We advocate for the inclusion of Indigenous studies within first-year writing and academic English courses, particularly those taught to multilingual, international students. We argue that asking international students to learn about local and international Indigenous issues productively intersects with coursework in academic English. Our pedagogical approach emphasizes metalanguage and allows Indigenous studies and explicit language instruction to work in tandem, thereby recognizing the agency of Indigenous scholars and guiding non-Indigenous students in relation to it.

Occlusion is most commonly presented as an aspect of certain genres: occluded genres. Here, occlusion is proposed as a property of the processes by which genres are taken up. While routine use of genres creates expectations around when the genre’s uptake is commonly occluded, such expected practice can be subverted by deliberate disclosure. Occlusion and disclosure in the process of genre uptake thus become argumentative and powerful moves in communicative interaction. In three case studies, I analyze processes of occlusion in relationship to the genre of the letter to the university president.

This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject positions and social relations. Using rhetorical genre theory to understand methods as the cultural tools of research communities, we argue that methods can be enacted as flexible resources in the interest of advancing ethical knowledge. In the context of Indigenous epistemological activism, researchers can then take a contingent stance toward method, a stance we name “principled uncertainty.”

This article offers a way of using the theory of audience design—how speakers position different audience groups as main addressees, overhearers, or bystanders—for written discourse. It focuses on main addressees, that is, those audience members who are expected to participate in and respond to a speaker’s utterances. The text samples are articles, letters, and editorials on women’s suffrage that were published between 1909 and 1912 in Canadian periodicals. In particular, the author analyzes noun phrases with which suffrageskeptical women are addressed, relying on the theory of constitutive rhetoric to highlight the interpellative force with which the audience design of this public political debate operates.