This study examines how metaphor and gender interact in venture capital pitches. We analyzed 60 pitches from a global competition, comparing metaphor usage between male and female winners and non-winners. Results show distinct metaphor preferences: male entrepreneurs used more BUILDING metaphors, while female entrepreneurs used more WAR and PLANT metaphors. The association between WAR metaphors and female winners suggests strategic metaphorical framing interacts with gender to impact persuasion. These findings reveal that gender norms influence decision making, and entrepreneurs can leverage metaphor to construct persuasive advantages, providing strategic and pedagogical direction for refining their figurative language in practice and training.

This study examines metaphors in the hospitality discourse of Singapore (SG) and Hong Kong (HK) using conceptual metaphor theory, corpus linguistics, and discourse analysis. We identify the key source domains employed in luxury hotel websites across both regions and use quantitative methods to reveal metaphorical patterns in each corpus. The findings reveal that the SG corpus exhibits a greater inclination toward FORTUNE metaphors, whereas the HK corpus shows a prominence of MAGIC metaphors. Against this background, we argue the importance of a frequency-based collocational approach for analyzing conceptual metaphors, as it facilitates the exploration of the sociocultural dimensions embedded in hospitality discourse.

What do writers do with the feedback they receive? While the answer will vary depending on the writer’s experience and the rhetorical situation, understanding what writers do can provide important information for course redesign and professional development of tutors and instructors. In this first of two manuscripts, the authors examine how first-semester, first-year writing students use responses provided via asynchronous online tutoring (AOT) in revising their assignments. Our primary research question was: What was happening in—and after—those tutorials? We addressed this question by a process of narrowing and refining of data analysis toward increasingly precise inferences as we progressed from automated to coded analysis, which culminated in examining the drafts submitted for tutoring, tutor feedback, and the subsequent assignments submitted for evaluation in the students’ FYW courses. In parallel, we describe the writing analytics–informed methods used to do so in hopes that others will be compelled to replicate or extend this work in their own contexts. We found that students made corresponding revisions at both macro and microstructural levels when provided with directive or declarative feedback, and they made few revisions when tutors provided open-ended questions.

This article outlines the concept of readiness to learn (RTL) as a framework for explaining students’ differentiated engagement with the Teaching for Transfer (TFT) curriculum. As documented in student voices, RTL operates along a continuum ranging from preparing to engage, on one end, to enacting TFT, on the other, with beginning to engage in the middle.

ABSTRACTABSTRACTSteele Indian School Park (2001), a city park in Phoenix, Arizona, serves as the memory site for the Phoenix Indian School (1891–1990), an off-reservation boarding school that was part of the federal program of forced assimilation. In this essay, we perform an analysis of the park’s 24 interpretive columns, which serve as an educational display. We argue that the park’s recreational use dominates its role as a historic site. To begin we consider how the history of place shapes memory. We argue that, like museums, parks have a colonial past by addressing their historic relationship to assimilation. Next, we establish that the school served as a recreational destination for Phoenicians. We theorize that both these general and specific histories of place influence the site’s public memory narrative by bifurcating the intended audience and privileging a recreational user. To theorize the relationship between recreation and memory, we build on geographer Kenneth Foote’s term “rectification,” which describes how signs of violent or tragic events are removed so that a site can be returned, in this case, to recreational use. To facilitate the process of rectification, we argue the interpretive columns use four interdependent rhetorical strategies—decontextualization, erasure, appropriation, and paternalism—to elide the racist history of forced assimilation. Our findings indicate the colonial history of place, if unexamined, may continue to influence public memory narratives.KEYWORDS: Off-reservation boarding schoolsparksplacepublic memoryrhetoric AcknowledgmentsThe authors thank Joseph Buenker at ASU Library for research assistance.Disclosure StatementNo potential conflict of interest was reported by the author(s).

This project explores audio description (AD) as a rich digital-composing practice. It offers a framework for understanding AD rhetorically, which is elaborated through an illustrated retelling of the fairy tale "The Bremen Town Musicians." Through discussion of the framework and the fairy tale, this webtext highlights the complex technical and ethical questions that arise with applications of AD.

This article draws on examples of student interviews incorporating multiple modalities to explore the writing lives of students as part of a larger project focusing on participants’ experiences of writing within and beyond the university. We explain this innovative, iterative research method combining multiple texts and maps, characterizing it as a kind of triangulation operating inside the frame of the interview. Through students’ triangulated multiple representations, the interviewer learns about, and from, students’ tacit knowledge of their experiences as it is made explicit through multiple modalities: visual as well as linguistic (oral and written). Our study suggests that engaging students in multiple modalities allows researchers to get a more comprehensive understanding of participants’ experiences. Moreover, as we demonstrate from our findings, students found that the mapping activity helped them understand their own writing and the relationships among their spheres of writing more fully. We argue for the value of engaging research participants in multiple modalities as a way of eliciting tacit knowledge through triangulating the data in the discourse-based interview.

Writing researchers have long sought to make tacit writing knowledge explicit, rendering it available for learning and critique. We advance this endeavor by describing our use of the “tool-based interview” (TBI) as a variation of Odell, Goswami, and Herrington’s influential discourse-based interview (DBI). Rather than the product-focused textual disruptions of DBIs, TBIs, by altering authors’ writing tools, disrupt conventionalized writing processes, an approach useful when access to texts is limited for security, privacy, confidentiality, or proprietary reasons. We illustrate this method by describing its use in the development of Journaling , a digital tool for intelligence analysts. After describing our research context and procedures, we describe three sample disruptions from our interviews with intelligence practitioners and the knowledge elicited through these. We conclude with a comparison of the knowledge elicited by our TBIs with that from DBIs and discuss the limitations of each in light of recent work on tacit knowledge.

Writing center literature often notes the stress and anxiety of students as a special concern for peer writing tutors, and tutor training manuals offer advice for tutors on how to manage student writers’ anxiety and stress in sessions. Few writing center sources, however, examine the stress/anxiety tutors may experience as a result of their work in the writing center, despite increasing interest in emotions and emotional labor in writing centers. This multi-institutional study examines whether peer writing tutors experience increased stress/anxiety while tutoring. Using a mixed-methods approach combining both surveys and physiological data (salivary cortisol levels controlled against days when they did not tutor), this study investigates the stress/anxiety of 21 tutors across 63 tutoring appointments. The data suggest that peer tutors who enter tutoring sessions in stressed or anxious states are potentially prone to increased stress or anxiety from tutoring. Moreover, they exhibited an inhibited awareness of both student writers’ stress and the potential impact of that stress on tutoring sessions. Results suggest that writing centers should increase their focus on tutor well-being, most crucially on emotional labor and its impacts for peer writing tutors.

Western mathematics functions as a technology of violence when it enlists computational algorithms to underwrite racial neoliberalism. Theorizing algorithmic abstraction as a racial neoliberal technique, this article dramatizes the concept’s methodological affordances through a case study of 23andMe, which deploys algorithmic abstraction to affectively secure and sell Whiteness.

In Creating Intelligent Content with Lightweight DITA, Evia introduces readers to an open source information standard that can be used to write structured content; coordinate collaborative workflow...

This webtext curates three artistic transpositions of Odissi, an eastern Indian classical dance form, from live movement to digital embodiment. The authors investigate three representations of recorded movement data and explore these variations' affordances and constraints as online avatars for the embodied Odissi dancer, framed by the dancer's reflections on her experience as both dancer and digital composer.

Composition studies in general, and writing center studies in particular, have developed an increasingly fulsome conversation about archives. Excellent recent work on the theory and practice of creating archives establishes best practices and rationales. Building especially on Stacy Nall (2014), we introduce "flash archiving" as a term and practice for what we call "good-enough archiving," an entry-point approach to archiving for harried writing center administrators and staff. Flash archiving mirrors the knowledge-making that is the de facto outcome of writing center practice: attuned to ephemera in the midst of solving real-world writing dilemmas. The notion of flash archiving arises from our work as writing center administrators in Lebanon and Egypt and offers a less-than-perfect but nonetheless quite viable way of getting a snapshot of writing centers' relational work. Because community engagement is central to the meaning-making practices of writing centers, we trace out the logic for and practical uses of flash archiving as a way of capturing the relational "nonevents" that typify such engagement. The result is a form of knowledge-making and collective self-fashioning attuned to the constitutive vagaries of writing center work.

This special issue of Technical Communication Quarterly engages comics, graphic storytelling, and creative methods of research and production in technical communication. The guest editors briefly overview intersections between comics and technical communication, then introduce the special issue’s contents and contributions to ongoing conversations in the field.

Two and a half million adolescent girls have experienced some form of sexual violence in India; significantly, they make up a quarter of all rape cases, despite being a small percentage of the population (Raj and McDougal, 2014). Parents and girls’ fears about safety contributes to their high dropout rates within Indian education, but thus far there has been little research on this topic. Focusing on underprivileged adolescent girls at an afterschool site in Mumbai, India, this qualitative study investigates how within this landscape of sexual violence, writing serves as a medium to name, resist, and transform it. Specifically, we scrutinize the articulation of resistance which attempts to contest social norms, cultural conventions, and other forms of everyday hegemony. We examine data extracts from essays written by three adolescent girls participating in the afterschool program as part of a pilot study that took place in December 2016. The analysis of these extracts illuminates how the girls, through their writing, articulate their vulnerabilities about their own and others’ personal safety. Furthermore, it reveals how it is connected to their ability to access education. Moreover, it highlights the ways in which the girls resist parental and other socio-cultural pressures. Finally, the analysis sheds light on the complex and powerful ways in which the girls assert their independence, demand autonomy over their lives, and exercise agency. Ultimately, this investigation offers a path forward for Indian educators to reimagine girls’ education in light of girls’ safety issues, using writing as a space to articulate a literacy of resistance and hope.

Drawing on the Teaching for Transfer (TFT) writing curriculum, this study documents how students in writing courses at four different institutions transferred writing knowledge and practice concurrently into other sites of writing, including other courses, co-curriculars, and workplaces. This research demonstrates that when students, supported by the TFT curriculum, understood that appropriate transfer of writing knowledge and practice is both possible and desirable, (1) they engaged in writing transfer during the TFT course into other sites of writing; (2) they transferred from in-school contexts into out-of-school contexts with facility; and (3) in both cases, they engaged in a just-in-time transfer.

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Editor’s note: The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession.

ABSTRACT In this essay, I examine two epideictic artifacts from the Roman Principate, The Res Gestae Divi Augusti and the summi viri, arguing Augustus used them to reshape the model of a good leader, in part, by emphasizing contributing to the built environment of the city. Additionally, the public and visual nature of these artifacts made them highly accessible to those outside of the Roman elite, who may have sought social mobility through the imperial bureaucracy allowing for more diverse participation in the Roman government. I close by considering the influence of classical exemplars on U.S. civic spaces.

During the Vietnam era, the military recruited women by appropriating feminist language and simultaneously employing depictions of traditionally conservative feminine ideals. Using a rhetoric of circumlocution to yoke together these two contradictory images, military recruitment rhetoric ultimately reinstated women’s subordinate status.

Meta G. CarstarphenFigure 1: Screenshot of YouTube video depicting an image of Obama grinning with a gold dental grill and gold chain necklace (Downs).University of OklahomaKathleen E. WelchUnivers...

Book Review| June 01 2017 Living Oil: Petroleum Culture in the American Century Living Oil: Petroleum Culture in the American Century. By Stephanie LeMenager. Oxford and New York: Oxford University Press, 2014; pp. xi + 288. $53 cloth; $24.95 paper. Kathleen M. de Onís Kathleen M. de Onís Indiana University, Bloomington Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2017) 20 (2): 380–388. https://doi.org/10.14321/rhetpublaffa.20.2.0380 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kathleen M. de Onís; Living Oil: Petroleum Culture in the American Century. Rhetoric and Public Affairs 1 June 2017; 20 (2): 380–388. doi: https://doi.org/10.14321/rhetpublaffa.20.2.0380 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. © 2017 Michigan State University Board of Trustees. All rights reserved.2017 Article PDF first page preview Close Modal You do not currently have access to this content.

The essays in this volume were selected from the 2016 Symposium of the American Society for the History of Rhetoric: “Rhetoric In situ” held in Atlanta, Georgia. The archaeological term in situ describes an artifact found in its original resting place. Artifacts not in situ are generally considered to lack context and possess less value to the archaeologist. This theme was, in part, inspired by Richard Leo Enos’s call for “rhetorical archeology,” including the discovery of new texts and recognition of nontraditional artifacts, as well as new approaches with greater attention to context (40). Similarly, Patricia Bizzell and Susan Jarratt have argued that one way to enhance our study of rhetoric’s traditions might be to “examine the rhetorical activity of a particular historical period in depth, with traditional, non-traditional, and new texts providing contexts for each other, and all embedded in much ‘thicker’ historical and cultural contextual descriptions than scholarship has provided heretofore” (23). Such a synchronic approach might demand new or borrowed methods, for example, those of cultural geography, archaeology, or art history. The essays included here reflect concerns about the scope of the rhetorical tradition, methods of rhetorical historiography, the recovery of nontraditional rhetorical artifacts, and ways of addressing rhetorical context, all of which lie within the expansive bounds of rhetoric in situ.The essays in the issue are organized somewhat thematically, grouped around Dave Tell and Diane Favro’s keynote addresses. Perhaps unsurprisingly, all of the essays are deeply rooted in place—the Mississippi Delta (Tell), Atlanta (Adamczyk), northern Georgia (Eatman), Jordan and Syria (Hayes), Rome (Favro), Athens (Kennerly), and Ancient Cairo, Oxyrhynchus, and Nag Hammadi (Geraths). The attention to methods used by the authors in this collection stand out. The first two essays by Tell and Adamczyk offer the kind of “thick” contextual work referenced by Bizzell and Jarratt but offer a diachronic approach to examine how memory and place change over time in relation and response to complex historic, social, and economic factors. The next two essays (by Eatman and Hayes) use a “participatory approach to rhetorical criticism … to analyze embodied and emplaced rhetoric” referred to as “in situ rhetorical fieldwork” (Middleton et al., 1). Favro’s approach bridges the essays that use participatory methodology and the classically focused essays that follow through the use of experiential technology. This technology allows the contemporary scholar to experience ancient places. The last two essays (by Kennerly and Geraths) turn to place as a lens to investigate (the reception of) canonical figures/texts informed and reformed by archaeological discoveries.Dave Tell’s keynote “Remembering Emmett Till: Reflections on Geography, Race, and Memory” opens the symposium issue by articulating the importance of the “politics of being on site” and the interrelationships of money, topography, affective power, and race in remembering Till. While Tell argues that “memory is established by place,” he concludes that the inverse is true as well: “the sites of [Till’s] murder have been transformed by its commemoration.” Similarly, Christopher Lee Adamczyk, in “Confederate Memory in Post-Confederate Atlanta—a Prolegomena,” argues for considering the changing physical and social contexts of memory sites over time. In this case, Adamczyk examines how monuments in Oakland Cemetery (an obelisk and the Lion of Atlanta) representing the “lost cause” narrative were located outside (spatially and ideologically) Atlanta, which was considered a progressive model of the “New South”; however, in the early 20th century a complex set of circumstances including the expansion of the industrialized city into the area once used as Civil War battlefields ultimately changed the relationship between the city and the “lost cause” narrative.Also focused on the geographic South, Megan Eatman’s essay, “Loss and Lived Memory at the Moore’s Ford Lynching Reenactment,” uses rhetorical fieldwork—participant observation at lynching reenactments—to access embodied memory. She marks this approach as in tension with the archive, which tends to present lynching photography from the perspective of white supremacists who took the photos and inadequately accounts for loss. Here Eatman advocates for participatory methods as an opportunity to access the “repeated embodied transfer of cultural memory” and to decenter racist narratives of lynching. Though focused on a very different moment in time and place—2014 Jordan—Heather Ashley Hayes’s “Doing Rhetorical Studies In Situ: The Nomad Citizen in Jordan” is closely related to the previous essay, particularly in its critique of power, though the emphasis shifts from a focus on emplaced rhetoric to a focus on embodied rhetorics about place. Hayes argues explicitly for participator rhetorical fieldwork not just for the sake of documenting “the moment of rhetorical invention,” but as a means for the rhetorical critic to “co-create imagined rhetorical possibility,” “destabilize colonial power,” and “to suggest that a literal transportation of the rhetorician into a space where discourse is being produced can, and should, be considered one way the arc of materialist rhetoric can intersect with struggles for decolonizing our field.”The final set of essays in this volume shifts to the classical period where the in situ methodologies discussed in the first set of essays becomes more challenging, if not impossible, given that access to place is limited. The classical essays begin with another keynote address from the symposium by Diane Favro, architectural historian and the founder and director of UCLA’s Experiential Technology Lab. In “Reading Augustan Rome: Materiality as Rhetoric In Situ,” she takes a research question: Did the changes to the city of Rome by the emperor Augustus effect the way an average viewer experienced the city? Using digital humanities technology, Favro is able show how a contemporary researcher can still experience the ancient landscape to answer such questions. Kennerly, while also focused on the classical period, departs from the participatory and experiential, instead using situatedness as a lens to examine Socrates. She argues that simultaneously we know more of the “hyperlocalized” Socrates through archeology and the decontextualizes Socrates through his reception. Socrates was, Kennerly argues, an outsider in Athens and as such is often a resource for others in liminal spaces—here Martin Luther King Jr. and James Baldwin. Cory Geraths “Early Christian Rhetoric(s) In Situ” closes the volume by answering Enos’s call for a rhetorical archeology—both recounting the discovery of gnostic texts in the 19th and 20th centuries and suggesting the implications of those texts for the field, including a better understanding of women’s participation in early Christian rhetoric.The scholarship from the 2016 symposium envisions the future of the history of rhetoric as richly embodied and emplaced, intertextual, dynamic in methodology, and importantly, engaged with discourses of power in an effort to recover diverse voices, memories, and experiences.

ABSTRACT Limiting ourselves to scholarly books published in English from 2009–2016, we survey classics scholarship about rhetoric in ancient Rome from the late republic through the early empire. We seek traditional threads and growing trends across those works that advance our understanding of rhetoric’s practical, theoretical, and material manifestations during that time of tumult and transition. We begin broadly, using companion books to delineate three structural pillars in the scholarship: rhetoric as a formal cultural system, the republic as subject to ruptures and reinventions, and Cicero as a foremost statesman of the late republic. Then we move into scholarship that draws upon nontraditional rhetorical objects, such as art, and that moves into increasingly vibrant areas of interest in rhetoric, such as the senses. Overall, we find that classicists writing about ancient Roman rhetorical culture share with their counterparts in rhetoric an urge to test old verities and to add historical depth to larger scholarly turns within the humanities.

Style pedagogies, as many composition scholars have argued, have largely fallen out of favor in the last few decades. Those who have examined the decline have pointed to the deemphasis of the text prompted by the process movement as well as the subsequent social turn in composition studies. This article, in contrast, looks to the emergence of postmodernism and the ways in which it challenged and continues to complicate the theorizing and teaching of style. The author argues that embrace of a self-reflexive, “essayistic” voice would allow the instructor to exploit postmodernist impulses while revitalizing the teaching of style.

This article and its five authors investigate how writing programs, writing instructors, and the profession itself engage in the erasure of race—of blackness and brownness specifically—and perhaps most importantly in a hesitancy to address white privilege.

Light illuminates but also reflects, and when the medium of glass is a dominant design material it communicates within the architectural space. In this paper we suggest that the transience of light and transparencies of glass posit a duplicity that is aesthetically seductive but communicatively misleading. Specifically, the central aim of the paper is to address where truth sits between reflections and reason in the glass surfaces of a mental health environment. To provide a framework the paper first covers a brief history of glass, engages with its technological properties, its language(s) of the inner and outer, its aesthetic effects in an architectural poetry of light, and the messages conveyed to vulnerable clients and careful clinicians. Then, using a detailed case study of a purpose built mental health ward in Australia, we explore how glass engenders visibility, security, surveillance and power, concluding with recommendations for future builds.

Background: A content-management project that proceeds with an incomplete understanding of the views, reservations, agendas, and attitudes held by stakeholders could likely encounter problems in implementation. The vast majority of content-management implementation projects proceed with very little visibility into the cultural dynamics that will eventually play such a central role in determining the success or failure of the projects. This case study examines the usefulness of deploying a needs assessment questionnaire to gather qualitative data that could help content-management project leaders understand participant needs, attitudes, and perceptions, and that could potentially improve the implementation of content-management projects. Research questions: How might previously published research questions for assessing cultural dynamics be adapted for a questionnaire intended to gather input from participants in the early stages of the implementation of two separate content-management projects? What kinds of issues does the questionnaire elicit from participants? To what extent is the questionnaire useful in assessing content-management project participant needs and how might it be revised and adapted for other organizational contexts? Situating the case: Implementing a content-management project results in a change to organizational processes; careful attention to managing this change is essential to the success of the project. Specific change-management issues emphasized in literature that addresses organizational and technological change include organizational readiness, stakeholder input, communication of project goals and plans with stakeholders, and training and time to learn and practice new approaches to operations. Organizational culture-a set of beliefs and values that members of an company share in common-plays a role in implementations of technology. Assessing organizational climate and stakeholder values and attitudes-characteristics of organizational culture-as part of a change-management plan can ensure that the culture is addressed when implementing a content-management project. Methodology: This project consisted of three parts: designing a pilot questionnaire based on a previous published methodology for assessing cultural dynamics, conducting the questionnaire within two organizations implementing content-management systems, and assessing the extent to which the questionnaire was useful in the context of the content-management projects. Responses were analyzed using a Grounded Theory approach. About the case: We developed a cultural dynamics needs assessment questionnaire and deployed it within two organizations with the purpose of gathering data about the attitudes and perceptions of project participants toward the impending content-management system implementation. The questionnaires informed the implementations of content management as anticipated. Conclusions: A questionnaire can help understand the cultural dynamics impacting the adoption of new technologies and processes; this method can be included as part of an overall needs assessment for a content-management project. This study also confirms the merit of the research methodology followed; the questionnaire design elicited thoughtful responses from participants and the analysis approach illuminated insights that were then used to engage participants and modify project implementation plans. The constructive outcome of this study suggests the need for more empirical studies and field evaluation studies that build on this one.

This essay performs a comparative analysis of the rhetorical dimensions of versions of the socialist anthem the “Internationale” in divergent historical contexts. Based on literature on the rhetoric of music in social movements and theories of affect and emotion, our study of two historical iterations of the “Internationale” demonstrates the differences between class-conscious and nationalist-populist mobilization of feeling. In versions faithful to working class experience, the anthem names a basic class antagonism, unites an audience in affective musical practice resonant with working class experience and aspirations, and explicitly demonstrates how reason and revolt, in the words and sounds of the song, may thunder together.

ABSTRACT This article examines constructions of Roman citizenship in Roman state art, arguing that beginning in the late republic a broader concept of citizenship was prevalent—one rooted largely in shared culture and defined in opposition to a “barbarian” other. From this reading of state art, two arguments emerge: First, the emphasis on enculturation created an ever-moving line between Roman and barbarian. Second, the subject position created subjected both the Roman viewer and non-Roman subject. The article then turns to a reading of Greek orator Aristides’s Regarding Rome to show that the concept of citizenship stressed in state art is clearly present, though not necessarily well received.

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

Inquiry’s place in rhetorical studies has long been contentious. Critics argue that academic professionalism and the rise of criticism and theory have diminished rhetoric as a pragmatic art. The recent trend in higher education toward greater restrictions on academic inquiry poses new problems for rhetorical studies, particularly where those restrictions exacerbate existing educational inequities. In the effort to address those inequities, a distinction needs to be made between old concerns with inquiry and the new issues any reorganization of inquiry will present. The generic support for inquiry that universities provide benefits rhetorical studies by lending structure to inquiry processes fraught with uncertainty and marked by impermanency. That support allows for the kind of careful engagement with possibility that rhetorical invention requires. The 2009 documentary film Naturally Obsessed: The Making of a Scientist illustrates the value to inquiry of professional conventions and other forms of generic support. Those same conventions serve rhetorical studies in similar ways.

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"Higher Education in the Digital Age" (edited by William G. Bowen) is divided into two sections. The first section includes adaptations of Bowen's presentations at The Tanner Lectures at Stanford University in 2012. The second section includes discussion responses from respected colleagues, and Bowen's response to the same. This unique structure enables the reader to be involved as an insider to this debate - a witness not only to the author's assertions but also to the lively discourse that ensues in response. The reviewer feels this book is provocative in addressing pressing issues that can no longer be ignored. Bowen's assertion that the time at hand to begin a transformation is supported by research, and the data support the dire need for a resolution to the student debt crisis and productivity problem in higher education. The gaps in the research he presents, particularly involving MOOCs, invite technical researchers to take advantage of this timely opportunity, not only to continue the conversation but to seek solutions to the viability he proposes. Bowen,s concern that public opinion of higher education matters and his insistence that institutions and educators must come together to lead the change while they can is an important call to action for IEEE Transactions on Professional Communication readers in particular.

Dear Colleagues and Friends~~This month's issue includes various genres- articles, symposium contributions, review essay, exchange, and poster page-that tap both time and space. In these collective texts, we have historical perspectives helping us understand our own past and allowing us to update our present; linkages to other fields of endeavor so as to enhance our own; connections across spaces to other sites of writing around the world; and closer looks at our own sites-hence the title of this introduction. As represented here, our field includes a capacious view, and as we expand sites of inquiry and activity, we have a more robust and complex view. In this introduction, then, I'll summarize each of these contributions before taking up two other tasks: (1) outlining the treat in store for us, in the combined September and December special issue of College Composition and Communication, we will learn from colleagues about various and diverse Locations of Writing; and (2) sharing with readers our new policy on rememberingIn our first article, Expanding the Aims of Public Rhetoric and Writing Peda- gogy, Writing Letters to Editors, Brian Gogan takes up how the conventional assignment of the letter to the editor can be located in what he calls an ap- proach to public rhetoric and writing pedagogy that is conducted according to the tripartite aims of publicity, authenticity, and efficacy. Drawing on his work with students, Gogan expands on these single-concept aims to situate them in relationships: publicity-as-condition and publicity-as-action, authenticity- as-location and authenticity-as-legitimation, and efficacy-as-persuasion and efficacy-as-participation. Gogan also argues that we should separate and emphasize the participation the letter-to-the-editor genre entails from the persuasion that may be its aspiration: when the efficacy of the letter-to-the- editor assignment is expanded so that it is understood in terms of participation that may lead to persuasion, public rhetoric and writing pedagogy embraces the fullness of the ecological model [of writing] by seeing the wide range of effects-persuasive or not-there within.Continuing recent work recovering our collective writing pasts, our next article details the experiences of several 19th century women, some of them from the U.S., making their educational way at Cambridge University. In 'A Revelation and a Delight': Nineteenth-Century Cambridge Women, Academic Collaboration, and the Cultural Work of Extracurricular Writing, L. Jill Lam- berton focuses on the writing these women engaged in, especially outside the classroom, in order both to succeed in the classroom and to affect wider spheres of influence. Defining this writing as a form of collaborative peer activity foster- ing agency, Lamberton identifies three benefits accruing to her 19th century subjects: (1) use of extracurricular writing that augmented and enriched cur- ricular learning; (2) use of writing to develop social networks and circulation; and (3) use of such writing to shift public opinion, looking outside the college or university for broader audiences to voice support and agitate for change.Mya Poe, Norbert Elliot, John Aloysius Cogan Jr., and Tito G. Nurudeen Jr. return us to the present as they consider how our writing programs can be enhanced: by adapting a legal heuristic used to determine what in the law is called impact. In The Legal and the Local: Using Disparate Impact Analysis to Understand the Consequences of Writing Assessment, these col- leagues first distinguish between inequities produced by intent from those produced unintentionally-the latter called disparate impact-before outlin- ing a three-part question-driven process that can identify such instances and work toward ways of changing them:Step 1: Do the assessment policies or practices result in adverse impact on students of a particular race as compared with students of other races? …

Reviews Walker, Jeffrey. The Genuine Teachers ofThis Art. Columbia: University of South Carolina Press, 2011.356 pp., ISBN: 978-1-61117-016-0 Walker s 1 he Genuine Tenehers of This Art takes its title from a line in Cicero s De orntore in which Antonius attempts to delineate "inexperienced teachers ' who do not train rhetors like Aristotle from sophists like Isocrates who train skilled speakers (pp. 5,44). The title line frames the major argument of the book—that training rhetors, that is, teaching is the unifying element of rhetoric that brings together strains of "discourse, practices, analysis, [and] teaching" (p.l). Walker claims scholars of rhetoric have much overlooked the "school masters." His attempt to correct this omission establishes Isocrates as the founder of the sophistic paideia, which Walker traces from the fourth century BCE, through the Hellenistic period and stasis theory, the late Repub­ lic in Cicero's De orntore, and finally into the Second Sophistic in the works of Dionysius of Halicarnassus. Through this pedagogical history, Walker ar­ gues, that for Isocrates the "handbook" (teehne) and sophistic traditions were one, effectivelv decentering the "philosophic" tradition. There are too manv high points in The Genuine Teachers of This Art, particularly' for scholars of the history of rhetoric and teachers of rhetoric and composition, to summarize here but permit me to try to touch on a few. Walker's first chapter, a (counter) reading of Cicero's De orntore, begins by classifying Aristotle's rhetoric as primarily interested in "judgment and theory" as opposed to "civic deliberation" and therefore largely outside the realm of training rhetors (pp. 19, 22). Walker makes a brief but interesting argument that Antonius' topics are not from Aristotle but rather are closer to Isocrates' ideai, arguing Aristotle is primarily referenced for the sake of authority (pp. 23, 30-1, 48). Ultimately, Walker argues what Cicero's Crassus and Antonius finally agree on—broad experience—is fundamentally Isocratean (pp. 41, 53, 56). The claim that "there was a teehne of Isocrates, and that it probably was the ancestor of the later sophistic technai” concludes Walker's second chapter (p 90). In order to advance the possibility of an Isocratean teehne, Walker must refute several lines of argument prevalent in the field, specifically that if Isocrates did write a teehne, it was more likely a collection of example speeches, that the teehne attributed to Isocrates was written by a "younger Rhetorica, Vol. XXXII, Issue 2, pp. 195-211, ISSN 0734-8584, electronic ISSN 15338541 . C2014 by The International Society for the History of Rhetoric. All rights re­ served. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions website, at http://www.ucpressjournals.com/reprintlnfo.asp. DOI: 10.1525/RH.2014.32.2.195. 196 RHETORICA Isocrates/' and that it was against Isocrates' own philosophy to write a handbook of precepts. These lines of argument, predominantly advanced by Karl Barwick, though fairly broadly accepted, are refuted by Walker at length, in part, by using parallel case based on other sophistic technai and, most interestingly, by suggesting two definitions of techne, which Walker distinguishes with a subscript to differentiate a non-creative, rule driven art with a more or less guaranteed product from a creative, methodological driven art with the possibility of a successful outcome produced by a skilled practitioner (pp. 63-75). The following chapter takes in an in-depth look at what a techne of Isocrates might have looked like with Walker concluding that the techne likely had two main parts, "the pragmatikos topos [concerned with inquiry and invention] and the lektikos topos [concerned with style] and possibly ... an organized set of progymnasmata" (p. 154). While many of Walker's conclusions in this chapter suggest the techne probably looked similar to the Rhetoric to Alexander, this third chapter is a fascinating look inside Isocrates' pedagogy. These two chapters on Isocrates are likely the most controversial in the book, and while Walker admits he has offered no "irrefutable" evidence of a techne of Isocrates, he does marshal a persuasive case based on available evidence, however scant. The Fourth Chapter, "In the Garden of...

Editor Kathleen Blake Yancey introduces the February issue.

ABSTRACT Petronius’s Satyricon, long recognized as a commentary on rhetorical education, particularly declamation, forms a broad critique of (rhetorical) educational practices in the first century rooted in imitation—declamation, Greek Atticism, imperial rhetoric—and the types of citizens produced by such practices. Problematically, Petronius’s critique, which seeks to redefine class based on a certain cultivated taste or judgment as opposed to material wealth, assumes an elite perspective and falls into the long dismissed “decline narrative” of Roman rhetoric once prevalent in the history of rhetoric. This article seeks to move beyond “Trimalchio vision,” a term used by art historian Lauren Hackworth Peterson to classify derogatory attitudes toward freedmen, to suggest that rhetorical education in the first century reached its intended audience, producing upwardly socially mobile administrators and city patrons in the empire. In other words, rhetorical education was reaching a mass audience in first-century Rome.

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Editor Kathleen Blake Yancey introduces this special issue.

The acknowledgments preceding The State of Speech illuminate much about the subtext of the book and the very real-world problems to which the author hoped to find a solution in writing it. The problem: the disjunction in post-9/11 America “between the daily practices of citizenship and the exercise of political power” (xi). Joy Connolly's solution: Cicero's ideal orator. Here Connolly's goal is not simply to provide a clearer explanation of Cicero's entwined political and rhetorical theory as read through his ideal orator but also to extract from Cicero's works a rival to current republican thought entrenched in “individual liberty” (1). For Connolly, as for Cicero, this model is based in rhetorical practices.Ultimately, accepting Connolly's argument depends first on the reader's acceptance that Ciceronian theory provides a model that values personal experience (including nonelite experience), that the orator is positioned through civility or decorum to recognize others' experiences, and finally that the orator prioritizes the common good of all (Roman) people. This requires that Connolly reconcile the Roman masses with the oratorical practices of the elite in the Roman republic and de-essentialize gender and class as the basis of full, participatory citizenship. These topics are the frequent focuses of the early chapters of the book and by far the most controversial lines of argument. Second, the reader must accept that the Ciceronian model can extend beyond the theoretical to actual political practice, presumably, in post-9/11America. While the success of Connolly's argument may hinge on the acceptance of these claims, the success of the book, a theoretically dense reading of republican rhetorical and political theory, primarily, though not exclusively, through the works of Cicero, does not. It is much of the work necessary to underpin the major arguments of the book that holds the greatest value for readers interested in oratorical performance, citizenship, gender, class, and rhetorical theory in ancient Rome.The introduction of the book begins to establish the major lines of argument and to build the claim that “Roman rhetoric makes a major contribution to the way that the western tradition thinks about politics” (262). In support of this claim, Connolly moves between Roman and early American and even contemporary rhetorical and political theory (Habermas, Marx, Mouffe, Arendt, Benhabib, Gramsci, and Žižek among others are all frequently cited). The introduction emphasizes the significance of the Roman republic in American political theory by detailing how republicanism has served to mediate between “radical and liberal approaches” to American history (7–10).The first chapter, “Founding the State of Speech,” is an exploration of two key questions in republican Rome, the relation between the orator and the masses—how the Roman populace was taken up, represented, ruled, formed, and guided by the speech act—and the basis of authority for the speaker. Connolly's examination of these issues leads to the major claim of the chapter—that for the orator of the Roman republic authority was performative and firmly rooted in the charismatic, elite body. That is, until the shift in the early first century and the influx of Greek rhetorical theory represented in the handbooks of the Rhetorica ad Herennium and Cicero's own De inventione.This shift, according to Connolly, was a move to, as the title of section header makes clear, “rationalize the republic,” in that handbooks were able to “put rhetoric forward as a model of rational and rationalized public discourse,” which “constrain[ed] expressions of authority” inasmuch as the orator was no longer “relying on ancestry or wealth, but [instead] recouping elite charisma in a logical discourse of style” (67–68). For Connolly, this shift transferred authority from the bodies of Rome's elite and conflicts among them to a “learnable code” (69). The role of the people, who Connolly argues were once “moral judges,” also shifts, through the genre of judicial oratory, to deliberation about what is “just and honorable” with the jury functioning as “a microcosm of the just city” (70). According to Connolly, these shifts moved Rome from conflict to consensus by grounding conflict in law, judicial rhetoric, and deliberation and reconciled Hellenistic rhetorical theory, namely status (or stasis) theory, with the oratorical practices of the Roman republic (73–75).Chapter 2, “Naturalized Citizens” begins with a discussion of the origins of Roman civil society using myth, specifically Virgil's Aeneid, to frame the tensions between nature and culture before moving to a similar and, Connolly argues, related tension in discussions of eloquence as resulting from nature or art in the prefaces of Cicero's De oratore. This chapter establishes two major arguments. First, that Roman citizenship underwent a transformation, necessitated by expansion of the Roman empire in the first century BCE, from an Aristotelian model of “a virtuous, homogeneous citizenry intimately linked by geographic proximity and the shared experience of living together” to a more flexible Ciceronian model that sought “to represent civic bonds as rooted in nature but activated and reinforced through human acts and their memorialization in text” (88, 89).Second, and much more significant to the remainder of the book (and scholars of rhetorical history), Connolly makes the case that Cicero's concept of republican citizenship can be unearthed from the nature/art debate regarding rhetorical training in De oratore. This reading leads to the claim that the shift in “eloquence's status as an art to its identity as a product of nature” is not “a matter of wholesale transformation” as much as “a hybridization of the categories ars and natura” (103). Interestingly, Connolly argues that those who need the art are, in Roman rhetorical treatises, “demasculinized” and not “eligible for full citizenship” (104). Because experience (apprenticeships, practice in the forum) is privileged by Cicero (and his Antonius), rhetorical training is unnecessary: “Naturalization of rhetoric amounts to a claim of natural domination in terms of class and ethnicity … [by the] male, well-educated, and wealthy” Roman citizen (111). However, Connolly argues that ultimately Cicero's characters are concealing rather than naturalizing rhetorical training, an obscuration that is symptomatic of “eloquence as stability born of instability” and “Cicero's view of the res publica.” This conflict leads Connolly to clearly articulate her reading of Cicero's ideal orator: “As Cicero closes the gap between eloquence and virtue, the orator's speaking body becomes the virtuous body of the citizen and, by extension, a microcosm of the virtuous body politic: eloquence emerges as a performative ethics that embodies and enacts the common good for the instruction and pleasure of the republic” (113). Perhaps surprisingly, there is very little consideration of Cicero's own position as a new man, though there is a brief suggestion that Cicero might be guilty of a “tactical misreading” of the bounds of Roman citizenship (90).Chapter 3, “The Body Politic,” builds on a conclusion of the previous chapter, that Cicero's ideal orator is “embodied proof of republican virtue,” by developing the implications of Cicero's philosophy of rhetoric as fundamentally performative. The chapter makes two theoretical claims about republican practices based on Cicero's ideal orator. First, while the orators of De oratore are all upper-class men, Cicero's rhetorical theory manages to “encompass a more generous circle,” his “universalizing language” broadening civic identity (125). She develops this idea, returning to the relationship between the people and the orator from the first chapter, by arguing that Cicero's orator is meant to offer a “mirror of the good life” that the audience can accept (or reject) and that in doing so the orator opens himself to the judgment of the people. Connolly's second major claim of this chapter, which follows from the first, is that Cicero's focus on the body is a largely a response to Plato's arguments against rhetoric as found mainly in the Gorgias. Here, Connolly puts forward Cicero's model as a “historic ally for theoretical work” that seeks to problematize the mind/body dualism that has connected men to logic and women to the body, arguing that Cicero's model of “rhetoric opens up a view of subjectification that is usually overlooked in examinations of the Western tradition; the positive moments of subject construction, as opposed to purely negative practices of subjection” (150–51).The arguments leading to this claim center on the body of the orator. First, Plato's questioning of the epistemic function of rhetoric is answered, according to Connolly (building on Habermas), because the orator's “beliefs and practices are not fully his own.” Rather they are a combination of history and perception, and his “virtue is constructed through interactions with others” that break down public and private communication, as the orator's “self” “emerges in the context of communal belief and practice” (144, 151). “Communal observation and supervision,” then, function as a check on the potentially unchecked power of the orator (147). This positioning of the orator is rather precarious both physically and psychologically, with the “orator's body … embedded in republican networks that anchor communicative practices … serving as site of connection for elite and mass” (154). Though Connolly does not elaborate on this claim, the potential vulnerability of the body (and mind) of the orator becomes a recurring theme in the book (152–56).Chapter 4, “The Aesthetics of Virtue,” begins with a discussion of two Roman concepts: libertas, which, although similar to the contemporary concept of negative liberty, is here positioned as free as opposed to slave, and the related dignitas, that is, the freedom not only of speech but the “accrual of standing” to see one's ideas put in place (160). These two terms open a discussion of the tension between tyranny, both of the senatorial class and of the self-interested elite, and the common good of the lawful republic. “Oratorical training and performance,” then, according to Connolly, offer a means of “self-mastery” by which to balance these polarities, in part because the orator, whether in public or private performances, seeks the “label of vir bonus” (161). “Republican patriotism,” a term coined by Connolly, is defined as the process of training the self through “self-love,” repeated performance, and the display of emotion, which, for Cicero, “brings relations of power into the realm of aesthetics” (162). Connolly develops these ideas through several sections. First, she ties together the role of passion in political speech and the idea of “civic love” or “natural sociability.” She makes the case that Cicero regards decorum as the virtue that allows the orator to control his passions (165–66, 169), a virtue similar to the Greek sophrosune, which, Connolly claims, essentializes class. She goes on to address Cicero's “paradoxical solution,” which roots “aesthetic sensibility” in nature, and finally turns to Catullus, who Connolly claims balances decorum and passion (169–85).Returning to notions of libertas through the ideal of self-control and performativity, Connolly stresses that because law played a limited role in constraining domination by the elite and the will to power, “the social conventions that regulated ethics, behavior, and deportment played a correspondingly important role” (187). This section then follows up on the risks of such self-mastery, such as that it might lead to the desire to “exploit the spectacularity of the self” or a dangerous “contempt for others” that forces one to withdrawal from civic life or self-destruction (189). Continuing with the idea of the destabilizing power of the passions, Connolly turns to the role of the passions in contemporary political thought to address the issues of “widespread civic disengagement” and “fragmentation,” particularly as articulated by Iris Marion Young, who is concerned that in using “historical polities that privileged public discourse as models” we risk excluding people based on bodily difference (192–93).1 Connolly offers a slightly different model of a “deliberating republic, one that is a constant repetitive performance…. Communal acts and witnessing of character are pivotal in the constant self-reminding of identity and sentiment that citizens must perform in order to strengthen and reconstitute civic ties” (196). Connolly's “argument in this chapter is intended to suggest that the Roman rhetorical tradition provides a model. What that tradition tells us, above all, is that speech is married to the learned, learnable techniques of emotion control” (193).Chapter 5, “Republican Theater,” begins with the anxieties about the orator as an actor who can perform virtuosity without living virtuously. The first part of the chapter explores the nature of the oratorical performance in relation to stage acting and its role in Ciceronian thought. Connolly argues that while in Cicero's model the orator must be virtuous, a certain duplicity is necessary in republican life, and ultimately the orator's training, which teaches him to pass his performance off as natural, constrains him by demanding that he conceal his education both by not discussing it and not revealing it when speaking (202–6). Connolly argues, “The student of such a curriculum was in a position to learn that the authority granted by eloquence is not the manifestation of free men's natural superiority, and that its tactics are identical to those of actors and women, who exist outside the charmed circle of the political class” (206). While this anxiety over the tension between authenticity and artifice is often expressed in language reflecting gender panic, Connolly argues that the anxiety is more complex, in that, it “emerge[s] out of a recognition precisely that the republic exists in the act, the show, the display of plausible authority, the theatrical presentation of ethos” (206). Here Connolly takes exception with John Dugan, who, according to Connolly, argues that “Cicero advocates a transgressive aesthetic that undermines conventional Roman notions of masculinity” (199n4).2 Connolly's own position has evolved from her earlier article “Mastering Corruption,” which considers gender as defining the “panic” discussed here rather than one factor among many. Though in the article she is primarily interested in Quintilian and declamation, Connolly suggests citizenship in Rome gender and class to a much than is in her discussion of Cicero's in State of “The two and were in a of that then as as the and social that them men, free to the practices of women and that they in the that the speech they was a the State of as in “Mastering Corruption,” Connolly Greek and Roman discussions of in rhetorical theory that or of with the Here, she her Cicero's anxiety is not about or discourse has the it does not because is and … but because civic of to a political what we In what Connolly the between her view that … is the in and by of gender that out what are civic and and that of others who establish “the nature of civic only its in of of this chapter shift to focus on and in and which Cicero power was Connolly's argument here is but She that as the republic Cicero moved beyond to the more and of Here Connolly as Cicero on oratorical in the law in an to to and in in order to a or that the audience not to as but to … the of the In the on particularly in Cicero's was meant to to the of the and, in doing to of an that the with one's citizens that was necessary for civil life chapter of State of Speech moves from Cicero to how the republican political on the performance of the orator, was forward into Rome in the of Here, Connolly focuses on the works of and argues that the were of the up by Ciceronian rhetorical discourse and its performative ethics of republican the that there in the first the of a in In to the significance of in terms of social and as a of to the new Connolly in several from earlier chapters here In chapters and for Connolly argues that because the orator's performance is based in experience and depends on emotion, he may his by in public This idea is connected to the of who even than the republican orator to Connolly also argues that the are symptomatic of social in their to his on and of She then suggests that with his on control of the body, represented a against the and a to the discussed in chapter According to Connolly, this rhetorical education served as a training for a of people, which ultimately Cicero's public orator. In as a way to establish social and control” brief discussion of in which Connolly scholars who Cicero is Marion and are “Cicero's on decorum lead him to that the public must his audience of citizens as in an of to be because he that they are his but because the of him to the of communal and to the decorum as the virtue, one that down the of class and Connolly the claim that to control to that and among his Cicero's ideal citizen is in a position to political before she with a for an view of claims that Cicero's orator requires and is performance are and provide a for Cicero's political to contemporary The of This of the of De oratore as Connolly with to of the the nature/art debate and the While he these very from Connolly, the debate as an an Aristotelian model of rhetoric, with Cicero down firmly on the of the he Connolly, that Cicero is a model of rhetoric that is based in as opposed to theoretical and that this is necessary in order to with the audience Perhaps the one difference between them that a is that Connolly's belief that “the debate is in terms of difference and in tension with the of (103). While this focus on difference allows Connolly to Cicero's of citizenship from it also the that Cicero, as argues, has a Greek model in Cicero's to the way in which rhetoric was Rome suggests all rhetorical training it is a Connolly's focus on Cicero's connection to contemporary political theory her from reading Cicero through so on Cicero Though Connolly that the Roman republic was by she claims that “Cicero's of civility is a place to the terms of social because it the tension of and social class, it is not by of class or what is Cicero the common but how he intended that good to be is, more than Connolly of ultimately Connolly's of the people into the performance of the values were and by rhetorical handbooks and oratorical in law as in the of the elite control of in the as the orator their and the masses to be in elite oratorical While this reading is for the role of the people in relation to in Rome, Connolly's reading is limited by the on the orator's bodily performance and his (and of the people. This the people must be for in the oratorical rhetorical their role as an and rhetorical practices that might more represent the Roman people. Connolly elite control of language as a of class to for the means by which to the masses into the oratorical Though Connolly the significance of political the “Roman to see positioning rhetoric as a art that the of among its before to Cicero's she does not or of the Roman people into oratorical practice as a model for contemporary Connolly's arguments about civic to of the for are In the what Cicero ideal orator, one who through his turns conflict into of as Connolly frequently a a response to unchecked that was the republic and, all Cicero's ideal orator and the resulting republic Connolly's reading of Cicero is by the need to Cicero a way to which scholars of the history of rhetoric will be as a model solution to contemporary political a that with the common While the arguments necessary to so may not be fully they are and lead to a consideration of gender and class in ancient Rome and work on the of the particularly those as a way to bodily charisma and as a means by which to the audience to consideration of and of the vulnerability of the orator's body and those stage and withdrawal from political life and the risk of to to audience are and of a there is in Connolly's recouping of Ciceronian theory, though it is not the it is its of negative has so the common good as to such a The The State of Speech was and the it was political in and though much of the rhetoric of the has one need no than the of control to public by to find that the disjunction that first Connolly has and a recognition of are a good place to and one than to to Cicero for of

The editor introduces the articles in this issue and previews upcoming special themed issues.

Editor Kathleen Yancey introduces articles for this issue.

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During a December 2011 interview with the Jewish Channel, then Republican presidential candidate Newt Gingrich said, “I think we have an invented Palestinian people who are, in fact, Arabs and historically part of the Arab community, and they had the chance to go many places.” Gingrich then defended this statement during the December 10 Republican debate, arguing, “Somebody ought to have the courage to tell the truth. These people are terrorists.” While Gingrich’s comments were met with audience applause during the debate and later praised by some in right-wing circles, they also drew plenty of negative criticism—and not just from Palestinians. The outcry came from both conservative and liberal Americans, while many in the international community, including Jews and Arabs, also took umbrage at Gingrich’s statements.

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By examining in turn a son’s craft project, a family photograph, and an image of tectonic plates, the authors demonstrate how objects can elicit rhetorical invention.

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In this article we consider the ways in which college writers make use of prior knowledge as they take up new writing tasks. Drawing on two studies of transfer, both connected to a Teaching for Transfer composition curriculum for first-year students, we  articulate a theory of prior knowledge and document how the use of prior knowledge can detract from or contribute to efficacy in student writing.

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In this article, we share findings from our process of “reading the past, writing the future” of elementary research in NCTE’s journals. Our analysis focused on major domains of the field, including literature, writing, reading, language, and multimodal literacies, and spanned Elementary English Review, which first appeared in 1924, was renamed Elementary English in 1947, and became Language Arts in 1975; Primary Voices, which ran from 1993 to 2002; and Research in the Teaching of English (RTE), which began in 1967. Findings revealed both surprising continuities across decades as well as clear and important social and cultural shifts that influenced theory, methods, and practice in the field, emphasizing the importance of 1) recognizing the level of historical and political influences in elementary literacy research, 2) paying explicit attention to how the cultural-historical zeitgeist shapes our work as scholars, and 3) interrogating how our representations of research problems may contribute to the continuance of social and cultural inequities.

The editor introduces this special issue.

The phenomenon of the Octalog came into being at the 1988 CCCC when James J. Murphy, with support from Theresa Enos and Stuart Brown, proposed and chaired a roundtable composed of eight distinguish...

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Although academy-industry partnerships have been a subject of interest in professional communication for many years, they have barely been considered in terms of globally networked learning environments (GNLEs). This empirical case study of an academy—industry partnership, in which the authors participated, examines the opportunities and challenges in applying GNLE practices to the design of a corporate engineering communication workshop. Using genre-ecology modeling as the analytical framework, the study demonstrates how the pedagogical processes considered for inclusion in such a workshop may be embedded in a network of institutional genres, some of which are associated with strong regulating controls. The findings from this study have implications for those who are interested in applying GNLE practices in workplace contexts and for those interested in using a principled framework for representing the work of such partnership activities.

The editor introduces the articles in this issue and previews September’s special issue on the future of rhetoric and composition.

Using George Hillocks's epistemic pedagogy and Michael Smith and Jeff Wilhelm's concept of “flow” as frameworks, I create a classroom in which students teach each other to read James Joyce's Ulysses. Students can do this while reading Ulysses for the first time because of the intricate scaffolding I create that requires close interaction outside of class with me, with one or two peer mentors, and with small groups of other students in the class, and that is actively supported by the library, which creates a special “Joyce room” whenever I offer my course. This essay describes how the course is organized and what students are required to do, and it attempts to explain why, in this particular course, students develop complex reading and writing skills and engage in critical work on a difficult literary text beyond what one would think could be possible in one semester on an undergraduate level. While one could teach this course in any type of college or university setting, I suggest that that the values and community of a small liberal arts college encourage faculty to create courses requiring intense student-faculty interaction and encourage students to blur intellectual and social boundaries that enable them to grow in myriad ways.

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Abstract: Researchers have shown that about 40 % of our happiness is accounted for by intentional activity whereas 50 % is explained by genetics and 10 % by circumstances (Lyubomirsky, Sheldon & Schkade, 2005). Consequently, efforts to improve happiness might best be focused in the domain of intentional activity: willful and self-directed activity (Sheldon & Lyubomirsky, 2007). Such activity is nested in the “sustainable happiness model ” proposed by Lyubomirsky, Sheldon, and Schkade (2005) which states that happiness is in part within our ability to manage. Earlier work (Fordyce, 1977; 1983) supports the premise that individuals can sustain levels of happiness through volitional behavior. The current pilot study explored one such intentional activity – composing letters of gratitude. It was hypothesized that writing three letters of gratitude over time would enhance important qualities of subjective well-being in the author; happiness, life-satisfaction, and gratitude.

This article uses the convergence of our positionings as feminists, pragmatists, and rhetoricians to theorize communicative gaps related to different beliefs about writing instruction as sites of generative dialogue. We offer a WPA/TA discourse model centered on productive resistance and on discursive power to posit feminist pragmatic rhetoric as a communicative art of writing program change.

Review Article| April 01 2009 Practical Answers, Four Perspectives: “What Is College-Level Writing?” Kathleen M. Hunzer Kathleen M. Hunzer Search for other works by this author on: This Site Google Pedagogy (2009) 9 (2): 375–379. https://doi.org/10.1215/15314200-2008-040 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kathleen M. Hunzer; Practical Answers, Four Perspectives: “What Is College-Level Writing?”. Pedagogy 1 April 2009; 9 (2): 375–379. doi: https://doi.org/10.1215/15314200-2008-040 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. Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Kathleen Blake Yancey’s presidential address was delivered at the NCTE Annual Convention in San Antonio, Texas, on November 23, 2008.

Abstract Scholars of rhetoric have veered away from non-traditional rhetorical artifacts in the classical period. In this article I examine the Ara Pacis Augustae, Altar of Augustan Peace, as one such overlooked rhetorical artifact. I argue the altar, although constructed as a war monument, shapes public memory to persuade the people of Rome to accept the dynastic succession of Augustus's heir. In addition, I show a variety of rhetorical theories operate on the altar in visual form including amplification, imitation, and enthymeme. Ultimately I contend that by focusing on non-traditional rhetorical artifacts, we can deepen our understanding of the rhetorical tradition in a period in which rhetoric is generally believed to have faded away. Additional informationNotes on contributorsKathleen LampKathleen Lamp is a Doctoral Candidate in the Department of Communication, University of Illinois, Urbana-Champaign, 702 S. Wright St., 244 Lincoln Hall, MC-456, Urbana, IL 61801, USA. E-mail: lamp@uiuc.edu

Even with careful, thoughtful planning and attention to the scholarship in disability studies, any course that centers on literature featuring illness and disability inevitably interrogates the philosophical positions and social values of the disabled community, as well as those of the able-bodied, necessitating a classroom that is sensitive to discomfort encountered when participants’ deeply held beliefs come into conflict with their own desires to be seen as politically correct.

This study charts the terrain of research on writing during the 6-year period from 1999 to 2004, asking “What are current trends and foci in research on writing?” In examining a cross-section of writing research, the authors focus on four issues: (a) What are the general problems being investigated by contemporary writing researchers? Which of the various problems dominate recent writing research, and which are not as prominent? (b) What population age groups are prominent in recent writing research? (c) What is the relationship between population age groups and problems under investigation? and (d) What methodologies are being used in research on writing? Based on a body of refereed journal articles ( n = 1,502) reporting studies about writing and composition instruction that were located using three databases, the authors characterize various lines of inquiry currently undertaken. Social context and writing practices, bi- or multi-lingualism and writing, and writing instruction are the most actively studied problems during this period, whereas writing and technologies, writing assessment and evaluation, and relationships among literacy modalities are the least studied problems. Undergraduate, adult, and other postsecondary populations are the most prominently studied population age group, whereas preschool-aged children and middle and high school students are least studied. Research on instruction within the preschool through 12th grade (P-12) age group is prominent, whereas research on genre, assessment, and bi- or multilingualism is scarce within this population. The majority of articles employ interpretive methods. This indicator of current writing research should be useful to researchers, policymakers, and funding agencies, as well as to writing teachers and teacher educators.

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Members of the Alan C. Purves Award Committee introduce the winner of the award for Volume 39 of Research in the Teaching of English, Mollie Blackburn. Her winning article is entitled “Disrupting Dichotomies for Social Change: A Review of, Critique of, and Complement to Current Educational Literacy Scholarship on Gender”; it was published in May 2005.

Abstract This study offers scholars in composition and communication studies an opportunity to reflect on the relationship between feminists and rhetoric in the context of edited collections. The author first recasts recovery and gender critique as inventive arts for editors, and then analyzes a selection of edited collections' framing texts to demonstrate how editors compose their collections by mediating these arts. This work reveals that an early either/or relationship between the arts of recovery and gender critique gives way to a both/and approach that opens possibilities for multiple, rich avenues of inquiry in feminist rhetorical studies.

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Research Article| October 01 2005 Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel Kathleen Conway Kathleen Conway Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 447–451. https://doi.org/10.1215/15314200-5-3-447 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kathleen Conway; Teaching Jane Eyre and Wuthering Heights in a Survey of the Nineteenth-Century English Novel. Pedagogy 1 October 2005; 5 (3): 447–451. doi: https://doi.org/10.1215/15314200-5-3-447 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2005 Using Shakespeare's King Lear to Teach Symmetry, Metaphor, and the Rhetorical Question Kathleen McEvoy Kathleen McEvoy Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 409–426. https://doi.org/10.1215/15314200-5-3-409 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kathleen McEvoy; Using Shakespeare's King Lear to Teach Symmetry, Metaphor, and the Rhetorical Question. Pedagogy 1 October 2005; 5 (3): 409–426. doi: https://doi.org/10.1215/15314200-5-3-409 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

This essay discusses the emergence of whiteness studies in the study of English rhetoric and composition in the U.S. History of whiteness studies; Function and definition of whiteness in the U.S.; Role of race in different U.S. cultural logics; Relationship of whiteness studies with teaching composition.

This essay presents analyses of two of the ten site visits of computer classrooms (CCRs) conducted between 1998 and 2003. The two sites are located institutionally within departments of English of two U.S. university campuses. The two CCRs examined here were: (1) observed on site by the author in 2000 and 2001; (2) analyzed according to a set of criteria established before the on-site analyses; and (3) photographed. In addition, a digital writing-rhetoric and/or technical writing faculty member was interviewed in person during each site visit. The analysis, part of a book-length project, provides partial data for determining some kinds of physical and architectural/design issues that existed in selected CCRs in the early 2000s and in a number of similar digital environments today

Made Not Only in Words: Composition in a New Key is the print version of the multimodal address that former CCCC Chair Kathleen Yancey gave at the 2004 CCCC convention. Discussing the myriad forms and purposes that writing can take today, she asks us to re-examine our beliefs about what writing is and how it should be taught.

What we ask students to do is who we ask them to be. With this as a defining proposition, I make three claims: (1) print portfolios offer fundamentally different intellectual and affective opportunities than electronic portfolios do; (2) looking at some student portfolios in both media begins to tell us something about what intellectual work is possible within a portfolio; and (3) assuming that each portfolio is itself a composition, we need to consider which kind of portfolio-as-composition we want to invite from students, and why.

This essay interprets Nietzsche’s statement in Ecce Homo that his is a “most multifarious art of style” as an allusion to Demosthenes’ reputation as the perfect orator. Nietzsche does so as a way of signaling that his own “art of style” positions him as the modern heir to this ideal. Nietzsche’s account of his style has to be read as a polemical and radical intervention in the old battle between philosophy and rhetoric, one that aims to deconstruct the opposition between them rather than to assert the legitimacy of one over the other.

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Review of 3 professional books, English Composition as a Happening, by Geoffrey Sirc; The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing with Plagiarism, by Robert A. Harris; and Rational Irrationality: The Art of Teaching Composition, by H. James Jensen.

Using field study to teach writing and speaking in rhetoric impacts both how technical communication defines itself and its role in the curriculum. This article reviews materials that support field study, describes course assignments, and examines student writing. I find that as field study offers a precise, event-based resource for teaching rhetoric, so rhetoric offers an audience-centered format to bring properties of the field inside.

Examines six shifting boundaries: time and space, authorship, writing skills, medium, availability, and the senses.Addresses what the new perimeters might mean for teaching writing at the college level, for student writing, and for instructional management. Considers the challenges of plagiarism.

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Abstract This essay emends Foss, Foss, and Griffin's invitational rhetoric to strenghten its philosophical undergirdings and release it from unfounded criticism. Standpoint hermeneutical rhetoric is the framework offered to position the theory more solidly in the canon. Three strategic moves include discovering and revising its epistemological stance to reflect Lorraine Code's concepts of knowing others and second personhood; connecting Gadamer's philosophical hermeneutics to rhetoric; and using Gadamer's emphasis on position and historicity to develop the connection to feminist standpoint theory. Conclusions point toward the implications of invitational rhetoric as dialogue linked to practical application in public communication and pedagogy.

Considers the wide variation of first-year composition programs and if they do indeed vary so widely. Considers what the programs have in common. Asks if it would be possible to articulate a general curricular framework for first-year composition, regardless of institutional home, student demographics, and instructor characteristics. Presents a list of outcomes approved by the Council of Writing Program Administrators.

Kath leen Blak e Ya nce y is Pearce Professor of English at Clemson University, where she directs the Roy and Marnie Pearce Center for Professional Communication and teaches undergraduate and graduate courses in writing, rhetoric, and professional communication. Editor or author of six books and numerous articles and chapters, she chairs the College Section of NCTE and is vice-president of WPA. Her current interests include reflection as a means of enhancing learning; the design and uses of electronic portfolios; and ways of assessing digital texts.

This article analyzes the clinical protocol within the rhetorical framework of the drug development and approval process, identifying the constraints under which the protocol is written and the rhetorical form, argumentative strategies, and style needed to improve and teach the writing of this document.

To provide modest insight into whether or not reading literature helps medical students communicate more effectively in the physician‐patient encounter, I conducted an ethnographic study of medical students taking a required three‐hour literature and medicine course. This article will demonstrate that although these medical students were embedded in the discourse of medicine, reflective writing enabled them to conceive medicine as an interpretive, personal, and idiosyncratic activity rather than as a stagnant diagnosis‐based process.

Abstract This article explores the ways in which Romantic literary theory offers contemporary rhetoricians a balanced answer to the question of audience, . an answer that allows for prose which reflects a private vision at the same time that it strives for social transformation. In connecting Coleridge's and Keats's hostile reactions to their nineteenth‐century readers with current expressivist theories, especially the work of Peter Elbow, the need to avoid audience at certain stages in the writing process becomes apparent. Yet ultimately the most powerful writing is audience‐centered, as Shelley's A Defence of Poetry illustrates through its call for imaginative empathy.

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Making Relationships: Gender in the Forming of Academic Community presents two case studies of student-teacher writing conferences to make visible what is usually invisible in academe: the personal. It shows that successful academic community may be most easily achieved by students and teachers who create relationships marked by masculine themes and values - and that this may be true even when the teacher is a feminist woman. If change is to occur, the author argues, compositionists must rethink both contemporary composition and gender theories and develop new ways of representing narrative and other expressive discourses.

History is about storytelling. And like any good narrative invested in recounting tales of forebearers, its aim is not only to create an image of the past but a way of understanding what we see… It allows us to place ourselves as participants in an historical tradition, parts of which we wish to claim and others which we would prefer to distance ourselves from. (Welsch 116).

This article is comprised of a collage of small segments of email conversation between the authors; it also includes fragmented quotes and diagrams. Consequently, it defies encapsulation in a typical abstract. Below is an excerpt that is perhaps the closest one might get to an abstract of this essay. This method of collaboration-which we are arguing is one in a panoply of others-is best represented by a text’s replicating it. This text speaks to its author/s’ collective intelligence, attempts to give it some definition by reference to the claims made here and the ways those claims were developed. The text, we might say, embodies collective intelligence and some of the ways, at least, that such intelligence is created. (Yancey and Spooner 60-61)

Developing academic literacy involves learning valued content and rhetoric in a discipline. Within history, writing from primary documents to construct an evidenced interpretation of an issue requires students to transform both background and document knowledge, read and interpret historical documents, and manage discourse synthesis. The authors examine the potential of the Advanced Placement Document-Based Question as constructed and presented by an exemplary teacher to engage students in historical reasoning and writing. The authors analyzed how five students responded to four document-based questions over a year, tracing how organization, document use, and citation language indicate the degree to which writers transformed and integrated information in disciplinary ways. Students moved from knowledge telling (listing period and document content as discrete information bits) to knowledge transformation (integrating content as interpreted evidence for an argument). Students had difficulty learning to handle the complex layers of the task. The authors discuss how instruction might mediate this complexity and promote academic literacy.

This article considers on-line documentation's place in a two-year college's technical communication program. Such a course can be successful if instructors (1) emphasize design principles rather than a particular software package; (2) build on rhetorical skills students already possess, while developing the new skills necessary for authoring documents for the computer screen; and (3) acknowledge the need for their own professional development.

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I was talking with a novelist recently about various kinds of writing-nothing special, just happy-hour talk-and I found my earnest self assuring him that, oh yes, academic writing nowadays will tolerate a number of different styles and voices. (I should know, right? I'm in academic publishing.) He choked; he slapped my arm; he laughed out loud. I don't remember if he spit his drink back in the glass. Silly me, I was serious. And, among other things, I was thinking about this essay/dialogue, in which Interesting that you call it an we're turning discourse conventions of essay/dialogue (nice slide, that the net-often a rather casual medione). But many readers will exum-to some fairly stuffed-shirt acapect a real essay here-or, betdemic purposes. terworse, an academic essay. And we know what that means: a sin-

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This book bridges an important gap between two major approaches to mass communication -- historical and social scientific. To do so, it employs a theory of communication that unifies social, cultural and technological concerns into a systematic and formal framework that is then used to examine the impact of print within the larger socio-cultural context and across multiple historical contexts. The authors integrate historical studies and more abstract formal representations, achieving a set of logically coherent and well-delimited hypotheses that invite further exploration, both historically and experimentally. A second gap that the book addresses is in the area of formal models of communication and diffusion. Such models typically assume a homogeneous population and a communication whose message is abstracted from the complexities of language processing. In contrast, the model presented in this book treats the population as heterogeneous and communications as potentially variable in their content as they move across speakers or readers. Written to address and overcome many of the disciplinary divisions that have prevented the study of print from being approached from the perspective of a unified theory, this book employs a focused interdisciplinary position that encompasses several domains. It shows the underlying compatibility between cognitive and social theory; between the study of language and cognition and the study of technology; between the postmodern interest in the instability of meaning and the social science interest in the diffusion of information; between the effects of technology and issues of cultural homogeneity and heterogeneity. Overall, this book reveals how small, relatively non-interactive, disciplinary-specific conversations about print are usefully conceived of as part of a larger interdisciplinary inquiry.

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Edward A. Kearns, Michael Walker, Kathleen McCoy, Mark Balhorn, Four Comments on "The Politics of Grammar Handbooks: Generic He and Singular They", College English, Vol. 56, No. 4 (Apr., 1994), pp. 471-475

An important element of written and other technological forms of communication is that they accommodate “distance” between sender and receiver in a way proximate communication does not. Despite its importance, the notion of distance has remained pretty much undeveloped in theories of written communication, and the reference points for developing it have remained scattered across various, often noninteractive, literatures such as social theory, network theory, knowledge representation, and postmodernism. Synthesizing across these diverse literatures, we formulate a set of concepts and axioms that lays down some baselines for the general communication context, proximate or at a distance. Our baseline concepts include, among others, relative similarity, signature, reach, and concurrency. We then move beyond these baselines to concepts and axioms that accommodate the specialized distance characteristics of written (also print and electronic) communication. These concepts include asynchronicity, durability, and multiplicity. We conclude by discussing how these concepts and axioms matter to (a) the theoretical modeling of proximate and written systems of communication (including print and electronic systems); and (b) the educational challenge of teaching communication at a distance in the proximate space of the writing classroom.

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This book examines the process of reading (when one's purpose is to create a text of one's own) and writing (which includes a response to the work of others). This is a central process in most college work and at the heart of critical literacy. The study observed students in the transition from high school to college, and in the process of trying to enter the community of academic discourse. The study draws on the methods of textual analysis, teacher evaluation, and interviews to examine students' writing and revising.

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This essay examines James Boyd White's analysis of legal discourse from the perspective of legal and cultural critic. We commend his observation that jurists have done poor job of communicating their decisions to both legal practitioners and the public community. We ask, however, how his art of translation as constitutes ethical and political communities enabling writers and readers of what White characterizes as law's most central text, the judicial opinion, to participate more constructively the creation of a world of meaning. We have focused our analysis on White's Justice as Translation.' Our focus is appropriate because this essay is the developmental sequel to When Words Lose Their Meaning2 which White announced his method of rhetorical and cultural criticism. His is method for analyzing legal texts systematically to illuminate the meaning of justice and injustice in the relations we establish with our languages and with each other.3 We argue that the forms of discourse addressed to or issued from courts the United States define distinct (in White's terms) of argument. White contributes an approach to this culture which is particularly useful to those extra-legal critics who participate the construction of the meaning of judicial opinion through thoughtful reading, but which provides little guidance to those involved the creation of those texts.4 While we accept that legal discourse is distinct culture of argument with characteristics common with other cultures of argument, including literary

Text transmitted electronically through computer-mediated communication networks is an increasingly available yet little documented form of written communication. This article examines the syntactic and stylistic features of an emergent phenomenon called Interactive Written Discourse (IWD) and finds that the concept of “register,” a language variety according to use, helps account for the syntactic reductions and omissions that characterize this historical juxtaposition of text format with real-time and interactive pressures. Similarities with another written register showing surface brevity, the note taking register, are explored. The study is an empirical examination of written communication from a single discourse community, on a single topic, with a single recipient, involving 23 experienced computer users making travel plans with the same travel advisor by exchanging messages through linked computers. The study shows rates of omissions of subject pronouns, copulas, and articles and suggests that IWD is a hybrid, showing features of both spoken and written language. In tracing variable use of conventions such as sentence initial lower case and parentheses, the study shows that norms are gradually emerging. This form of written communication demands study because, as capabilities expand, norms associated with this medium of communication may come to influence or even replace those of more traditional writing styles.

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This article surveys and analyzes the contemporary reception of Plato's rhetorical theory in contemporary rhetoric and composition studies by examining the response from three current perspectives: (1) presenting Plato as completely against rhetoric; (2) leaving Plato out of rhetoric altogether; and (3) interpreting Plato's work as raising issues central to classical and contemporary rhetoric. The discussion of the first two responses to Plato's relationship to rhetoric reveals a reductive, or formulaic, presentation of classical rhetoric. The discussion of the third perspective shows that it is the most accurate interpretation. Plato's rhetoric is related to the traditional five canons that were prominent in Greek rhetoric and explicitly systematized in Roman rhetoric, beginning with the Rhetorica Ad Herennium. If Plato's extensive contribution to the last two of the classical canons of rhetoric, memory and delivery, were more commonly included in the historicizing of rhetoric, then the five canons would work in the fullness of their interaction, rather than as the three-part system (invention, arrangement, and style) that dominates much current interpretation of classical rhetoric. Examples of reintegration of Plato into classical rhetoric (the third perspective) leads to a conclusion that Plato's rhetoric is central to contemporary interpretations of classical rhetoric.

he epistolary feud between Saints Augustine and Jerome has tantalized scholars for centuries

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In a recent Festschrift for Edward P. J. Corbett, Andrea A. Lunsford and Lisa S. Ede look dispassionately at the issues we now concern ourselves with in historical rhetoric, evaluate them, and conclude forcefully that much of Aristotle's work has been reduced to the unrecognizable.I They assert that much of the secondary work in Aristotle depends on misunderstandings that can occur when commentators ignore the fundamental connections among Aristotle's writings (41). Later in the same essay, in citing William Grimaldi's complex interconnections among Aristotle's works, Lunsford and Ede say, rational man of Aristotle's rhetoric is not a automaton, but a languageusing animal who unites reason and emotion in discourse with others. Aristotle (and indeed, Plato and Isocrates as well) studied the power of the mind to gain meaning from the world and to share that meaning with others (43). The Aristotle as logic-chopping that Lunsford and Ede have named for us represents the inadequate and sometimes even wrong interpretation that a significant number of rhetorical scholars rely on in their presentations of classical rhetoric. The explication of Aristotle as automaton also provides us with a critique of the state of some scholarly work on classical rhetoric in American rhetoric and composition during the last twenty years. This formulaic view of rhetoric, which emerges eventually as a pattern, relies on reducing the intertwining theories that make up classical rhetoric and replacing them with simple categories. This kind of reductivism, a version of classical rhetoric that writers of the Heritage School (Welch 120) often use, hinders complex interpretation, such as the work of Walter Ong and James Kinneavy, and deprives classical rhetoric of its strength and its attractiveness. The Heritage School presentation of classical rhetoric primarily as a series of rules, dicta, and

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Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Howard S. Becker with a chapter by Pamela Richards. Chicago and London: The University of Chicago Press, 1986. pp. xii + 180. A War of Words: Chicano Protest in the 1960s and 1970s. John C. Hammerback, Richard J. Jensen and Jose Angel Gutierrez. Westport, Connecticut and London: Greenwood Press, 1985. Words and Values: Some Leading Words and Where They Lead Us. Peggy Rosenthal. New York: Oxford University Press, 1984; pp. i‐xii + 29S. Rhetorical Stances in Modern Literature: Allegories of Love and Death. Lynette Hunter. New York: St. Martin's Press, 1984.

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The reading needs of those who have not yet achieved proficiency-language learners, such as adults with normal hearing learning English as a second language and deaf adults-differ from the needs of fluent readers. The author explains how writers can use specific strategies to alleviate the difficulties these readers experience.

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Kathleen Kelly, Professional Writing in the Humanities Course, College Composition and Communication, Vol. 36, No. 2, Writing in the Academic and Professional Disciplines: Bibliography Theory Practice Preparation of Faculty (May, 1985), pp. 234-237

This study attempted to describe the structural and content characteristics of actual employment rejection letters (following job screening interviews). Their impact on applicants' feelings about themselves (self-concept and self-satisfaction) and about letters (perceptions of letter clarity, “personalness” and appreciative tone) are assessed. Results provide a profile of the “typical” rejection letter and indicate that while few of the letter characteristics affected applicants' feelings about themselves, a number of these attributes were related to applicants' perceptions of the letters.

Research about writing and teaching writing indicates that it involves the simultaneous coordination of hand, eye, and brain. Because of the inseparable nature of thinking and writing, writing need not be preconceived and planned but can be a means for discovering a purpose and inventing a plan. Good writers can be self-made, and taught, as well as born. One learns to write by writing, over a period of time. Trainers should be successful writers (for credibility) and adapt their methods to individual needs and differences.

Being able to measure the readability of a text with a simple formula is an attractive prospect, and many groups have been using readability formulas in a variety of situations where estimates of text complexity are thought to be necessary. The most obvious and explicit use of readability formulas is by educational publishers designing basal and remedial reading texts; some states, in fact, will consider using a basal series only if it fits certain readability formula criteria. Increasingly, public documents such as insurance policies, tax forms, contracts, and jury instructions must meet criteria stated in terms of readability formulas.

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Though most freshmen may not believe it, there is life after freshman comp -and even some writing to be done. Although the first mission of a new writing lab is usually to supplement or to be integrated into the freshman writing course, labs have begun to respond as well to the needs of writers throughout their years at college. Labs have and should expand to meet these needs because they are uniquely capable of doing so.

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