In recent years, embedding writing into subject teaching through genre-based writing instruction (GBWI) has been advocated in tertiary education. However, little is known about how this approach can be shaped and implemented in this context. In a design-based research study in Dutch higher professional education, we aimed to explore how GBWI can be used to scaffold students’ writing within the subject of Event Organization and to what extent students learned to use the typical features of the genre ‘event proposal’. A 5-week subject-specific writing intervention was designed and subsequently enacted by a subject lecturer in a first-year class involving 13 students. Using a coding scheme for interactional scaffolding strategies, five interaction fragments were analyzed against the background of designed scaffolding and learning goals. The fragments indicated that the interplay of designed scaffolding (instructional materials and activities) and interactional scaffolding (teacher-student interactions) promoted students’ writing performance over time. Comparison of students’ pre- and posttests by means of an analytic scoring scheme pointed to statistically significant growth in the use of typical genre features (d=1.41). Together, the results of this design-based research study indicate the potential of GBWI for scaffolding and promoting tertiary students’ writing.

This article argues that the short-story cycle should be central to teaching American literature, because the genre crystallizes major tensions of American literary history: marginality and inclusion, the individual and the community, and the formation of a national literature from transnational and local materials.

While research in international technical communication has flourished during the last 10 years, there has been little published on technical communication programs outside the United States. This article addresses this need by describing 12 representative academic technical communication programs in Germany, including Germany's first master's degree program. While there are no statistics on the number of technical communicators working in Germany, tekom (Gesellschaft für technische Kommunikation), the German professional society for technical communication, estimates roughly 4,400 members. While German academic programs in technical communication share many features with their counterparts in the United States, German academic programs do stress internships, foreign language study, and study abroad exchange programs more than technical communication programs in the United States.

Research Article| May 01 1997 Le reflet des fleurs. Description et métalangage poétique d'Homère à la Renaissance; Les yeux de l'éloquence. Poétiques humanistes de l'évidence Perrine Galand-Hallyn, Le reflet des fleurs. Description et métalangage poétique d'Homère à la Renaissance, Travaux d'Humanisme et Renaissance, 283 (Genève: Droz, 1994).Perrine Galand-Hallyn, Les yeux de l'éloquence. Poétiques humanistes de l'évidence, préface d'Alain Michel, L'Atelier de la Renaissance, 5 (Orléans: Paradigme, 1995). Paul J. Smith Paul J. Smith Department of French, University of Leiden, PO Box 9515, NL-2300 RA Leiden, The Netherlands. Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (1997) 15 (2): 222–228. https://doi.org/10.1525/rh.1997.15.2.222 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 Paul J. Smith; Le reflet des fleurs. Description et métalangage poétique d'Homère à la Renaissance; Les yeux de l'éloquence. Poétiques humanistes de l'évidence. Rhetorica 1 May 1997; 15 (2): 222–228. doi: https://doi.org/10.1525/rh.1997.15.2.222 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. Copyright 1997, The International Society for the History of Rhetoric1997 Article PDF first page preview Close Modal You do not currently have access to this content.

222 RHETORICA the subject. Particularly commendable is the suggestion that in future, material be edited and published in collections of excerpts in preference to individual sets of glosses or treatises in order that this work might con­ tribute a valuable insight into the history of ideas. W. notes as a great desideratum a history of the changing understanding and interpretation of the doctrines of classical rhetorical theory, and observes the significance such a history would have in illuminating the manner in which mediaeval and Renaissance scholars viewed the ancient Roman past. Further research into mediaeval commentaries might also elucidate the ways in which the classical text was read and the philosophical ideas in vogue. To conclude, there can be no doubt that W.'s work amply fulfills both the aims of the typological series and his own desire to demonstrate the "fundamental role rhetorical instruction played in mediaeval society." In suggesting the way forward for future scholars, W. effectively acknowl­ edges that research into the vast and diverse material extant in this field remains in its infancy. The pioneering achievement of this work is such that it whets the appetite for this future research by demonstrating what a stimulating study these texts make as a key to unlocking the mediaeval mind. P. Ruth Taylor-Briggs Perrine Galand-Hallyn, Le reflet desfleurs. Description et métalangage poétique d'Homère à la Renaissance, Travaux d'Humanisme et Renaissance, 283 (Genève: Droz, 1994). Perrine Galand-Hallyn, Les yeux de l'éloquence. Poétiques humanistes de l'évidence, préface d'Alain Michel, L'Atelier de la Renaissance, 5 (Orléans: Paradigme, 1995). Voici deux livres importants, dont l'un, Le reflet des fleurs, est l'édition commerciale de la thèse de Perrine Galand-Hallyn, et l'autre, Les yeux de l'éloquence, un recueil d'articles du même auteur. Considérons d'abord Le reflet desfleurs. Le sous-titre de cette étude indique bien l'immensité du ter­ rain qu'elle couvre. Pour avoir emprise sur cette vaste matière, l'auteur a opté pour une approche théorique éclectique, à la fois ancienne et mo­ derne, et un corpus limité de textes bien choisis. Regardons d'abord les Reviews 223 choix théoriques et méthodologiques: le point de départ est une notion de l'ancienne rhétorique: Yevidentia (enargeia ou hypotypose), cette faculté de la description en rhétorique et en littérature de représenter l'objet décrit comme si on l'avait devant les yeux dans toute sa beauté (ou laideur). Comme l'a bien montré l'auteur, les théoriciens de l'Antiquité ont mis ce pouvoir évocateur de la description en rapport avec la magie et l'onirisme, ainsi qu'avec les arts architecturaux et plastiques, - aspects sur lesquels l'auteur ne cesse de revenir au cours de ses analyses. La réflexion métapoétique dans l'Antiquité portant sur la nature du texte tend à s'exprimer par des métaphores qui prennent vite valeur de topos. L'auteur distingue onze domaines thématiques: astres (feu, lumière), navigation, guerre, chasse, sports, architecture, tissage, peinture, sculpture, mosaïque et médecine (aliments). Elle a eu l'heureuse idée d'en dresser la liste (avec indication des principaux lieux d'origine, d'Aristote au Traité du sublime, pp. 142-161). Cette liste pourrait être utilisée comme une checklist lorsqu'on étudie tel auteur de l'Antiquité ou de la Renaissance: elle permet d'évaluer les nombreuses métaphores métatextuelles dont, par exemple, un Montaigne parsème ses Essais. Or, si dans ces cas le discours figure comme comparé mis en rapport avec un comparant artificiel ou naturel, les choses se présentent autrement et inversement dans le cas de la description poétique. Là, l'objet décrit devient en quelque sorte le comparé ayant pour comparant le texte descripteur, effet rehaussé par le mimétisme élaboré entre texte (sons, syn­ taxe, images) et référent. Autrement dit, toute description énargique pré­ suppose explicitement ou implicitement un moment métapoétique: elle nous informe sur son esthétique sous-jacente. Les instruments théoriques pour étudier les effets...

A bibliography and its introduction provide a convenient way to narrow the scope of selecting pedagogical material by discussing recent, easily accessible books in the field of technical communication. The bibliography consists of two parts: one is devoted to more traditional textbooks appropriate for classroom use, whether in academia or in industry and business; the other discusses such other resource materials for collateral use and supplementary reading as scholarly studies, anthologies, and handbooks. The bibliography is reasonably comprehensive for books published from the beginning of 1988 through June 30, 1990. 42 books are annotated, and an additional ten are listed.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

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am not a Renaissance Man-in any sense of the words-I intend only to deal with what he has to say to those of us who teach and/or theorize about teaching the English language, especially writing. Several major ideas, all relating to the central idea of language as a tool, recur in Bruner's work. I will deal with four, beginning with language as a tool for thought, then going on to consider language as a vehicle for promoting cognitive growth, next to consider how some of his basic ideas and results of research

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