors, mentors, administrators, faculty, and Latinx students begin with a social justice framework to better listen to, understand, and address first-generation Latinx college experiences and build cohort-based support mechanisms into programmatic objectives and professional development sessions.

Book Review| February 01 2022 Review: Moms in Chief: The Rhetoric of Republican Motherhood and the Spouses of Presidential Nominees, 1992–2016, by Tammy R. Vigil Tammy R. Vigil, Moms in Chief: The Rhetoric of Republican Motherhood and the Spouses of Presidential Nominees, 1992–2016. Lawrence: University Press of Kansas, 2019. 272 pp. ISBN: 9780700627486 Sara Hillin Sara Hillin Lamar University Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2022) 40 (1): 100–102. https://doi.org/10.1525/rh.2022.40.1.100 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Sara Hillin; Review: Moms in Chief: The Rhetoric of Republican Motherhood and the Spouses of Presidential Nominees, 1992–2016, by Tammy R. Vigil. Rhetorica 1 February 2022; 40 (1): 100–102. doi: https://doi.org/10.1525/rh.2022.40.1.100 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentRhetorica Search This content is only available via PDF. © 2022 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http://www.ucpress.edu/journals.php?p=reprints.2022The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Reviewed by: Moms in Chief: The Rhetoric of Republican Motherhood and the Spouses of Presidential Nominees, 1992—2016 by Tammy R. Vigil Sara Hillin Tammy R. Vigil, Moms in Chief: The Rhetoric of Republican Motherhood and the Spouses of Presidential Nominees, 1992—2016. Lawrence: University Press of Kansas, 2019. 272 pp. ISBN: 9780700627486 In a thoroughly researched and timely study of women’s participation in American political life, Tammy R. Vigil explores how partners of presidential nominees have navigated the thorny territory of public and private spaces, often battling the media’s representation of their roles as wives, mothers, and public political figures in their own right. The text concerns itself in part with how presidential nominees’ partners offer insights into “the expectations of presidential partners” despite the fact that, as Vigil acknowledges, there are no established guidelines for evaluating the work of [End Page 100] the (almost always) women who fulfill that role (2). Though the book gives special emphasis to the years between 1992 (hailed as the Year of the Woman) and 2016, Vigil begins with a rich historical discussion of presidential wives’ involvement in their husbands’ campaigns, mentioning, for example, how Louisa Adams “used open house receptions to court potential supporters for her husband’s bid for the presidency” (5). Such examples, which involve women facilitating a salon type of discourse, echo suggestions from rhetoricians such as Christine de Pizan, who championed women’s ability to use influence as a rhetorical tool. Vigil’s ethos in this historical and rhetorical analysis is firmly established in the introductory chapter, where she takes readers as far back as 1808, noting that evidence of smear campaigns against presidential candidates’ wives may have begun with women such as Dolley Madison, who was in 1808 “accused of having had an affair with incumbent president Thomas Jefferson” (3). Vigil’s sharp attention to the fact that some sort of media presence has, almost from the beginning, either helped or hampered presidential nominees’ spouses, provides a corrective to any notion that such interference is a more recent phenomenon. Vigil spends much of the introductory and first chapters exploring the evolution of women’s involvement in political life, noting how, although women “were initially conceived of as apolitical beings” (34), they were actively involved in all facets of decision making in certain “public roles customarily closed to them” during men’s absence through the American Revolution (22). Noting the restrictive view of women’s ability to “function outside the home” (17) promulgated by influential writers such as David Hume, Vigil illustrates how women were indeed more than capable of rising to the challenge of political participation as more opportunities became available to them. Vigil also notes how nineteenth-century ideologies about women began to shift and how changing beliefs regarding the necessity of women’s public participation—as evidenced by texts such as John Stuart Mill’s 1869 On the Subjection of Women (23)—allowed women to go to work outside the home and, therefore, move more fluidly between the public and private sphere (24). The first chapter also introduces a concept that anchors much of the discussion of political wives/mothers in the rest of the text: republican motherhood, which Vigil notes was a “rhetorical strategy” (28) to push the notion of an “ideal female patriot” (27). The republican mother, Vigil notes, was a concept that left women “duty-bound to protect and cultivate the home” but also encouraged debates concerning “women’s appropriate concerns and actions outside the home” (28). The essential historical groundwork laid in the introductory and first chapters allows readers to much more fully appreciate both the political opportunities that have opened up for women since and the challenges that those opportunities have presented. The subsequent chapters of Moms in Chief explore more specifically how various presidential nominees’ partners have been seen to either adhere to or deviate from the republican motherhood framework. The second chapter concerns itself with Barbara Bush and Hillary Rodham Clinton, two seemingly [End Page 101] diametrically opposed figures when discussed from the terministic screen of republican motherhood. If the ideal republican mother was, as Vigil notes, “other-centric, self-sacrificing, primarily concerned with domesticity, and...

This study includes interviews with 70 undergraduate students enrolled in online or hybrid first-year composition (FYC) classes at one of four universities in the United States and analyzes students’ perceptions of digital peer review. Arguing that the Community of Inquiry (CoI) Framework is a logical heuristic for examining writing studies research, this study finds that synchronicity might be more significant than modality with respect to the ways that peer review is able to achieve social, teaching, and cognitive presence. Overall, this study suggests that synchronicity is a common thread woven throughout each of the CoI presences as a potential way of alleviating negative evaluations of and achieving a learning community through peer review. Data further suggest that hybrid and online students conceptualize relationships as creating a sense of community that is work-based rather than friendship-based, that students might not be aware of or able to foresee ways that peer review applies to other writing contexts or classes, and that instructors could better prepare students for peer review in classrooms and beyond.

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.

Background: College and university science, technology, engineering, and mathematics (STEM) students in Japan, who hope for careers in science and technology fields, lack the motivation to learn English as a second language (L2), impairing their current capacities to learn the L2 and their future abilities to communicate globally once employed. Literature review: Although these students' motivation to learn English seems strongly linked to the external pressure to do well on a standardized English test, gain employment, and progress up the career ladder, this extrinsic motivation may not be as beneficial for their L2 learning as positive images of themselves using English in future situations. Three types of future career-related self images-an Ideal L2 Self, a Probable L2 Self, and an Ought-to L2 Self-are hypothesized to promote L2 achievement. Research methodology: Data from questionnaires examining psycholinguistic variables for 1013 Japanese STEM students of English were subjected to ANOVA and multiple regression analysis with three L2 Self variables as predictor variables and scores from the TOEIC standardized English exam as the outcome variable. Results/discussion: ANOVA results showed that students had a strong image of themselves as needing English for future career goals, as measured by the Ought-to L2 Self, but had lower levels of Ideal L2 Self, the variable measuring a future image as a fluent user of English. In the regression analysis, the Ought-to L2 Self predicted lower TOEIC exam scores; conversely, the Ideal L2 Self predicted greater TOEIC scores. These paradoxical results indicate that Japanese STEM students struggle motivationally to improve English skills needed for future STEM job-related communication, despite feeling pressured to do so. Conclusions: To encourage the formation of students' images of Ideal L2 selves or stronger Probable L2 selves, STEM teachers and language teachers of Japanese STEM students could introduce motivational interventions. For example, positive role models of English language learners could visit classes and demonstrate how they have applied their English as a foreign language (EFL) learning experiences to future careers.

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.

Technical communicators are often charged with creating access to meaning through technology. However, these practices can have marginalizing effects. This article argues for reimagining accessibility through virtue ethics. Rather than identifying accessibility as an addition to document design or a set of guidelines, virtue ethics situates accessibility as a habitual practice, part of one's character. This article describes the application of virtue ethics in a university partnership, which sought to create a culture of accessibility through three goals: to consider accessibility as an on-going process, to consider accessibility as a "vital" part of all document design, and to recognize accessibility as a shared responsibility among stakeholders. Focusing on the virtues of courage and justice, we interpret data from a survey of instructors and then provide suggestions on how others can join the accessibility conversation.

This experience report shares the story of course redesign for cultivating technological and code literacy. This redesign came about as a result of listening to advisory board members as well as responding to recent scholarship calling for more specifics on the teaching of component content management and content strategy. We begin with discussion of code literacy differentiation between code-as-language, code-as-tool, and code-as-structure. We then share detail about our advisory board engagement and the resulting advanced-level technical communication course in which, framed by technological literacy narratives, students produce a static HTML site for a client, develop a repository for this work (GitHub), use XML and the DITA standard for dynamic document delivery, and create a digital experience element to accompany the site. We document and analyze student narratives and online course discussions. We emphasize a more holistic approach to code literacy and that course redesign should be a collaborative endeavor with advisory board members and industry experts. Through these experiences, students gain requisite knowledge and practice so as to enter the technical communication community of practice.

This article details an assignment sequence asking students to apply an adaptation of Swales and Feak's (2009) model of social sciences abstract writing to articles in the humanities. This model works as an exploded diagram of the article, explicitly identifying research questions, data, methods, results, interpretations, and implications. The assignment provides students, first, with a reading tool for exposing the articulated construction of academic research articles. Second, as a writing tool, it allows students to practice comprehensive synthesis; the breakdown of multi-part claims; concision and clarity; and selective quotation. Finally, it facilitates the next step in students' research process: framing new inquiry by identifying uses and limitations in prior scholarship. This assignment sequence has been used in first-year composition and upper-division WID/WAC courses in the humanities; it can be adapted for courses in social and natural sciences and for graduate courses.

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.

Introduction: Virtual reality (VR) has gained popularity across industries for its ability to engage users on a level unprecedented by print or 2-D media; however, few guidelines exist for the use of VR technologies in technical and professional communication (TPC) curricula. To address this need, this experience report details the study of a recognizable and adopted set of VR devices to promote understanding of the ways in which emerging VR technologies provide new approaches to pedagogy. Literature review: Drawing from literature in computer science, communication studies, and anthropology, as well as embodiment and phenomenology, the authors provide a historical account of VR development. About the study: Using three concurrent case studies and qualitative interviews, the authors share their deployment of three low-end to high-end VR devices: Google Cardboard, Google Daydream View, and HTC Vive. Using a modified heuristic, the authors assess the functions, features, and uses of the devices; showcase current or potential deployments; and for triangulation, provide a user study of two devices. Results/discussion: VR immersion can provide students with a deeper understanding of course content; immersion in future workplaces can give students an initial vision of their project and profession; concepts can be seen from new vantage points; and user themes include felt experience, sense and sensibility, agency and autonomy, and constant identities. Together, these themes provide an entry into discussions of designing VR content for technical and professional communication. Conclusion: The authors discuss limitations to VR integration and provide resources so practitioners might implement VR in engaging and relevant ways.

The Writing Mentor TM (WM) application is a Google Docs add-on designed to help students improve their writing in a principled manner and to promote their writing success in postsecondary settings. WM provides automated writing evaluation (AWE) feedback using natural language processing (NLP) methods and linguistic resources. AWE features in WM have been informed by research about postsecondary student writers often classified as developmental (Burstein et al., 2016b), and these features address a breadth of writing sub-constructs (including use of sources, claims, and evidence; topic development; coherence; and knowledge of English conventions). Through an optional entry survey, WM collects self-efficacy data about writing and English language status from users. Tool perceptions are collected from users through an optional exit survey. Informed by language arts models consistent with the Common Core State Standards Initiative and valued by the writing studies community, WM takes initial steps to integrate the reading and writing process by offering a range of textual features, including vocabulary support, intended to help users to understand unfamiliar vocabulary in coursework reading texts. This paper describes WM and provides discussion of descriptive evaluations from an Amazon Mechanical Turk (AMT) usability task situated in WM and from users-in-the-wild data. The paper concludes with a framework for developing writing feedback and analytics technology.

Background: It is important for developers of automated scoring systems to ensure that their systems are as fair and valid as possible. This commitment means evaluating the performance of these systems in light of construct-irrelevant response strategies. The enhancement of systems to detect and deal with these kinds of strategies is often an iterative process, whereby as new strategies come to light they need to be evaluated and effective mechanisms built into the automated scoring systems to handle them. In this paper, we focus on the Babel system, which automatically generates semantically incohesive essays. We expect that these essays may unfairly receive high scores from automated scoring engines despite essentially being nonsense. Literature Review: We discuss literature related to gaming of automated scoring systems. One reason that Babel essays are so easy to identify as nonsense by human readers is that they lack any semantic cohesion. Therefore, we also discuss some literature related to cohesion and detecting semantic cohesion. Research Questions: This study addressed three research questions:Can we automatically detect essays generated by the Babel system?Can we integrate the detection of Babel-generated essays into an operational automated essay scoring system while making sure not to flag valid student responses?Does a general approach for detecting semantically incohesive essays also detect Babel-generated essays?Research Methodology: This article describes the creation of two corpora necessary to address the research questions: (1) a corpus of Babel-generated essays and (2) a corresponding corpus of good-faith essays. We built a classifier to distinguish Babel-generated essays from good-faith essays and investigated whether the classifier can be integrated into an automated scoring engine without adverse effects. We also developed a measure of lexical-semantic cohesion and examined its distribution in Babel and in good-faith essays.Results: We found that the classifier built on Babel-generated essays and good-faith essays and using features from the automated scoring engine can distinguish the Babel-generated essays from the good-faith ones with 100% accuracy. We also found that if we integrated this classifier into the automated scoring engine it flagged very few responses that were submitted as part of operational submissions (76 of 434,656). The responses that were flagged had previously been assigned a score of Null (non-scorable) or a score of 1 by human experts. The measure of lexical-semantic cohesion shows promise in being able to distinguish Babel-generated essays from good-faith essays.Conclusions: Our results show that it is possible to detect the kind of gaming strategy illustrated by the Babel system and add it to an automated scoring engine without adverse effects on essays seen during real high-stakes tests. We also show that a measure of lexical-semantic cohesion can separate Babel-generated essays from good-faith essays to a certain degree, depending on task. This points to future work that would generalize the capability to detect semantic incoherence in essays. Directions for Further Research: Babel-generated essays can be identified and flagged by an automated scoring system without any adverse effects on a large set of good-faith essays. However, this is just one type of gaming strategy. It is important for developers of automated scoring systems to continue to be diligent about expanding the construct coverage of their systems in order to prevent weaknesses that can be exploited by tools such as Babel. It is also important to focus on the underlying linguistic reasons that lead to nonsense sentences. Successful identification of such nonsense would lead to improved automated scoring and feedback.

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.

The word "access" means to enter into, participate in, and engage with, and captions for sounds are a way to provide access to video content for persons with disabilities. Trying to capture an absolute way for captioning sounds in video media texts is as illusive, impossible, and unethical as trying to establish or declare a single way to write or to read a text. Sean Zdenek's book Reading Sounds investigates the practices that create captions and examines captions as a rhetorical artifact related to the composition of video. This review will examine Reading Sounds from the perspective of a practitioner in the area of web, classroom, and information communication technology accessibility and an academic focused on communication design and disability, indicating points relevant to both practitioners and academics.

This article offers both a theoretical underpinning and a case study of practice as exhibits of a more democratic community engagement praxis for rhetoric and composition educators. The case study featured in the article suggests re-positioning the importance of collaborative and democratic engagement as the cornerstone of successful community engagement work. While the case is situated in technical and professional communication, it affords an interdisciplinary representation of community engagement.

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.

Drawing on the experiences of two case study participants who were international multilingual graduate students, I argue that multilingual graduate writers’ budding identities as disciplinary experts sometimes hampered them from recognizing the kind of writing support they needed. As their identities shifted between expert and novice, disciplinary outsider and disciplinary insider, their perceived needs from writing centers changed as well. I suggest ways that writing centers may consider shifting their practices in order to meet multilingual graduate writers’ needs, wherever they are in their writing development.

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.

Very little has been written about the quite noticeable tendency of God to address himself in the Old Testament, starting with the opening chapters in Genesis and continuing, intermittently, until 2 Kings. These speeches may very well be the oldest examples we have of what James Hirsh calls “self-addressed soliloquies,” but they cannot be analyzed based on some of the theoretical ideas of Kenneth Burke, Chaim Perelman and Lucie Olbrechts-Tyteca, Augustine (who invented the term), or Harold Bloom. As my analysis of these speeches shows, God's rhetoric in these speeches, his ethos, is highly elliptical, ironic, and contradicts most of what readers expect from a soliloquy.

Very little has been written about the quite noticeable tendency of God to address himself in the Old Testament, starting with the opening chapters in Genesis and continuing, intermittently, until 2 Kings. These speeches may very well be the oldest examples we have of what James Hirsh calls “self-addressed soliloquies,” but they cannot be analyzed based on some of the theoretical ideas of Kenneth Burke, Chaim Perelman and Lucie Olbrechts-Tyteca, Augustine (who invented the term), or Harold Bloom. As my analysis of these speeches shows, God’s rhetoric in these speeches, his ethos, is highly elliptical, ironic, and contradicts most of what readers expect from a soliloquy.

In the wake of research showing failures in transfer of writing skills, the question of how to help students see how their learning goes beyond individual learning experiences has become a pressing concern in composition.In addressing this concern, scholars have primarily focused on improving our classroom pedagogy so that we are teaching for transfer.However, with the finding that transfer often needs to be cued and guided in order to be successful, we need to begin focusing on writing centers as crucial spaces for the facilitation of students' understanding of the transportability of writing-related knowledge.This article presents findings from a study that examines the effects of teaching writing center tutors about transfer theory.Findings suggest that educating writing center tutors about transfer theory can positively affect their ability to facilitate the transfer of writing-related knowledge.

This study sought to investigate the effectiveness of an information exchange protocol (M.I.S.E.R) designed to increase the effectiveness of messages pertaining to rural trauma patients and triage prioritization. Trained coders were randomly assigned to three conditions; audio, transcript, and transcript and audio. Participants coded several hundred actual information exchanges between first responders and medical command operators. Findings confirm the effectiveness of the M.I.S.E.R. information exchange protocol as well as the effectiveness of exchanging crisis messages via two-way radio as compared to having a transcript of the call or both audio recordings and transcripts. Implications for communication design, healthcare practitioners, and effective modes for exchanging crisis communication messages are presented.

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.

In this study, we examined 11 workplaces to determine how they handle termination documentation, an empirically unexplored area in technical communication and rhetoric. We found that the use of termination documentation is context dependent while following a basic pattern of infraction, investigation, intervention, and termination. Furthermore, the primary audience of the documentation is typically legal and regulatory bodies, not the employee. We also make observations about genre, collaboration, and authorship in these documents.

In this article, I evaluate Apple’s voice dictation software and reflect on how it might be integrated into the writing process for those who suffer from Repetitive Strain Injury (RSI) and other writing-related ailments. I discuss how voice recognition software could become a feature of the daily writing experience and speculate on how writing technologies could evolve in the future.

ABSTRACT This article examines the rhetorical transformation of Malthus’s concept of the “redundant population” into what Marx and Engels relabeled the “surplus population” and the “industrial reserve army.” Three rhetorical functions can be observed in this transformation. First, the altered terminology served as a rhetorical marker for a place of theoretical disagreement about economic causality. “Rhetorical marker” refers to a subtle terminological modification that has manifold ramifications for meaning and understanding. Second, this reconstitution of the masses reinforced opposed assumptions about the relationship of people to technology, and third, it provided a type of embodied material proof for Marx’s and Engels’s revolutionary politics.

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.

A model of how working memory, as conceived by Baddeley (1986), supports the planning of ideas, translating ideas into written sentences, and reviewing the ideas and text already produced was proposed by Kellogg (1996). A progress report based on research from the past 17 years shows strong support for the core assumption that planning, translating, and reviewing are all dependent on the central executive. Similarly, the translation of ideas into a sentence does in fact require also verbal working memory, but the claim that editing makes no demands on the phonological loop is tenuous. As predicted by the model, planning also engages the visuo-spatial sketchpad. However, it turns out to do so only in planning with concrete concepts that elicit mental imagery. Abstract concepts do not require visuo-spatial resources, a point not anticipated by the original model. Moreover, it is unclear the extent to which planning involves spatial as opposed to visual working memory. Contrary to Baddeley’s original model, these are now known to be independent stores of working memory; the specific role of the spatial store in writing is uncertain based on the existing literature. The implications of this body of research for the instruction of writing are considered in the final section of the paper.

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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.

This essay focuses on the implementation of a multimedia writing course and, in particular, a techno-literacy memoir project, which asked students (advanced undergraduates and graduate students) to use their creativity in choosing digital environments, such as podcasts, blogs, and wikis, for sharing their memories of gaining literacy through technology. What the students learned from this project was an ability to fluidly transition between print and digital literacy, along the way strengthening their ability to engage their audiences, and a recognition of their own cyborgian writing skills; indeed, they saw how various communication technologies were extensions of themselves. Through this project, they understood that they had been “cyborgs” since childhood (growing up with, for example, seemingly primitive Speak’N’Spells and Commodore 64s), and this realization helped them transition into a new repertoire of composing skills essential for 21st century student writers.

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.

Joan Turner (2004) suggests that for some students language only becomes ‘visible’ as a problem. With the expansion of UK higher education, more students will be discriminated against as their written language becomes visible. Recent scholarship recognises different literacies that students bring to higher education (Lea and Street 2000) and advocates moving away from a skills approach towards one which centres on how writers make meaning. This article endorses this positive progression from the ‘student deficit’ model but argues for an honest assessment of how students who do not already produce Standard Written English (Elbow 2000) can make their writing invisible so that readers are not distracted by ‘surface’ elements of the writing. Using empirical evidence and Pierre Bourdieu’s notion of ‘cultural capital’, it addresses a reluctance or inability to develop pedagogical solutions to a problem which is rooted in a persistently elitist and gate-keeping model of higher education.

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...

Reviews 215 Cicero, the priority of deliberative over judicial rhetoric, the particularity of practical judgment, and its ultimately controversial nature, usefully question contemporary theorists of deliberative democracy. The trouble with "public reason, as commonly understood, is that it aims at the unanimity of all reasonable persons. If one disagrees with the verdicts of public reason, then one convicts oneself of being unreasonable, which is not usually a welcome conclusion. In sum, this is an unusually ambitious and helpful book. I would want to rewrite slightly Garsten's judgments of Hobbes, Rousseau, and Kant. To me, their rhetoric against rhetoric served useful progressive purposes, allowing people with a diversity of opinions to live together in circumstances that seemed to suggest that only unanimity, imposed or not, could save us from religious wars brought about by the rhetoric of certainty. Each found a way of combating the rhetoric of certainty without replacing it by skepticism. Looking back, they only succeeded in their task by severely limiting the workings of practical judgment. Aristotle and Cicero were both well aware of the dangers of civil war, yet thought we could avoid them from deliberating together, not through circumscribing the power of individual practical judgment. Neither the anti-rhetorical liberals nor the Greek and Roman rhetorical theorists Garsten discusses provide much comfort to those, like Cheney, who think that Platonic allegiance to an absolute truth is the condition for freedom and democracv. Hobbes, Rousseau, and Kant saw a rhetoric of certainty as the enemy of freedom, and Aristotle and Cicero constructed forms of rhetoric that separated themselves from sophistic without the need for support from belief in absolute truths. Garsten usefully makes history more complicated, and more practical. Eugene Garver Saint John's University Bjorn Hambsch, .. ganz andre Beredsamkeit': Transformationen antiker und moderner Rhetorik bei Johann Gottfried Herder (PJaetorikForschungen 17). Tübingen: Niemeyer, 2007,280 pp. ISBN 3484680172 What changed in the eighteenth century? What made literature around 1700 different from writing a century later? How was literature theorized at the beginning, and how was it theorized at the end of the century? These are questions literary historians have been asking for a long time. In the literary historiography of the German-speaking countries, they have traditionally been entwined with further questions about the development of a distinctively German literature and the postulate of a breakthrough to an authentically German literary culture. 216 RHETORICA The nationalist answer to these questions was that in the course of the century the chilly foreign classicism of the preceding era was overthrown by ethnocentric proto-romanticism, and its arid rationalism by a literature of feeling and sensibility And Germany—the Germany of the Sturm und Drang—was in the vanguard. Its self-liberation from neo-classicism and rationalism propelled its literature to the forefront of European culture, leaving other nations trailing in its wake. This heroic story was elaborated in German literary histories of the later nineteenth and the first half of the twentieth centuries. A key element in the story was the claim that the eighteenth century saw the demise of rhetoric as a system of thought governing both literary production and the criticism of literature. Rhetoric, a system of rules derived from antiquity and codified in the European revival of learning, was the vehicle through which a Latinizing and classicizing culture exerted its normalizing hegemony over the native genius of the modern age. The German champion who overthrew rhetoric and liberated his own nation's culture from its tyranny was Herder. He was the founding father of modern German literature, who by liquidating the inhibiting legacy of rhetoric unburdened a whole new generation of writers and thus made possible the literary flowering of the final third of the century. The old progressive story has proved remarkably tenacious, even if its more strident nationalist elements have naturally been censored out since 1945. Much has been done to challenge and correct it. But given Herder's crucial position in the story, it is clear that no revision would be complete until his relation to rhetoric was thoroughly re-examined. It is this much-needed task that Bjorn Hambsch has set himself in his new book. He has done an...

This article describes an action research project conducted at two public schools in an urban center in the province of New Brunswick in eastern Canada. The project involved the development of and experimentation with a model for the instruction of writing (ÉCRI – écriture cohérente et raisonnée en immersion) at both the elementary and middle-school levels. Research questions focused on gaining insight into best practices for teaching writing through practitioner dialogue in professional learning communities (PLCs), classroom observation and videotaping, teacher reflections, and stimulated recall. The data gathered were analyzed to determine similarities and differences between the implementation of the model in elementary and middle school settings as well as second-language and first-language learning contexts. Results of the study demonstrate the applicability of this multi-phase model at both levels and in both learning environments and the adaptations necessary to meet the needs of learners in these contexts.

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.

Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships.

Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships.

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.

Research Article| January 01 2007 Philosophical Rhetoric Donald Phillip Verene Donald Phillip Verene Search for other works by this author on: This Site Google Philosophy & Rhetoric (2007) 40 (1): 27–35. https://doi.org/10.2307/25655256 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donald Phillip Verene; Philosophical Rhetoric. Philosophy & Rhetoric 1 January 2007; 40 (1): 27–35. doi: https://doi.org/10.2307/25655256 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 © 2007 The Pennsylvania State University2007The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

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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Even as writing centers have proliferated across American campuses, writing center discourse has been characterized by deep uncertainty. In a provocative, signature moment, Terranee Riley in his 1994 article "The Unpromising Future of the Writing Center" took a retrospective look at the writing center movement and made a gloomy prediction of its future. What he feared most was that the revolutionary potential of writing centers was ending, about to be replaced by a bland era of "business as usual" (21). This would happen because writing centers would progress in finding an "institutional niche" (26). Riley noted that academic disciplines go through developmental stages before achieving institutional recognition, and he recalled how the early teaching of American literature lacked an academic status equal with the study of British and ancient classics. Unfortunately, in Riley's view, once American literature gained recognition as an academic field, it lost an initial, non-elitist, "revolutionary energy"

I would like to start by introducing myself. My name is Shane Roy Hillman. I am 21 years of age. I have been an inmate at the Calgary Remand Centre since the beginning of April 2003. My experience as an inmate has been a process of learning and making choices. As an inmate, I enjoy observing and listening to everything that goes on in prison and thus have a good knowledge of my surroundings. In my opinion, most inmates become useless to themselves and choose not to try and better their lives. They just wait out the time they have in prison doing nothing and for the most part accomplishing nothing. Prior to my being arrested, I was on a road to nowhere. I was heavily into drugs and alcohol--so heavily that I turned to crime in order to pay for my partying habits. So when I came to jail, I was actually pleased to return to a place where I could become myself again, re-establish my direction in life, and regain control over my mind, body and soul.

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.

Pedagogy - Volume 1, Issue 1, Winter 2001

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.

Reviews 91 from the margins—Margaret More, Anne Askew, and Queen Elizabeth I. In Chapter Five Glenn stresses the performative value of her project: the "promise that rhetorical histories and theories will eventually (and naturally) include women" (p. 174). She presents "four ways...[to] work together to realize...[these] performative...goals": we must recognize our common ground, "explore various means of collaboration", reevaluate the notion of "silence", and recognize the unlimited opportunities for research in this area (p. 174-78). This was a difficult book to write. Feminist rhetorical scholars have already identified at least three limits such revisions must observe: any feminist account of the history of rhetoric cannot stand alone, but must be continuous somehow with mainstream rhetorical histories; simply inserting "exceptional women" into an otherwise unrevised traditional account is insufficient; and only by exposing the cultural oppressions that silenced women can we hope to break their hold. Glenn succeeds brilliantly in balancing these demands as she makes the best connections she can among new kinds of (feminist) interdisciplinary research, while observing a time limit necessary for publication. Her accomplishment is significant, even though there are probably readers who will want to set the record straight about this historical person or that fact, or to join the pieces of the story more amply. Nonetheless, the space her work creates teems with opportunities for research and for insights about possible rhetorical selves for us all. MOLLY MEIJER WERTHEIMER Pennsylvania State University Molly Meijer Wertheimer, ed., Listening to Their Voices: The Rhetorical Activities of Historical Women (Columbia: University of South Carolina Press, 1997) 408 pp. Studies of women's contributions and challenges to the rhetorical tradition are still sparse but, thankfully, growing. Listening to Their Voices: The Rhetorical Activities ofHistorical Women constitutes a welcome addition to this blossoming field. Edited by Molly Meijer Wertheimer, Listening to Their Voices comprises an RHETORICA 92 impressive array of eighteen articles on women's rhetorical activities in contexts ranging from Ancient Egypt to twentiethcentury Europe and America. Authored by American scholars (with the exception of one Canadian), these articles greatly increase the available research on women in the history of rhetoric. The range of historical periods and cultural contexts that the articles address underscores the neglected richness and diversity of women's contributions to rhetoric, as well as the extent of all that remains to be recovered and reinterpreted. Notably, the collection stretches the realm of rhetorical activity beyond its traditional focus on public, argumentative speech or writing to include, in particular, the non-traditional genres of private letter­ writing and conversation. The inclusionary diversity of Listening to Their Voices reveals, as Wertheimer notes in her introduction, a feminist appreciation of difference and multiplicity (p. 4). At the same time, this collection is well-unified. Its unity stems, most fundamentally, from the authors' joint assumption that the study of women's rhetorical activities is worthwhile and important to the history of rhetoric. As well, the articles demonstrate a consistently fine historical contextualization of the women rhetors and rhetoricians they discuss, uniformly avoiding the imposition of contemporary social categories on these women of the past, highlighting instead the cultural and political realities which motivated and shaped their rhetorical activities. In some cases, these activities are presented as those of an "exceptional" woman who was "able to be heard in the male public sphere" (p. ix). More intriguingly, in my view, several of the studies foreground the practices of communities of women as well as rhetorical activities addressed to contexts beyond the "male public sphere". The volume is divided thematically into four main sections, an organization that allows us to perceive non-chronological links between the articles' differing historical points of focus. I will review each section in turn, commenting only—in the interests of brevity, not of ranking—on several but not all of the articles. The first section, entitled "Making Delicate Images", includes three articles that highlight the difficulties of recovering the rhetorical roles and contributions of women within a patriarchal tradition. Cheryl Glenn, for example, relocates Aspasia "on the rhetorical Reviews 93 map" by sifting through and reading against the "powerful gendered lens" of references to her in male-authored texts (p. 24...

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.

A survey to study women in technical and scientific fields was conducted in 1993. The study examined the environment in which women work, the relationship between women's personal lives and their work, and women's interpersonal communication styles. Results of the study supported some of the previous research findings related to glass ceilings and career paths. However, results related to sexual harassment and benefits prompted new questions, and results related to communication styles conflicted with the findings of much previous research. To further investigate these conflicting results, a follow-up survey was conducted in 1993. Results of this survey supported the 1993 findings. Results appear to indicate that the workplace and the women in it are changing. The workplace is becoming more family-oriented, and women are practicing strategies for working effectively in traditionally male-dominated organizations. In technical/scientific fields, men and women have adopted androgynous language patterns, and little difference exists between the interpersonal communication styles of men and women.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

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.

A study of communication in graduate management programs sponsored by IEEE/PCS and Fairleigh Dickinson University is described. The findings indicate a clear need for more emphasis on oral and written communication and suggest that one solution to the problem is a course requirement in written and oral communication in conjunction with one or two full-time faculty dedicated to the subject. The findings also indicate that full-time faculty who teach communication courses at the graduate level have extensive business and academic experience, and their compensation is well within national guidelines. The study indicates clearly that exit requirements, when they exist, lack both an oral and written communication component, although a written term project for course work is almost universally employed. Other surveys and publications provide background information;.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

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Compliance with unrealistic proposal preparation instructions and instructions to offerers often prevents preparation of proposals that respond effectively to the solicitation and that are easy to read and evaluate. Typical requirements are examined in the form of questions from those who write proposals about why certain preparation instructions are issued. A simple solution is proposed that should make it easy for those who write instructions and those who write proposals to achieve their common objectives.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

Retrieval of bibliographic information from literature searches is now moving from the use of comprehensive centralized databases into specialized PC-mounted databases. To be effective, a personal database must take account of the structure of the literature it contains, as well as provide easy access for record entry and searching. The author describes how to design and compile a database for bibliographic engineering records. Emphasis is given to keyword selection, data record form design, and report format. Database versatility is demonstrated by an analysis of railway engineering literature, which examines the structure, sources, and locations of pertinent bibliographic material.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

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After 25 years of practical experience as a technical writer, I turned to teaching. During the first several years I tried a number of texts, but finally abandoned them, preferring to develop my own materials. I also learned to utilize, whenever possible, writing from the students' professional fields, because it was real motivation for them. It seemed to me that most texts were a mishmash of information and examples happened upon (not chosen or written) by the textbook author, and then adapted poorly to the book's purpose.

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A tune by the Righteous Brothers entitled “Rock and Roll Heaven” begins with the following verse: If you believe in forever, Then life is just a one-night stand. If there's a Rock and Roll Heaven, Then you know they've got a hell of a band.

This is a `starter' bibliography for those who would like to read further into the field of management communications. It has been compiled from lists of pertinent references submitted by various contributors to the IEEE Transactions on Professional Communication.

Spoken lectures are different from written papers; three major aspects differentiate them: completeness, contractions, and connectives. Minor differences between them include: the long asides that are often put in the middle of sentences of a lecture, and the shorter words and sentences of a lecture. As a result of these and other differences, lectures seem more alive and less formal than written papers.

The subtitle of this book is “Reference Guide and Workbook for the Design, Planning, Estimating and Production of Printing and Print Advertising.” Only 36 pages long, Graphics master 2 may well be the Strunk and White of the graphics world. A reviewer quoted in the book's foreword calls it “the best print production workbook ever published.”

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Fifteen American and 15 British readers used the method of paired comparisons to assess 12 ways of presenting reference lists in science journals. The results indicated — despite British preferences for British styles — that the spatial arrangement of elements in the list was the major determinant of preference; and that the presence of a typographic cue only enhanced a preference for a particular layout.

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IN the March issue of this TRANSACTIONS, I had the privilege of outlining some of the 1972 goals for the Group on Professional Communication. Among these goals were a quarterly TRANSACTIONS, increased membership activity, more meetings, and stepped-up educational activities.

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.

LAST YEAR was one of accomplishment for the Engineering Writing and Speech Group. The external evidence is a new name for the Group (Professional Communication), new constitution and bylaws, and greatly expanded fields of interest. <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">1</sup> Internally, the signs are more significant: there is increased participation by group members, new and old; ideas — some new, some old — are being offered and discussed; and more importantly, goals are being identified, established, and met.

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.

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Edmund Reiss, Frederick M. Link, John F. Leisher, Eugene B. Cantelupe, Edward E. Bostetter, William Latta, J. A. Ward, James Woodress, Andrew Wright, William Bleifuss, Ted E. Boyle, T. Frederick Keefer, Archibald A. Hill, Arthur J. Carr, Book Reviews, College English, Vol. 26, No. 7 (Apr., 1965), pp. 572-583

Harris W. Wilson, David Levin, Clifford A. Nault, Jr., Hamlin Hill, Robert Ornstein, Christopher Spencer, C. G. Thayer, Lillian Feder, Frederick M. Link, Hugh J. Luke, B. D. S., Warren Taylor, Michael Shugrue, Robert Narveson, John McCall, Book Reviews, College English, Vol. 26, No. 5 (Feb., 1965), pp. 412-420

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Leon O. Barron, Gordon K. Grigsby, George Hemphill, Glauco Cambon, Lawrence F. McNamee, John P. Cutts, Kenneth S. Rothwell, Sylvan Barnet, Ross Garner, Bernard Kreissman, Norman Nathan, R. E. K., Charles Weis, Robert O. Stephens, Robert L. Hough, Richard Levin, Donna Gerstenberger, T. N. Marsh, Chad Walsh, John C. Sherwood, Karl M. Murphy, Louise E. Rorabacher, Stanley G. Eskin, Robert Etheridge Moore, Book Reviews, College English, Vol. 25, No. 4 (Jan., 1964), pp. 306-313

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Curtis Dahl, James Schroeter, Paul R. Stewart, Donald E. Stanford, Edward P. J. Corbett, Robert W. Cochran, Robert Narveson, Warren S. Walker, William R. Manierre, Edgar M. Branch, J. E. M., Jr., Oscar Cargill, Hamlin Hill, Leo Gurko, Leon O. Barron, R. E. K., Ronald S. Berman, James Binney, Peter J. Seng, Virginia McDavid, Lester Hurt, Karl M. Murphy, G. Thomas Fairclough, Book Reviews, College English, Vol. 24, No. 6 (Mar., 1963), pp. 482-495

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John Loftis, J. W. Robinson, Edward Partridge, Jay L. Halio, R. E. K., R. W. Dent, Robert Etheridge Moore, Louis Crompton, Richard M. Eastman, John J. Enck, R. M. Lumiansky, Scott Elledge, C. E. Pulos, B. D. S., John Unterecker, Allen B. Brown, James T. Nardin, Edward P. J. Corbett, William Coyle, Archibald A. Hill, Book Reviews, College English, Vol. 23, No. 7 (Apr., 1962), pp. 595-608

Dudley Bailey, D. B., Robert W. Ackerman, Morse Allen, John M. Aden, W. B. Coley, William Axton, George Arms, Paul R. Stewart, Frederic J. Masback, George Hemphill, Chadwick Hansen, Mary Ellen Parquet, Edward P. J. Corbett, R. E. K., Hamlin Hill, John C. Thirlwall, J. E. M., Jr., Book Reviews, College English, Vol. 23, No. 6 (Mar., 1962), pp. 511-516

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Wallace W. Douglas, William L. Phillips, Robert L. Hough, Leonard Unger, J. E. M., Jr., Edward Stone, Michael Shugrue, Fred H. Higginson, Karl Shapiro, Jerome Beaty, James Schroeter, Edward Partridge, Frank S. Hewitt, Michael E. Adelstein, Arther S. Trace, Jr., James Lill, Book Reviews, College English, Vol. 23, No. 3 (Dec., 1961), pp. 238-244

William Riley Parker, Jerome W. Archer, Ken Macrorie, Allen Brown, James Lill, Robert Lewis Weeks, Robert M. Boltwood, Sam S. Baskett, Paul R. Stewart, George Hemphill, John Patton, Arthur O. Lewis, Jr., Ernest Dilworth, Book Reviews, College English, Vol. 23, No. 1 (Oct., 1961), pp. 67-72

Robert C. Pooley, Walker Gibson, Baxter Hathaway, Bernard Kreissman, Wallace L. Anderson, C. E. Pulos, Hamlin Hill, Hoyt C. Franchere, Mary Gaither, Paul A. Olson, R. E. K., John P. Cutts, Books, College English, Vol. 22, No. 5 (Feb., 1961), pp. 365-372

Robert E. Knoll, Arther S. Trace, Jr., Eugene E. Slaughter, Donald B. Engley, Ralph M. Williams, Harold B. Allen, Joseph Mersand, Edward A. Stephenson, Albert Merriman, Sheridan Baker, A. L. Soens, R. E. K., Sam Hynes, Ross Garner, Benjamun Boyce, Calhoun Winton, Alan D. McKillop, William Bleifuss, Louis Crompton, Mary A. Reilly, Robert L. Hough, Robert Harwick, Hamlin Hill, Stephen Minot, Samuel French Morse, Philip Young, John Lydenberg, J. E. M., Jr., George Ross Ridge, Bernice Slote, James R. Frakes, Books, College English, Vol. 22, No. 3 (Dec., 1960), pp. 196-217

Stephen Whicher, James L. Potter, Ralph Waterbury Condee, Charles Norton Coe, Morse Allen, Samuel French Morse, George E. Nichols, III, Calhoun Winton, Ralph M. Williams, Richard P. Benton, M. H. Abrams, Daniel B. Risdon, Donald T. Torchiana, Archibald B. Shepperson, George Brandon Saul, Emmet Larkin, Paul Smith, Wisner Payne Kinne, Hamlin L. Hill, Edwin H. Cady, James B. Stronks, George Hemphill, William van O'Connor, Daniel Aaron, Charles A. Fenton, A. L. Soens, Bernard Kreissman, Book Reviews, College English, Vol. 22, No. 1 (Oct., 1960), pp. 55-69

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Henry G. Fairbanks, John M. Stedmond, Edward C. McAleer, John M. Aden, J. Hillis Miller, Charles Norton Coe, Wayne Burns, George De F. Lord, Martha Winburn England, New Books, College English, Vol. 19, No. 4 (Jan., 1958), pp. 178-190