In minimizing and narrowing students’ opportunities for exploration, discovery, deliberation, and thoughtfulness—the educational gold standard of our nation’s most elite educational institutions—by offering them a rationed education that is designed to facilitate quick completion of a degree or certificate, “redesigning” and Guided Pathways reforms and recommendations have promoted “workforce training” and devalued the humanities.

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Risk communication is traditionally authored by institutions and addressed to the potentially affected publics for whom they are responsible. This study expands the scope of risk communication by analyzing safety guides produced by a hypermarginalized group for whom institutions show no responsibility: full-contact, street-level sex workers. Using corpus-assisted discourse analysis and keyword analysis to reveal patterns of word choices, the authors argue that the safety guides exhibit characteristics and qualities of professional communication: audience adaptation, social responsibility, and ethical awareness. This area of inquiry—the DIY, peer-to-peer, extrainstitutional risk communication produced by marginalized people—widens technical and professional communication's approach to risk communication.

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A limited mixed-method study revealed that students could alter written style after direct style instruction, but the effect faded quickly. Instead, students reverted to culturally structured intuition to make conscious, contrary choices. Thus, direct instruction in precise forms of style should probably yield to methods that build culturally structured intuition.

On November 2, 2016, Theresa Jarnagin Enos unexpectedly passed away at her home in Tucson, Arizona, leaving behind a trailblazing legacy of work in writing, teaching, scholarly editing, (wo)mentori...

This article aims to help doctoral students in technical communication prepare themselves for the academic job market and for the subsequent process of earning tenure and promotion in increasingly demanding environments. The authors propose that students do four things: (a) learn to spot and articulate research problems; (b) find their vocation—the work to which they feel a personal calling—within technical communication; (c) identify the research methods that best suit their personalities; and (d) articulate a research identity and agenda that they can explain at three different levels of abstraction: describing individual projects, naming the coherent themes that connect these projects, and defining themselves concisely as scholars. All these orienting practices involve students in stepping back, looking for larger patterns in their work and in their professional interests, and finding specific language to represent them.

Book Review| March 01 2016 Learning in the Plural: Essays on the Humanities and Public Life Learning in the Plural: Essays on the Humanities and Public Life. By David D. Cooper. East Lansing: Michigan State University Press, 2014; pp. xxii + 182. $24.95 paper. William Keith William Keith University of Wisconsin–Milwaukee Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2016) 19 (1): 156–160. https://doi.org/10.14321/rhetpublaffa.19.1.0156 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation William Keith; Learning in the Plural: Essays on the Humanities and Public Life. Rhetoric and Public Affairs 1 March 2016; 19 (1): 156–160. doi: https://doi.org/10.14321/rhetpublaffa.19.1.0156 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. © 2016 Michigan State University Board of Trustees. All rights reserved.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Keith Gilyard's contribution offers a bracing response to the symposium and the larger body of work identified with "translingual." Identifying the emergence of translingual perspectives with a long tradition in composition (and beyond) combating monolingualist ideology, he cautions against temptations to turn translingual theory's insistence on difference as the norm of language practice into a flattening of all difference through abstraction that elides the negotiation of differences in power from communicative practice, a removal that would lead to overlooking which differences in language have what effects on whom. Gilyard's response and this symposium as a whole show how "translingualism" can, might, and needs to be always put to work.

Hearing the Hurt: Rhetoric, Aesthetics, and Politics of the New Negro Movement, by Eric King Watts. Tuscaloosa: University of Alabama Press, 2012. x + 246 pp. $39.95 (cloth).The Insistent Call: Rhe...

This essay uses the Community of Inquiry model to discuss strategies online writing instructors can use to provide effective feedback to students while intentionally creating a

Roughly over the last twenty years or more, critical race theorists and whiteness theorists have magnetized considerable attention in the academy. Many scholars, including numerous critical race th...

This article pilots a study in statistical genre analysis, a mixed-method approach for (a) identifying conventional responses as a statistical distribution within a big data set and (b) assessing which deviations from the conventional might be more effective for changes in audience, purpose, or context. The study assesses pharmaceutical sponsor presentations at the Food and Drug Administration (FDA) drug advisory committee meetings. Preliminary findings indicate the need for changes to FDA conflict-of-interest policies.

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. This is a written version of the acceptance speech that Keith Gilyard gave at the CCCC Convention in Las Vegas on March 15.

Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that is, how best to think about writing as both a technology of communication and an instrument of thought. In this article we elaborate and defend the view that writing is distinctive not only as a technology for the visual representation of speech but more basically as a technology for taking language “off-line,” that is, as language enclosed by quotation marks. Writing, like oral quotation, provides a set of objects divorced from the speaker that persist in time and space and that can be considered and reconsidered somewhat independently of the context of expression and the intentions of the original author. Of special relevance are the units of meaning, namely, words and sentences. When writing turns words and sentences into objects of analysis, it facilitates distinctive modes of discourse such as extended prose and distinctive modes of thinking such as formal rationality.

Over 2,500 years, philosophers in India refined a truth-centered and rhetorically egalitarian method of analogical debate: Nyāya vāda, and its five-part expression, the “Nyāya method.” According to Indian tradition, its practices emerged in the context of inter-scholar debates. However, most historical examples of Indian debate occur in mythical/religious dialogues between teacher and student, and currently Nyāya's scholars focus on theory, neglecting social practice. While Indologists describe the “what” of Nyāya, their bias toward theory leaves its conversational uses unexplored. Comparative rhetoricians describe Indian rhetoric with Greek terminologies as points of reference, and miss Nyāya's theoretical and practical debate tradition. This essay addresses this lack of social context and paucity of representation of Nyāya. It shows how informal debates in ancient literary/historical dialogues presage Nyāya's formulation and traces Nyāya's use in contemporary public examples, illustrating its rhetorical journey from discussions of scholars and kings, to academic formulization, to popular dialogic expression. Nyāya offers a clear alternative to Western confrontational rhetoric, and the presence of Indian “rhetorical” practice and theory undermines assumptions about “rhetoric” being uniquely Greek in origin, underscoring the need for comparative rhetorics.

Book Review| March 01 2013 On Martin Luther King Jr. and the Landscape of Civil Rights Rhetoric Behind the Dream: The Making of the Speech That Transformed a Nation. By Clarence Jones and Stuart Connelly. New York: Palgrave, 2011; pp. 224. $22.00 cloth; $14.00 paperKing's Dream: The Legacy of Martin Luther King's "I Have a Dream" Speech. By Eric Sundquist. New Haven, CT: Yale University Press, 2009; pp. viii + 295. $14.00 paper"Making a Way out of No Way": Martin Luther King's Proverbial Rhetoric. By Wolfgang Mieder. New York: Peter Lang Publishing, 2010; pp. xiv + 551. $169.95 clothMartin Luther King and the Rhetoric of Freedom: The Exodus Narrative in America's Struggle for Civil Rights. By Gary Selby. Waco, TX: Baylor University Press, 2008; pp. xii + 217. $34.95 paperThe Word of the Lord Is Upon Me: The Righteous Performance of Martin Luther King, Jr. By Jonathan Rieder. Cambridge, MA: Belknap/Harvard University Press, 2008; pp. xi + 394. $18.95 paper Keith D. Miller Keith D. Miller Keith D. Miller is Professor of English at Arizona State University. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2013) 16 (1): 167–184. https://doi.org/10.14321/rhetpublaffa.16.1.0167 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Keith D. Miller; On Martin Luther King Jr. and the Landscape of Civil Rights Rhetoric. Rhetoric and Public Affairs 1 March 2013; 16 (1): 167–184. doi: https://doi.org/10.14321/rhetpublaffa.16.1.0167 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2013 Michigan State University Board of Trustees2013 Article PDF first page preview Close Modal You do not currently have access to this content.

This is the text of Keith Gilyard’s presidential address, delivered at the NCTE Annual Convention in Las Vegas, Nevada, on November 18, 2012.

Introduction: The Hunt for Traces of Remnants [T]here are remnants around me, or traces of remnants—misunderstood and misremembered moments and events, ghostly presences, hazy icons. I'm such a tra...

As a result of neoliberalism, the “grand experiment” of the community college, as that of “Democracy’s college,” is coming to an end.

Contributors to this symposium recall and reflect on changes of mind they have experienced, noting the relationship of these to larger concerns of English studies as a profession.

Research Article| June 01 2010 What Do Four Minutes Matter? William Keith; William Keith Search for other works by this author on: This Site Google Kari Whittenberger-Keith Kari Whittenberger-Keith Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2010) 13 (2): 149–153. https://doi.org/10.2307/41940496 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation William Keith, Kari Whittenberger-Keith; What Do Four Minutes Matter?. Rhetoric and Public Affairs 1 June 2010; 13 (2): 149–153. doi: https://doi.org/10.2307/41940496 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. © 2010 Michigan State University Board of Trustees2010 Article PDF first page preview Close Modal You do not currently have access to this content.

The responsibility of a writing teacher is, finally, to teach his or her students to pay attention—to their own lives and to the world in which they live.

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This article argues that the history of the speech field is best understood by examining the primary sources for its institutional and pedagogical origins, and that public speaking instruction originates in a complex understanding of the civic implications of speech pedagogy.

Analogical reasoning has long been an important tool in the production of scientific knowledge, yet many scientists remain hesitant to fully endorse (or even admit) its use. As the teachers of scientific and technical writers, we have an opportunity and responsibility to teach them to use analogy without their writing becoming “overly inductive,” as Aristotle warned. To that end, I here offer an analysis of an example of the effective use of analogy in Rodney Brooks's “Intelligence Without Representation.” In this article, Brooks provides a model for incorporating these tools into an argument by building four of them into an enthymeme that clearly organizes his argument. This combination of inductive and deductive reasoning helped the article become a very influential piece of scholarship in artificial intelligence research, and it can help our students learn to use analogy in their own writing. Every one who effects persuasion through proof does in fact use either enthymemes or examples: there is no other way. (Aristotle, 1984b Aristotle. 1984b. The rhetoric and the poetics of Aristotle, Edited by: Roberts, W. R. and Bywater, I. New York: The Modern Library. [Google Scholar], p. 26)

Research Article| January 01 2008 Toulmin's Rhetorical Logic: What's the Warrant for Warrants? William Keith; William Keith Search for other works by this author on: This Site Google David Beard David Beard Search for other works by this author on: This Site Google Philosophy & Rhetoric (2008) 41 (1): 22–50. https://doi.org/10.2307/25655298 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William Keith, David Beard; Toulmin's Rhetorical Logic: What's the Warrant for Warrants?. Philosophy & Rhetoric 1 January 2008; 41 (1): 22–50. doi: https://doi.org/10.2307/25655298 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2008 The Pennsylvania State University2008The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Even though Martin Luther King, Jr. constantly cited the Bible, no one has seriously examined his rhetoric as biblical hermeneutic. Here I argue that in “I Have a Dream,” King explodes closed memories of the Exodus by reconceptualizing a hermeneutic of (Second) Isaiah as he interprets African-Americans' experience of oppression and exile in Babylon/America and their hope for a new Exodus. Drawing on African-American political rhetoric, King spotlights biblical writers' dialogue with each other and extends the arc of biblical narrative into the present. He also anticipates certain forms of liberation theology of the 1970s and beyond.

As Aristotle began to codify rhetorical practices in Greece, a theoretical and pragmatic text on argument, the Nyaya Sutra, emerged in Ancient India, founding one of six key philosophies of India. Though it describes in detail a procedure of reasoning based on a five-part method of dialogic presentation, the rhetorical emphases of the Nyaya approach have been mostly overlooked. This essay proposes Nyaya's inclusion in the field of rhetorical studies, exploring its methods within their historical context, comparing its approach to the traditional logical syllogism, and relating it to the contemporary perspectives of Stephen Toulmin, Kenneth Burke, and Chaïm Perelman.

Review Essay: Language, Identity, and Citizenship Keith Gilyard Black Identity: Rhetoric, Ideology and Nineteenth-Century Black Nationalism Dexter B. Gordon, Carbondale: Southern Illinois UP, 2003 Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education. Catherine Prendergast, Carbondale: Southern Illinois UP, 2003 Latino/a Discourses: On Language, Identity and Literacy Education, Michelle Hall Kells, Valerie Balester, and Victor Villanueva, eds., Portsmouth, NH: Boynton, 2004.

Using Burkean theory, I claim that Malcolm X brilliantly exposed the rhetoric and epistemology of whiteness as he rejected the African American jeremiad—a dominant form of African American oratory for more than 150 years. Whiteness theory served as the basis for Malcolm X’s alternative literacy, which raises important questions that literacy theorists have yet to consider.

From the early 1990s to the present, Ruth Frankenberg, David Roediger, coauthors Thomas Nakayama and Robert Krizek, and other academics have focused on race by uncovering, interrogating, and theorizing as a largely unacknowledged but vastly important rhetorical and epistemological system. Nakayama and Krizek consider relatively unchartered territory that remained invisible as it continues to influence the identity of those both within and without domain (291). Whiteness, they claim, wields power yet endures as a largely unarticulated (291). Further, they argue, whiteness has assumed the position of an uninterrogated space (293). Many whites, they argue, refuse to acknowledge their ethnicity, claiming simply to be human, thereby erasing from its history and social

Review Article| October 01 2002 A View from the Outside Keith Waddle Keith Waddle Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 434–438. https://doi.org/10.1215/15314200-2-3-434 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Keith Waddle; A View from the Outside. Pedagogy 1 October 2002; 2 (3): 434–438. doi: https://doi.org/10.1215/15314200-2-3-434 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Roundtable: Mentor in a Manual: Climbing the Academic Ladder to Tenure You do not currently have access to this content.

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 examines issues of literacy and identity relative to the development of a critical pedagogy and a critical democracy. An earlier version was delivered as the Chair’s Address at the Fifty-first Annual CCCC Convention on April 13, 2000.

Abstract Mailloux and Leff urge us to seek a transdisciplinary ground for the study of rhetoric; this essay agrees but argues that neither Leff nor Mailloux has taken sufficient notice of the institutional and historical differences between Speech Communication and English, thus rendering the putative ground unstable. By offering an tentative account of the distinctive general orientation of Speech Communication rhetoricians, I hope to engage a substantive dialogue on the practical conditions of an interdisciplinary study of rhetoric.

Richard Marback. Plato's Dream of Sophistry. Columbia: University of South Carolina Press, 1999. xii + 163 pages. Gregory Crane. Thucydides and the Ancient Simplicity: The Limits of Political Realism. Berkeley: University of California Press, 1998. xii + 348 pages. Josiah Ober. Political Dissent in Democratic Athens: Intellectual Critics of Popular Rule. Princeton, NJ: Princeton University Press, 1998. xiv + 417 pages. Harvey Yunis. Taming Democracy: Models of Political Rhetoric in Classical Athens. Ithaca, NY: Cornell University Press, 1996. xv + 316 pages. Christine Farris and Chris M. Anson, eds. Under Construction: Working at the Intersections of Composition Theory, Research, and Practice. Logan: Utah State UP, 1998. 332 pages. Gail Hawisher and Cynthia Selfe. Passions, Pedagogies, and 21st Century Technologies. Logan: Utah State University Press, 1994. Pages viii + 452. $29.95 paper. Tharon Howard. A Rhetoric of Electronic Communities. Greenwich, CT: Ablex Publishing Corporation, 1997. Pages xii + 203. $24.95 paper. James Porter. Rhetorical Ethics and Internetworked Writing. Greenwich, CT: Ablex Publishing Corporation, 1998. Pages xiv + 203. $24.95 paper. Russel K. Durst. Collision Course: Conflict, Negotiation, and Learning in College Composition. Urbana, Illinois: NCTE, 1999. 189 pages. $22.95 paper. John Louis Lucaites, Celeste Michelle Condit, and Sally Caudill. Contemporary Rhetorical Theory. New York: Guilford Press, 1999. Pages, xl + 627. Richard E. Miller. As If Learning Mattered: Reforming Higher Education. Ithaca: Cornell UP, 1998. 249 pages. Lynn Z. Bloom. Composition Studies as a Creative Art: Teaching, Writing, Scholarship, Administration. Logan: Utah UP, 1998. 288 pages. $19.95 paper. Duane H. Roen, Stuart C. Brown, and Theresa Enos, eds. Living Rhetoric and Composition: Stories of the Discipline. Mahwah, NJ: Erlbaum, 1999. 233 pages. $22.50 paper. Jan Zlotnik Schmidt, ed. Women/Writing/Teaching. Albany: SUNY P, 1998. 294 pages. $19.95 paper. Peter Dimock. A Short Rhetoric for Leaving the Family. Normal, IL: Dalkey Archive Press, 1998. 118 pages. $12.95 paper.

Discusses how “I Have a Dream” is the product of African-American rhetorical traditions of ceremonial protest and jeremiad speech-making, rituals that had crystallized long before King was born. Describes the peaceful essences of the March on Washington and how it was a “Ceremonial Protest.” Considers the historical use of “I Have a Dream” over the previous 130 years.

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Jim W. Corder. Uses of Rhetoric. Philadelphia: Lippincott, 1971. 230 pages.

Many current technical writing handbooks still advise writers to avoid the passive voice except in certain limited situations, primarily when the agent is unknown, understood, unimportant, or better left unnamed. However, a growing body of research indicates that the passive voice has a broader array of rhetorical functions. To identify some of the functions of the passive, as well as the active, voice, the frequencies of active and passive verbs were determined in 185 documents written by twenty-eight civilian and military members of the U.S. Air Force. The frequencies were similar to those in similar types of documents written by nonacademic writers in previous studies. In addition, writers were queried about their reasons for choosing active or passive verbs. While the results of the study confirmed the importance of agency in the choice of active or passive, they also revealed numerous other factors that were significant in writers' choices. The most significant reasons for choosing one type of verb over another were the voice of the verb, organizational requirements, audience awareness, efficiency, genre, euphony, personal preference, agency, emphasis, and topic-comment flow. These results suggest that technical writing instruction and handbooks should promote general principles for the use of both active and passive verbs rather than advising against the use of passive verbs.

(1997). Rhetorical situations and their constituents. Rhetoric Review: Vol. 15, No. 2, pp. 264-279.

Aristotle's Rhetoric: An Art of Character by Eugene Garver. Chicago: U of Chicago P, 1994. 325 pp.

Can technical writing still be taught credibly by teachers with only academic experience? This article draws a distinction between courses designed for students expecting to be full-time technical communicators and general-purpose service courses designed for students in a variety of fields. The article then argues that teachers of service courses can teach credibly without having worked as writers in nonacademic workplaces if they fulfill these conditions: they should have a critical command of research into nonacademic writing, rhetorical theory, and reading theory; they should define technical writing broadly enough to see themselves as technical writers; they should seek and take advantage of everyday opportunities to practice technical writing and reading; and they should carefully consider the sense in which their courses reflect reality.

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Instructions should be illustrated so as to help users memorize steps as quickly and thoroughly as possible. Classical mnemonic theory provides an excellent description of how to create such illustrations. The most detailed description of how to form memorable images that function as cues to subject matter is contained in the ancient Roman treatise Rhetorica Ad Herennium. The basic principle is that one must form bizarre, striking pictures combining cue images with images representing the words or concepts that are to be remembered. Much modern research on memory and imagery bears out the ancient wisdom on this topic. Gordon Bower, Allan Paivio, and others have shown that subjects remember lists of items far better when they use paired associate methods of visual memorization that are based on the classical theories. Other researchers, such as Margaret Hagen, have found that the mind processes information faster and remembers it longer when it has to deal with only minimal cues (for example, a simple line drawing as opposed to a photograph or a detailed drawing). Combining insights from ancient theory and practice with those from modern research, I suggest that technical communicators use, where possible, a particular kind of image to illustrate instructions.

When Edward P. J. Corbett was editor of College Composition and Communication, his fairly rigid standards for article length undoubtedly had the effect of forcing some loose thinking to a fairly sharp point. It also had the effect of pushing some discussions into an awesome degree of compression that made them less available to casual readers than they might have been otherwise. On the other hand, they offer a rewarding read now, if one is willing to commit the mental energy to put them together with the world. To my mind, a classic illustration of this sort of essay is George Yoos' An Identity of Roles in Writing and Reading from the fall, 1979 issue. In that paper, Yoos provided a model for reading and writing processes that finds reciprocity between writing and reading strategies at four different levels-at the level of objective expression or of content, at the level of face-adjustment or ethical appeal, at the level of audience, and at the level of logic or truth. Under this system, both writer and reader perform in roles defined by these four topics, and if one is generally accentuated in any specific situation, it is pretty clear that accommodation or sensitivity to all roles can provide a highly enriched perspective on writing. However, any conceptualizing like this, anchored in Collingwood, Croce, and George Herbert Meade (the names cited here) is probably going to seem rather alien and have some apparently rough points for present day readers. One of these is Yoos' flat assumption-deriving from Collingwood and Croce-that Kinneavy's effort to see expression as a mode of communication is wrong, and that the need to keep expression separate from communication is basic to an understanding of the writing process. Our present pedagogical tendency of using personal expression as a way to develop fluency and authenticity will tend to make readers unreceptive to the basic truth that writing will always be writing, that is, texts in which expression can be found, but which should never be confused with expression. To ignore this fact is to run a far graver risk of creating writing anxiety than would be possible by framing writing as an impersonal formalistic game. Another rough point would have to be Yoos' notion of the faceadjustment role, which he identifies with ethical appeal as a matter of clear about what one is doing. Yoos draws a clear distinction between this and the audience role which involves a strategic awareness and management of how different audiences will react, and, from the reading point of view, a reader's awareness of how these audiences are being managed. These are very subtle distinctions that take us quite a way back to a classical view of rhetorical operations (pace Knoblauch and Brannon). More generally, Yoos makes it clear that the relation between writing and reading is much deeper than writing scholars tend to acknowledge, in spite of the years of research into reading and writing connections. Certainly the kind of mirror-imaging that his essay provides-in which, say, an objective-expressive is one the writer plays by getting what he or she knows down into words, and that the reader reads for to see what the writer really knows, as a ground to be comprehended before processing rhetorical and logical acts-involves a complex conceptualizing of the communication process that promises a very rich critical

(1989). Voice merging and self‐making: The epistemology of “I have a dream”. Rhetoric Society Quarterly: Vol. 19, No. 1, pp. 23-31.

Odd Man Out: A Biography of Lord Soper of Kingsway, by William Purcell. Oxford: A. R. Mowbray & Co., 1983. 196 pages. Power and Communication, by Andrew King. Waveland Press, Inc., 1987. Writing Instruction in Nineteenth Century American Colleges, by James A. Berlin. Southern Illinois University, 1984. Rhetoric and Reality; Writing Instruction In American Colleges, 1900–1985. James Berlin. Southern Illinois University Press, 1987

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Donald Stewart, The Versatile Writer. Lexington: D. C. Heath, 1986. 381 pages. Sentence Combining: A Rhetorical Perspective. Ed. Donald A. Daiker, Andrew Kerek, and Max Morenberg. Southern Illinois University Press, 1985, xxi + 386 pages. Beverly L. Clark, Talking about Writing: A Guide for Tutor and Teacher Conferences. The University of Michigan Press, 1985. 225 pages.

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Technical writing involves more than simply the “nuts and bolts” of preparing a good report. Good technical writing must be an effective communication, and in order for the writer (source) to obtain the desired response from the reader (receiver), he must have a clear conceptualization of the communication process. He must realize that the source, the message, the channel, and the receiver are important variables that influence the success of technical communication. The technical writer must be aware of the “filter” stages the receiver moves through before ultimately making a response to the message. The technical writer who creates a proper meld of the basics of good technical writing with an understanding of the communication process can produce an effective technical communication.

Communication research has not fully come to grips with the important role of receiver control over message content and treatment within a communication event. The assumption seems to be that source success depends upon source credibility, selection of the right channel, and use of certain cognitive approaches. However, receiver motivational factors predispose the receiver to respond in a particular manner to a particular message. If the source hopes to elicit a specifically desired response, he must fashion his message content and treatment so as to identify with receiver motivational predispositions within the particular communication event.