ChatGPT and other LLMs are at the forefront of pedagogical considerations in classrooms across the academy. Many studies have spoken to the technology’s capacity to generate one-off texts in a variety of genres. This study complements those by inquiring into its capacity to generate compelling texts at scale. In this study, we quantitatively and qualitatively analyze a small corpus of generated texts in two genres and gauge it against novice and published academic writers along known dimensions of linguistic variation. Theoretically, we position and historicize ChatGPT as a writing technology and consider the ways in which generated text may not be congruent with established trajectories of writing development in higher education. Our study found that generated texts are more informationally dense than authored texts and often read as dialogically closed, “empty,” and “fluffy.” We close with a discussion of potentially explanatory linguistic features, as well as relevant pedagogical implications.

This article examines the role of TPC professionalism keywords on early career scholars' disciplinary enculturation. The article reports on a collaboration between the article's authors that explored how the deployment of professionalism keywords in teaching and research created conditions for defining what it might mean to work as a TPC professional. The article offers insights into the challenges keywords pose to forwarding non-normative understandings of professionalism that enable broader inclusion and visibility for TPC stakeholders.

This article provides three major contributions to the literature: we provide granular information on the development of student argumentative writing across secondary school; we replicate the MacArthur et al. model of Natural Language Processing (NLP) writing features that predict quality with a younger group of students; and we are able to examine the differences for students across language status. In our study, we sought to find the average levels of text length, cohesion, connectives, syntactic complexity, and word-level complexity in this sample across Grades 7-12 by sex, by English learner status, and for essays scoring above and below the median holistic score. Mean levels of variables by grade suggest a developmental progression with respect to text length, with the text length increasing with grade level, but the other variables in the model were fairly stable. Sex did not seem to affect the model in meaningful ways beyond the increased fluency of women writers. We saw text length and word level differences between initially designated and redesignated bilingual students compared to their English-only peers. Finally, we see that the model works better with our higher scoring essays and is less effective explaining the lower scoring essays.

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The COVID-19 pandemic has prompted a renewed interest in intergenerational letter and email writing. Evidence shows that expressive writing, including letter writing, has a number of benefits including improved literacy and perceived well-being, and it can also facilitate a deep connection with another person. This scoping review provides an overview of the existing research on letter and email writing between different age cohorts. Of the 471 articles retrieved from Scopus, CINAHL, PsycINFO, MEDLINE, Academic Search Premier, and Web of Science, 17 studies met the inclusion criteria and were critically appraised and synthesized in this review. The studies were grouped into two themes according to their stated aims and outcomes: (a) studies exploring changes in perceptions, and (b) studies relating to skills development and bonds. The results showed a range of benefits for intergenerational letter writers, from more positive perceptions of the other age group, through improved writing skills and subject knowledge, to forming intergenerational memories and bonds. The review also highlights some of the limitations of the current research and formulates recommendations for future studies in the fields of writing studies, intergenerational research, and educational gerontology.

In this symposium, five editors ofTeaching English in the Two-Year College(TETYC) discuss the past, present, and future of the journal and the profession.

AbstractThis article explores some pedagogical challenges and opportunities introduced by higher education's increased reliance on private learning management systems (LMS) during the COVID-19 pandemic. It theorizes LMS as an expression of neoliberalism and argues that critical literacy, as a method, should be done to (rather than simply through) LMS. Specifically, it examines two case studies of student interactions with the LMS during an asynchronous first-year writing course.

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This article offers preliminary findings from a research study tracing the transitions of eight instructors in their first year of teaching English at two-year colleges. We report findings related to preparation, position responsibilities, and mentoring.

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AbstractIn response to an urgent need for better decision making in the public sphere, this article presents a method by which literary study can cultivate wisdom, defined as the ability to respond to problems with courses of action that maximize flourishing and minimize harm for all parties, both now and in the future. Drawing on the latest evidence-based learning principles, the article explains the pedagogical strategies and practices by which four wisdom-constituting thinking skills can be developed.

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A lot has happened in Indian Country recently: water protectors and the NoDAPL movement brought international attention to Native sovereignty and ongoing resistance to settler forms of violence against Indigenous ways of being; a settler public became aware of the MMIW movement and the ongoing assault on the lives of Indigenous women; an apology was given by executive order for a genocide that occurred in California and a Truth and Healing Council was created to investigate the historical relations between California Indians and the state of California; and Native identity is “complex” and certain people seek to profit from that complexity by duplicitously or erroneously claiming Native identity, to name a few. To be sure, these are all issues long addressed by Native people (Indigenous movements, in particular, always have a long arc), but it sure feels like these are events that happened within a recent timeframe.The feeling that these are events and not manifestations of continuing struggles that go back hundreds of years is related to the well-documented fact that settler discourses on Native peoples often still represent us as existing in the past. A settler public, almost ritualistically, gets reminded of the existence of Native people and is seemingly perpetually surprised. This condition for Rifkin, while representing a significant problem on its own, also represents a double bind for Indigenous people. The long-standing and common response to these discourses of Native pastness has been to assert Native contemporaneity and/or modernity, but, for Rifkin, such a response participates in the very terms set forth by the discourses by contesting them within a linear, developmental, and rationalistic temporal framework. Rifkin rather seeks to dispel the idea that such a response adequately contests continuing settler domination and to show that it appeals to and bolsters a deeper settler framework.The double bind is a familiar ruse first theorized by Gregory Bateson in communication theory as patterns of confusion, a general condition for him for PTSD and schizophrenia, and popularized by Michel Foucault’s analysis of two opposing forms of power that together enmesh unsuspecting and well-meaning subjects further into power’s snares. In brief, Foucault argues that repressive power, the blunt, straightforward, top-down, and usually explicit kind, elicits an antagonistic response from the subjugated that surreptitiously turns them to directly face the repression or exclusion, speak up and against it, and, in order to be intelligible, and this is the twist, assert themselves within the terms of a growing if dispersed productive power that works through them. Rifkin links the double bind to claims that modernity is a collaborative construction between the West and the rest. In this case, for Rifkin, a generative knowledge production on Native contributions to modernity both depends on and bolsters what he refers to as the “background” of a shared temporal framework, asserting a common container in which events take place, which contests narratives of Native disappearance and vulgar forms of archaism and yet contributes to national and global narratives of historical progress, wedding Native assertions of contemporaneity to state interests.Rifkin’s answer to this dilemma is Beyond Settler Time, a long, theoretically expansive, wide-ranging, and erudite book on what he calls “temporal sovereignty,” which he contrasts to “temporal recognition,” the institutional and assimilative mode through which Indigenous peoples get brought/bring themselves into the present. Temporal sovereignty, on the other hand, engages “the texture of Indigenous temporalities” (Rifkin 2017, 7–8) and Native collective experiences of becoming. Echoing Glen Coulthard’s distinction between a politics of recognition (mediated by the settler state and its epistemic frames) and grounded normativities, “the modalities of Indigenous land-connected practices and longstanding experiential knowledge that inform and structure our ethical engagements with the world and our relationships with human and nonhuman others over time” (cited in Rifkin 2017, 207–8), Rifkin’s argument likewise emphasizes a form of self-determination that refuses external legitimation, flowing directly from Indigenous experiences, forms of governance, and social relations, but in temporal terms.Rifkin’s turn to time isn’t an obvious one for Native studies considering the intense and persistent focus the field has on “the land question.” Though, from at least the publication of Vine Deloria Jr.’s God Is Red, in which he asserts that Indigenous epistemologies have a spatial orientation in contrast to Western, Christian orientations to historical, linear, and teleological/eschatological time (which Deloria claims undergirds an inherent colonial imperative uprooting a lived sense of place) to the recent publication of Our History Is the Future, Nick Estes’s analysis of the longue durée of Native resistance up to Standing Rock, scholarship in Native studies has had an abiding interest in theorizing time. This includes the heavily populated list of Native scholars that Rifkin draws on to make his argument, including those whom he critically locates as being Native theorists of modernity (Philip Deloria, Scott Lyons, Jean O’Brien). But Vine Deloria’s lesson, drawing on years of Indigenous struggle, has been influential, with the most recent and visible manifestation being the LandBack movement. In this sense, Mishuana Goeman’s Mark My Words is another important touchstone for Rifkin, linking as it does Indigenous modes of storying to practices of grounded normativity, distinguishing between Indigenous place making and settler-colonial space making, or, as Robert Nichols calls it, the (violent) production of land as property. Goeman writes, “Stories teach us how to care for and respect one another and the land. Responsibility, respect, and places created through tribal stories have endured longer than the Western fences that outline settler territories and individual properties that continue to change hands” (cited in Rifkin 2017, 59–61). To Goeman’s abiding sense of storied Indigenous place, Rifkin offers a storied, collective, and experiential Indigenous sense of duration.The structure of Rifkin’s book is a familiar one, beginning with a brief preface; followed by a long first chapter that details the primary argument and the theoretical and methodological investments of the book, and then three chapters that develop the argument through close readings of texts, heavily weighted by novels (where the rubber hits the road, so to speak); ending, finally, with a coda that critically reflects on the relation between the book’s argument and U.S. Indian policy as it affects Native American sovereignty. Because this is such a theoretically rich text, and because Rifkin takes great pains to develop a powerful if complex argument on Native conceptions of time, in this review I primarily focus on the first chapter. For those interested in Native American literature and other forms of Native writing, Rifkin is a consummate literary scholar, and it is certainly worth reading his continuing engagement with the work of Native authors in the last three chapters, where he offers fresh takes based on his theorizing of temporal recognition and temporal sovereignty of largely canonical Native literary texts and authors. Each of these chapters engages a different aspect of temporal recognition as the means through which more radical temporal formations in the form of sovereignty are managed or silenced.In brief, chapter 2, “The Silence of Ely S. Parker,” addresses U.S. historical narratives of developmental progress through the rhetoric of a perfecting union. Beginning with a meditation on the silent, onscreen presence of Haudenosaunee politician, Ely S. Parker, in the Steven Spielberg and Tony Kushner film Lincoln, Rifkin addresses the imposed temporal formation of the expanding and perfecting rule of law and its relation to violence by juxtaposing two concurrent wars caused by uprisings, the Civil War, and the lesser-known Dakota War. Attending to the writing of Parker as well as Dakota scholar Charles Eastman, Rifkin analyzes the temporal formations of the treaty and reservation systems as outcroppings of the rule of settler law. Chapter 3, “The Duration of the Land,” focuses on John Joseph Mathews’s novel Sundown, set in an Osage community during the allotment era. Analyzing the temporality of U.S. Indian policy and its focus on resource development (allotment and the petro-economy here), Rifkin notes how Mathews’s novel represents and disrupts a maturational and heteronormative conception of social reproduction. To do so, he juxtaposes reproductive futurity to the queerness of the main character, Chal, whose Indianness acts as an opening onto a sense of place-based duration. The final chapter, “Ghost Dancing at Century’s End,” addresses the almost excessively researched social, political, and spiritual response to settler invasion, the Ghost Dance. Removing it from the sociological interpretations it has been subjected to and restoring its affective and everyday aspects, Rifkin discusses two novels in which the ceremony features prominently, Sherman Alexie’s Indian Killer and Leslie Marmon Silko’s Gardens in the Dunes. Referencing the version of the ceremony envisioned by the Paiute Doctor, Wovoka (there have been others), the ceremony, as made clear by Rifkin’s readings of the two novels, is both a hopeful vision for a future restored to Indigenous peoples, with the dead returning to live with the living in many interpretations, and a messianic manifestation of Indigenous rage through the prophesied disappearance of all white people. This affective ambivalence is summed up by Rifkin through the emotions of anger and longing, which, he argues, open up cross-time proximities based in prophetic temporality and its everyday manifestations.Rifkin lays out the book’s theoretical and methodological infrastructure in chapter 1, “Indigenous Orientations,” where much of his aforementioned argument and the basis for his notion of Indigenous duration reside. Ambitious and just a bit irreverent, the chapter ranges across a bewildering set of philosophies, concepts, and theories: Native and Latinx philosopher V. F. Cordova’s vitalist philosophy; Sarah Ahmed’s queer phenomenology (from which Rifkin draws the term “orientation”); Native theorist, memoirist, and poet Deborah Miranda’s archival meditations on the afterlife of annihilation in the wake of the California missions; theories of Native modernity; decolonial theories of coloniality (which get lumped in with the previous group); postcolonial critiques of the enlightenment; Native studies critiques of recognition politics; queer theories of time; Einsteinian relativity; Henri Bergson’s philosophical concept of duration; Native theorist Dian Million’s felt theory (along with non-Native queer theorists of affect); and Native conceptions of storying. It’s honestly a bit overwhelming; however, Rifkin’s erudition together with a conceptually tight argument hold it all together.After establishing the broad parameters of temporal recognition, described above, Rifkin explores a variety of theoretical conceptions of temporal plurality, what he calls being-in-time, as alternatives to dominant settler time. As a subjective form, being-in-time is a phenomenological orientation drawn from past experiences that frame possible future experience, turning one toward the future through interest and momentum in the form of a trajectory. The phenomenological experience of time organizes much of the chapter, though it takes different faces with Ahmed’s queer phenomenology, Bergson’s theory of duration, and Merleau-Ponty’s more canonical philosophy. What this step does is specify the experience of time away from abstract, common time. Threaded through this argument is the question of collective (as opposed to common) and therefore Indigenous experiences (which are not just subjective or intersubjective). To begin to answer the question, Rifkin turns to Native scholars: Cordova’s notion of communal frames of reference and Miranda’s and Dian Million’s respective theories of collective storying. Rifkin ends the chapter by staging a conversation between Indigenous storying as collective and affective frames of reference and queer theorizations of temporality. This last section is the only one in the book where non-Native theories are directly questioned through a Native critical lens and is, for that reason, one of the more robust moments of theorizing in the book. It is also very much in Rifkin’s wheelhouse, hearkening back to his earlier work on intersections of queer and Indigenous studies.The hinge between temporal recognition and temporal sovereignty in the chapter, perhaps surprisingly, is physicist Albert Einstein’s theory of relativity and his idea of frames of reference. In Einsteinian relativity, Rifkin finds a conception of time that breaks with natural time, the common temporal experience of the present as an “unfolding, universal line of development” (Rifkin 2017, 34–35). Frames of reference, on the other hand, are based on one’s relative position and make the idea of a universal time impossible. Turning to theoretical physics in order to understand temporal sovereignty, though, carries a number of risks, which Rifkin acknowledges by noting the limits of Einstein’s theory for discussing Indigenous experiences. While, according to the theory, there is no possible universal time, what makes a frame of reference intelligible is having a common measure to compare frames, in this case mathematics itself (it also helps to have a common perspective, the absolute speed of light). One can understand differences between frames by comparing them according to this measure, each having internally consistent relations to time that onto each The of is that this for different experiences, a problem that philosopher Henri out to with his theory of duration. To and notion of time, offers a and notion of duration. It is, the and subjective of relativity, a philosophical to Einstein’s physics if the that had with was of the for to the between the two conceptions of time is to Rifkin’s distinction between temporal recognition and temporal sovereignty. Bergson’s of and experiential duration from time much of the critical of Rifkin’s a that the book. than time as an abstract, measure of universal movement a can of it as as temporality than temporalities” The term is as Bergson’s notion of duration is up with the question of in two against theories that human is of asserting a of human of Bergson’s and and, perhaps as a response to the by of that is an if one takes the that space is This of space and time to assert a of experiential duration, and from abstract, had significant on American such as as well as American and It’s a critical that has had and has as a form of critical common sense, as by this by V. F. is an from the fact that there is and change in the (cited in Rifkin 2017, in this distinction Rifkin’s as It like this settler time, as a of and is a that a temporal experience for temporal such as Indigenous that this are through temporal recognition, through a conception of shared modernity and the however, time is and the of settler time is a a of experiential time. The step that Rifkin takes is to this to show that Indigenous peoples within that are at also with the individual of Western Indigenous forms of temporal sovereignty, as within the settler framework. Attending to these for Rifkin, is a to time and open space for “Indigenous forms of collective and modes of One to do this is to the texture of temporal formations in Rifkin turns to physics and a philosopher of to Native temporal sovereignty, because to made but in to Indigenous and also as a of earlier discourses of social development and a time that between peoples according to a though the make is often as a spatial one, as opposed to to Rifkin’s very rich concept of temporal sovereignty into what has as I the Western Rifkin draws on for an conception of time, do not are more than the while certainly directly with Indigenous formations of and experience, of whom theorized in ways that themselves to Rifkin’s obvious answer is that and are interested primarily in time within a Western framework, to the critically turn makes to an of the West such a still makes and then of out into and and so This is of what Rifkin refers to on as his to Western formations of in order to make open and make visible the texture of Indigenous of an critical within a dominant framework. The other obvious answer is the of by Native that it a notion of that in if not Indigenous people into of a different notion of This version of pastness is largely for the idea of a against which Native people are to the common that is a Indigenous people not just in time or but also in does the question of in relation to time discussing for in as an time (Rifkin 2017, the aspect of into Rifkin how is a concept that temporal recognition through the lens of and its and relative to Indigenous time against the of settler time. But there a between Rifkin’s notion of temporal and relativity that I I it has to do with the complex between the of the and as and by Tony the concept and the of on its and more by as of an that and and through the of subjects the in the different of between and the links this and to the of the term which the question of how and, in Rifkin’s conceptions of temporal recognition and temporal sovereignty. how do these conceptions on or and for a book review if are to it back in a the and Rifkin’s book that it Rifkin’s on a double bind of its only was a philosopher if there was one, but Rifkin’s on phenomenology a form of human of the Western a number of Native in order to this sense of time as Rifkin gets there by first the problem of settler time and then it within the of Western the and its out time as a in order to the double bind of historical and assertions of Native modernity another one in relation to the of the human as a of an as is, does Rifkin the Native people are of modernity all with Native people are also complex To begin to answer this the colonial and of and its in the of to peoples, as described by and how that undergirds a sense of the This is a question that on the of from to and a that to how in social, and and interest in epistemologies and is at as made clear by the of of Indigenous What if Indigenous epistemologies and are not in the Western What and make possible another of In his engagement with the work of Deborah Rifkin offers a possible on the of the of Rifkin notes that Miranda’s work in the of the of people in the face of such a notion of turning away from a in which Indigenous people up of for an and within a Miranda’s rather the very and of through storying as of our was to the I to that the of was but other Indians California Indians been a the a lot power to or (cited in Rifkin 2017, What is is the of the term with Miranda’s the and of as well as its an or in seemingly form, perhaps through and This isn’t against the such as the but it also have the It’s at this Rifkin’s of Indigenous takes and of Indigenous as the of land or modes of governance, Rifkin finds in Miranda’s conception of a to the of Indigenous and In the of and recognition, acts as a that the itself of an Indigenous through an sense of different and ways of living that into are an affective of experience, what Dian calls felt and in often and The one is the to which, according to like water flowing the of our (cited in Rifkin 2017, in the form of and temporal experiences. For Rifkin, this sense of storying a of a lived that back against the of imposed settler forms of recognition and that from Indigenous governance, to relations to to social and and the of the time of in Rifkin 2017, is at his this sense of into conversation with queer theories of time, his earlier work on imposed forms of settler through Indian the of of Native and and with settler in other of settler as a and the of in of recognition settler and Rifkin this question to on the possible of queer to and the of time to the and through for this of queer temporal conceptions for on of and investments in the of the settler these theories against the terms of addressed by and the for collective to in the face of and Rifkin both takes the from queer temporality and also asserts that Native temporal formations are not to non-Native (which includes non-Native queer It’s a of living with the and in an of Rifkin does with queer theory what he do with Western his notion of on this powerful of storying in and through Rifkin, through us toward another of and making making in other do take up this

Successfully adapting to organizational changes during the COVID-19 pandemic crisis necessitated the effective deployment of technical communication texts delineating the expectations and structures for guiding behavior and interactions. A dearth of system-wide familiarity with changes in modalities has disrupted expectations and impacted engagement. During acute events, business and technical communicators will probably not be the initial source of transition messaging. Instead, this task will fall on managers, faculty, and other front-line communicators. The authors present pragmatic recommendations for adapting familiar discourses, semiotics, and mental scripts so that communicators can more effectively intervene during crises to ease organizational transitions and decrease uncertainty.

Technical and professional communication (TPC) has recently turned to social justice to interrogate seemingly neutral documents’ impacts on marginalized populations, including disabled individuals. In workplace contexts, such efforts are often impeded by rights-based discourse that maintains ableist institutional spaces and impedes efforts toward broader institutional change. Recognizing that TPC practitioners likely will encounter rights-based discourse, this article offers an ethical decision-making framework that couples the field's previous disability studies work with disability justice. We offer guidelines and a critical vocabulary for bridging legal rights and social justice concerns to inspire ethical articulations of disability access needed for transformative change.

As the discipline of rhetoric and composition engages archival studies, we must not only theorize and narrate primary-source research, but also build archival exhibits. Describing our effort to construct a digital exhibit of primary source material relevant to the history of writing instruction at the University of Texas at Austin 1975–1995 (RhetCompUTX, rhetcomputx.dwrl.utexas.edu), we explain how this project speaks to current historiographic debates about the status and the shape of the discipline. We argue that, to make the shift towards an institutional-material perspective, historians and scholars in rhetoric and composition will need to build our own archives of primary-source material, archives that feature four types of items: items relevant to classroom practice, items documenting the institutional circumstances, items recording the disciplinary conversation, and items capturing the political situation. RhetCompUTX not only features all four types of items, but also encourages the user to see the relations among these layers of practice. By describing this exhibit, by summarizing its argument, and by explaining how we described and assembled its items, we encourage other researchers to build similar archival exhibits and to move towards institutional-material historiography.

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Empathy competence is considered a key aspect of excellent performance in communication professions. But we lack an overview of the specific knowledge, attitudes, and skills required to develop such competence in professional communication. Through interviews with 35 seasoned communication professionals, this article explores the role and nature of empathy competence in professional interactions. The analysis resulted in a framework that details the skills, knowledge, and attitudinal aspects of empathy; distinguishes five actions through which empathy manifests itself; and sketches relationships of empathy with several auxiliary factors. The framework can be used for professional development, recruitment, and the design of communication education programs.

A Critical Field Scan of Theory and History, Practice and Place. " Our idea for this issue was a simple one. As the title suggests, we hoped to generate a "field scan, " illustrating the ways in which community literacy programs draw upon theory, along with their respective regional geographies, past practices, and collective histories, to create community-engaged writing and literacy centers.

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Research Article| September 01 2020 (Re)-Signing Reconciliation: Reading Obama’s Charleston Eulogy through a Rhetorical Theory of Adaptive Racism Mark Lawrence McPhail Mark Lawrence McPhail Mark Lawrence McPhail is a Senior Research Fellow in the Office of Diversity, Equity, and Multicultural Affairs at Indiana University. I wish to thank Professor Martin Medhurst for his sustained and ongoing commitment to inclusive excellence, diversity, and equity, Professors Aaron David Gresson, III, John Hatch and David Frank for their courage, commitment, and integrity, and Dr. Evelyn Boise Bottando for showing me the clear connection between white privilege, innocence, and sociopathy. Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2020) 23 (3): 529–552. https://doi.org/10.14321/rhetpublaffa.23.3.0529 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Mark Lawrence McPhail; (Re)-Signing Reconciliation: Reading Obama’s Charleston Eulogy through a Rhetorical Theory of Adaptive Racism. Rhetoric and Public Affairs 1 September 2020; 23 (3): 529–552. doi: https://doi.org/10.14321/rhetpublaffa.23.3.0529 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. © 2020 Michigan State University Board of Trustees2020 Article PDF first page preview Close Modal You do not currently have access to this content.

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This article takes a historical view of Dawes Era medical communication, focusing on National Archives Record Group 75 (the Bureau of Indian Affairs papers). Examinations of reports from the Pine Ridge and Nett Lake Agencies focus readers’ scrutiny on prevalent formal codes and paracolonial conventions of Indian Bureau medical reports. This article challenges writing studies scholars to forthrightly concern themselves with the ways in which discourses of power are encoded in document structures and designs.

Other| May 22 2020 Books of Interest Michael Kennedy; Michael Kennedy Search for other works by this author on: This Site Google Mark Schaukowitch Mark Schaukowitch Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2020) 53 (2): 199–205. https://doi.org/10.5325/philrhet.53.2.0199 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Michael Kennedy, Mark Schaukowitch; Books of Interest. Philosophy & Rhetoric 22 May 2020; 53 (2): 199–205. doi: https://doi.org/10.5325/philrhet.53.2.0199 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 You do not currently have access to this content.

Other| February 21 2020 Books of Interest Michael Kennedy; Michael Kennedy Search for other works by this author on: This Site Google Mark Schaukowitch Mark Schaukowitch Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2020) 53 (1): 104–110. https://doi.org/10.5325/philrhet.53.1.0104 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Michael Kennedy, Mark Schaukowitch; Books of Interest. Philosophy & Rhetoric 21 February 2020; 53 (1): 104–110. doi: https://doi.org/10.5325/philrhet.53.1.0104 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 You do not currently have access to this content.

Other| November 21 2019 Books of Interest Michael Kennedy; Michael Kennedy Search for other works by this author on: This Site Google Mark Schaukowitch Mark Schaukowitch Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2019) 52 (4): 437–444. https://doi.org/10.5325/philrhet.52.4.0437 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Michael Kennedy, Mark Schaukowitch; Books of Interest. Philosophy & Rhetoric 21 November 2019; 52 (4): 437–444. doi: https://doi.org/10.5325/philrhet.52.4.0437 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 You do not currently have access to this content.

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Other| April 01 2019 Books of Interest Michael Kennedy; Michael Kennedy Search for other works by this author on: This Site Google Mark Schaukowitch Mark Schaukowitch Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2019) 52 (1): 109–113. https://doi.org/10.5325/philrhet.52.1.0109 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Michael Kennedy, Mark Schaukowitch; Books of Interest. Philosophy & Rhetoric 1 April 2019; 52 (1): 109–113. doi: https://doi.org/10.5325/philrhet.52.1.0109 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 You do not currently have access to this content.

The Oklahoma City National Memorial Museum (OKCNMM) must balance respectful remembrance with broad education about the 1995 terrorist attack that killed one hundred and sixty-eight people. Epideictic and material rhetorics prevail throughout the OKCNMM, communicating uplifting messages about the effects of the bombing while also prompting visitors to create their own complex, productively uncomfortable pathways toward understanding. In this process, civic engagement through rhetorical processes is encouraged; the museum models and creates space to practice reflective dwelling, critical thinking, discussion, and composition, offering a rhetorical education that can circulate far beyond this single site.

Other| August 31 2018 Books of Interest Mark Schaukowitch; Mark Schaukowitch Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Michael Kennedy Michael Kennedy Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2018) 51 (3): 321–326. https://doi.org/10.5325/philrhet.51.3.0321 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark Schaukowitch, Michael Kennedy; Books of Interest. Philosophy & Rhetoric 31 August 2018; 51 (3): 321–326. doi: https://doi.org/10.5325/philrhet.51.3.0321 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 © 2018 by The Pennsylvania State University. All rights reserved.2018The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| June 01 2018 Democracy, Deliberation, and Education Democracy, Deliberation, and Education. By Robert Asen. University Park: Pennsylvania State University Press, 2015; pp. ix + 233. $34.95 paper. Mark Hlavacik Mark Hlavacik University of North Texas Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2018) 21 (2): 365–368. https://doi.org/10.14321/rhetpublaffa.21.2.0365 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mark Hlavacik; Democracy, Deliberation, and Education. Rhetoric and Public Affairs 1 June 2018; 21 (2): 365–368. doi: https://doi.org/10.14321/rhetpublaffa.21.2.0365 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. © 2018 Michigan State University Board of Trustees2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| May 31 2018 Books of Interest Mark Schaukowitch; Mark Schaukowitch Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Michael Kennedy Michael Kennedy Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2018) 51 (2): 212–216. https://doi.org/10.5325/philrhet.51.2.0212 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mark Schaukowitch, Michael Kennedy; Books of Interest. Philosophy & Rhetoric 31 May 2018; 51 (2): 212–216. doi: https://doi.org/10.5325/philrhet.51.2.0212 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 © 2018 by The Pennsylvania State University. All rights reserved.2018The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Other| February 21 2018 Books of Interest Mark Schaukowitch; Mark Schaukowitch Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Michael Kennedy Michael Kennedy Department of English Language and Literature, University of South Carolina Search for other works by this author on: This Site Google Philosophy & Rhetoric (2018) 51 (1): 98–104. https://doi.org/10.5325/philrhet.51.1.0098 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mark Schaukowitch, Michael Kennedy; Books of Interest. Philosophy & Rhetoric 21 February 2018; 51 (1): 98–104. doi: https://doi.org/10.5325/philrhet.51.1.0098 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 © 2018 by The Pennsylvania State University. All rights reserved.2018The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

This article offers an empirical study of literature in the rhetoric of health and medicine (RHM) and the medical humanities (MH). Article traces the topics, funding mechanisms, research methods, theoretical frameworks, evidence types, audience, discourse arrangement patterns, and action orientation that constitute the scholarship in the sample to offer a landscape of the current state of RHM and the MH. Findings can be leveraged to assess the potential for alignment between these fields for future research.

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...

This article reports on an effort by the authors to use usability testing as a component of online teacher training for their multimajor technical communication course. The article further explains the ways in which program administrators at other institutions can create their own usability testing protocols for formative online teacher training in course design and in principles of user-centered design.

Gaining access to interdisciplinary research sites poses unique research challenges to technical and professional communication scholars and practitioners. Drawing on applied experiences in externally funded interdisciplinary research projects and scholarship about interdisciplinary research, this article describes a training protocol for preparing graduate students to understand the dynamic nature of access in interdisciplinary work as well as to develop a capacity for making a case about the value of their expertise in interdisciplinary research contexts. The authors situate the training protocol in the context of three distinct phases of case-making (individual, relational, and speculative) and note how the conditions for negotiating access vary within and across these phases. The authors conclude by describing implications to graduate students and faculty for theorizing access in this way and developing training to support graduate students’ negotiation of access in interdisciplinary work.

Book Review| March 01 2017 Intertextuality and the 24-Hour News Cycle: A Day in the Rhetorical Life of Colin Powell’s U.N. Address Intertextuality and the 24-Hour News Cycle: A Day in the Rhetorical Life of Colin Powell’s U.N. Address. By John Oddo. East Lansing: Michigan State University Press, 2014; pp. xii + 369. $39.95 paper. Mark A. Thompson Mark A. Thompson San José State University Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2017) 20 (1): 183–186. https://doi.org/10.14321/rhetpublaffa.20.1.0183 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mark A. Thompson; Intertextuality and the 24-Hour News Cycle: A Day in the Rhetorical Life of Colin Powell’s U.N. Address. Rhetoric and Public Affairs 1 March 2017; 20 (1): 183–186. doi: https://doi.org/10.14321/rhetpublaffa.20.1.0183 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.

Handwritten texts carry significant information, extending beyond the meaning of their words. Modern neurology, for example, benefits from the interpretation of the graphic features of writing and drawing for the diagnosis and monitoring of diseases and disorders. This article examines how handwriting analysis can be used, and has been used historically, as a methodological tool for the assessment of medical conditions and how this enhances our understanding of historical contexts of writing. We analyze handwritten material, writing tests and letters, from patients in an early 20th-century psychiatric hospital in southern Germany (Irsee/Kaufbeuren). In this institution, early psychiatrists assessed handwriting features, providing us novel insights into the earliest practices of psychiatric handwriting analysis, which can be connected to Berkenkotter’s research on medical admission records. We finally consider the degree to which historical handwriting bears semiotic potential to explain the psychological state and personality of a writer, and how future research in written communication should approach these sources.

In this special journal issue, we explore the turn toward human-centered design (HCD) in research and higher education. We begin with a discussion of how HCD emerged in scholarly work at the edges of our field in places such as design, psychology, art, and engineering. Following this, we consider how an HCD perspective is manifesting itself in academic programs in different institutional contexts. We then discuss how this trend is further illustrated by the transformation of our department at the University of Washington, which shifted from being the Department of Technical Communication to becoming the Department of Human Centered Design and Engineering. Finally, we discuss the work of a group of researchers who contributed articles to this special issue. Each of these articles offers a perspective from someone within our field about how an HCD perspective has influenced their thinking and research.

"Purpose, Practice, and Pedagogy in Rhetorical Criticism, Jim A. Kuypers, ed.." Rhetoric Review, 35(1), pp. 70–71

Abstract This essay continues the ongoing discussion Robert Terrill began and Joshua Reeves and Matthew May joined regarding the moral, philosophical, and rhetorical choices made in Barack Obama’s 2009 Nobel lecture. We argue that Obama’s address is best understood as an articulation of Reinhold Niebuhr’s rhetoric of Christian Realism—Obama wrote the lecture himself and prepared for it by studying the influential theologian’s works. Importantly, Obama is not the first rhetor to use the moral and political thought of Niebuhr to situate his or her public address; the list includes Martin Luther King Jr., Saul Alinsky, Jimmy Carter, John McCain, and Hillary Clinton. Yet Niebuhr’s vocabulary remains largely unstudied by public address scholars and rhetorical theorists. We argue that criticizing the moral and political judgments made in Obama’s address by the Niebuhrian standards the president sets for it provides an alternative method by which to evaluate the speech’s successes and failures. In so doing, we also provide the field of public address with its first account of the rhetorical possibilities and limitations of Reinhold Niebuhr’s work, specifically his vision of a “spiritualized-technician”—a rhetor who speaks the language of realism, idealism, and irony, to expand an audience’s moral imagination.

Research has shown that novice writers tend to ignore opposing viewpoints when framing and developing arguments in writing, a phenomenon commonly referred to as my-side bias. In the present article, we contrast two forms of argumentative discourse conditions (arguing to persuade and arguing to reach consensus) and examine their differential effects on my-side bias in writing. Our data reveal that when asked to write an essay to support their opinions on capital punishment, individuals who had argued to reach consensus were more likely to cite claims that challenge their position, reconcile these claims with their position, and make use of claims that had originally been introduced by their dialogue partners. We discuss these findings in light of educational policy and practice and caution against an overemphasis on using persuasive discourse as a means of teaching argumentative reasoning and writing.

Joseph Bizup's BEAM schema establishes a rhetorical approach to research writing pedagogy, articulating four distinct ways writers use sources: for background, exhibit, argument, and method. This article rechristens the framework I-BEAM, identifying a fifth category: instance source use, a constitutive function that establishes the need for the writer's argument. Instance source moves appear in numerous locations––introductions, textual asides, footnotes/endnotes, and epigraphs––and can situate the writing in both academic and popular contexts. Attention to this exigency move highlights the problem of authenticity in school-based writing and raises questions about sources formative to the writer but invisible to the reader.

Article for LiCS special issue The New Activism: Composition, Literacy Studies, and Politics.

Recent scholarship has highlighted discursive constraints students face when writing on religion in college classrooms and has questioned the efficacy of current classroom—practices for responding to such students and texts. This article addresses these concerns by positing a translingual framework for responding to students’ religious discourse. It—describes how changing conditions create and transform religions and illustrates how religious practitioners participate in those transformations. It rereads texts written by—religious writing students, demonstrating how instructors could use translingual responses to help students employ their diverse religious resources in writing to interrogate and—intervene in these changing religious contexts.

Literacy research has not yet revealed how bilingual learners develop coherent and robust theories of language. Translation, however, provides emergent bilinguals (EL students) with opportunities to develop metalinguistic awareness, which can lead to a more complete conceptual framework for thinking about language and literacy. This preliminary research study sought to formulate an instructional approach (TRANSLATE: Teaching Reading and New Strategic Language Approaches to English learners) focused on using translation to ultimately improve ELL students’ reading comprehension. Using design research methods and qualitative analytical techniques, researchers asked middle school students described as struggling readers to work collaboratively and use various strategies to translate key excerpts from their required English literature curriculum into Spanish. Analysis of students’ statements, decision making, and interaction indicated that students’ conceptual understandings about language played an important role in their learning. Students reflected on the nature of vocabulary, syntax, and the ways that different languages communicate ideas. These findings extend conversations in literacy studies concerning the unique affordances of bilingualism to increase metacognitive and metalinguistic awareness, known contributors to higher levels of reading comprehension.

While there is consensus that dialogic teaching should involve a repertoire of teaching and learning talk patterns and approaches, authorities who enjoin teachers to engage in dialogic teaching generally characterize classroom dialogue in terms of surface features such as open questions. But dialogic teaching is not defined by discourse structure so much as by discourse function. When teachers adopt a dialogic instructional stance, they treat dialogue as a functional construct rather than structural, and classroom oracy can thrive. Our research finds that dialogic talk functions to model and support cognitive activity and inquiry and supportive classroom relations, to engage multiple voices and perspectives across time, and to animate student ideas and contributions. Employing narrative analysis and cross-episodic contingency analysis, we tell a story in three episodes about how oracy practices promote dialogic functions in a third-grade classroom. We unpack how a particular teaching exchange—one we have selected specifically for its nondialogic surface appearance—reflects dialogic teaching. Findings show how supportive epistemic and communal functions of classroom talk are more important to successful dialogic teaching and learning than are surface dialogic features. We argue it is necessary to look beyond interactional form and unpack function, uptake, and purpose in classroom discourse. There is no single set of teaching behaviors that is associated with dialogism. Rather, teachers can achieve dialogic discourse in their classrooms through attention to underlying instructional stance.

In the spirit of apologia, this essay illustrates how the rhetoric of Reverend Jeremiah Wright can be better understood when set in relation to the black vernacular tradition of Signification or signifyin(g), the Racial Contract, and Whiteness. A sustained contextualization of Wright’s “controversial statements” reveals a complex performative rhetoric that is highly dependent on elements of delivery, especially tone. We argue that reporters in the mainstream media as well as Barack Obama deliberately maligned the performative dimension of Wright’s rhetoric, thereby misrepresenting it in the service of generating controversy and political expediency, respectively.

Book Review| September 01 2014 Hearing the Hurt: Rhetoric, Aesthetics, & Politics of the New Negro Movement Hearing the Hurt: Rhetoric, Aesthetics, & Politics of the New Negro Movement. By Eric King Watts. Tuscaloosa: University of Alabama Press, 2012; pp. vix + 246. $39.95 cloth. Mark Lawrence McPhail Mark Lawrence McPhail University of Wisconsin-Whitewater Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2014) 17 (3): 548–553. https://doi.org/10.14321/rhetpublaffa.17.3.0548 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark Lawrence McPhail; Hearing the Hurt: Rhetoric, Aesthetics, & Politics of the New Negro Movement. Rhetoric and Public Affairs 1 September 2014; 17 (3): 548–553. doi: https://doi.org/10.14321/rhetpublaffa.17.3.0548 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. © 2014 Michigan State University Board of Trustees. All rights reserved.2014 Article PDF first page preview Close Modal You do not currently have access to this content.

This article explores shared language development in secondary to postsecondary transitions. Based on survey findings of secondary students, the authors advocate using a shared language corpus to access and collect student and instructor language about writing to smooth secondary to postsecondary transitions and transitions beyond the FYC classroom.

This essay explores how the powerful system of cultural references in the architecture of Alexandria is disrupted by Roman visual rhetoric. Specifically, the essay closely analyzes Diocletian’s Victory Column, a monument to the third-century Roman ruler who put down an Alexandrian uprising. The authors argue that Rome employed a visual rhetoric of spectacular disruption as a means to insert itself into the city’s historical identity even after its siege created widespread disease and starvation. The essay builds on the substantial scholarship on public memory by describing a kind of rhetoric that poses a political, existential challenge to a reigning cultural identity. As rhetorical scholars continue to study public memory and the persuasive powers of designed space, the concept of megethos appears to be uniquely and increasingly relevant.

Abstract In 1950, William Faulkner delivered his “Speech Accepting the Nobel Prize in Literature.” The historic moment was one of high atomic anxiety as the unfriendly relationship between the United States and the Soviet Union intensified and the possibility of nuclear war and the end of humanity increased. Faulkner recognized the anxiety and, through his address, offered a language to help cope with the anxieties of the atomic age. This study examines how through the rhetorical strategies of kairos, decorum, and enactment, Faulkner recast humanism in an atomic age and presented the world with a way of living through atomic fear.

This essay provides a brief overview of transfer theory and threshold concepts and discusses how they can be applied to general-education writing courses.

ABSTRACT Following recent scholarship, this article investigates the relationship among Adam Smith's lectures on rhetoric and belles lettres, his Wealth of Nations, the Theory of Moral Sentiments, and his lectures on jurisprudence. According to Smith, the rhetorical theory regarding genre and style improves practical judgment that is central to both economic and legal affairs. Though Smith's lectures on rhetoric feature no overt mention of these legal or commercial applications, when we read these lectures alongside his lectures and writings on jurisprudence and economics, we see that Smith had developed numerous applications for the practical judgment that he taught his students when, under his guidance, they analyzed literary texts. Noting the interrelation among Smith's work on rhetoric, law, and economics allows us to see that others in the Scottish Enlightenment, such as Hugh Blair and Henry Home Lord Kames, similarly found connections among jurisprudence, political economy, and rhetorical theory.

Abstract This article explores the boundaries of technical communication as knowledge work in the emerging era of social media. Analyzing the results of an annual survey offered each year from 2008 until 2011, the study reports on how knowledge workers use publicly available online services to support their work. The study proposes a distinction between sites and services when studying social media in knowledge work and concludes with an exploration of implications for technical communication pedagogy. Keywords: genreknowledge workonline servicessocial media Notes Note. Data from Divine, Ferro, and Zachry (Citation2011). Note. Empty cells represent questions not asked in the indicated year. Note. Bold values represent the highest percentage of participants reporting a single site in a given year. Note. Bold represents sites that were reported by 15% or more of all participants in 2011. Note. Data from Ferro and Zachry (p. 949). Additional informationNotes on contributorsToni Ferro Toni Ferro is a PhD candidate in the Department of Human Centered Design & Engineering at the University of Washington. She received her MS in human-centered design engineering at the University of Washington and her BS in general engineering at the University of Redlands. Mark Zachry Mark Zachry is a professor in the Department of Human Centered Design & Engineering at the University of Washington. His research areas include the communicative practices of organizations and the design of systems to support collaboration.

This project increased awareness about issues of violence to youth, their communities, and policy makers through the technique of photovoice and its translation into photo exhibitions and other community events. Youth participants learned photography skills, engaged in critical communal discussions about important issues affecting their health, wrote reflective stories about their photos, and engaged in policy change efforts. Their photos depict the need to address economic devastation and built environment degradation to prevent violence in their communities. Youth presented policy makers and community leaders with an “insider’s perspective” of the issues facing their communities, with the hope of promoting policy change.

The editors introduce the articles in this issue and reflect on their editorship.

The editors introduce the four research articles in the issue.

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Abstract This essay recovers the emergence of teachers’ union rhetoric through an analysis of Margaret Haley’s address to the National Education Association convention of 1904. Entitled "Why Teachers Should Organize," Haley’s speech was the first call for a national effort to unionize U.S. classroom teachers. Promising not just material but also professional advancement, Haley broke new rhetorical ground in St. Louis by advocating unionism as a professional duty. Through a close reading of her argumentation, I contend that Haley positioned democracy at the center of teachers’ union rhetoric. To make unionism appealing for her audience of schoolteachers and administrators, Haley paired the democratic goals of progressivism with the democratic potential of labor. Appealing to the commitment to democracy shared by educators, progressives, and labor activists, Haley’s speech was the first to outline the union rhetoric that would transform public education over the course of the twentieth century.

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This article compares economic and rhetorical writings by examining two nineteenth-century American rhetorician-economists, Samuel Newman and David Jayne Hill. Both men directed both their rhetorical and their economic writings toward a common purpose—making citizens comfortable with new and uncertain instruments of (monetary and linguistic) representation. Considering the economic and rhetorical writings on representation, we come to understand how rhetoric (both theory and pedagogy) fits into the emerging and quickly morphing capitalism of industrializing and financializing America.

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The editors introduce this issue of RTE.

This issue coincides with the Annual Convention of the National Council of Teachers of English, whose theme, “Reading the Past, Writing the Future,” celebrates NCTE’s 100th anniversary as the Anglophone world’s largest and oldest organization dedicated to the improvement of the teaching of English. The expansion of publications under the NCTE imprint from a single publication, (The) English Journal, beginning in 1912, to twelve peer-reviewed journals today focusing on issues and topics from early childhood to university-level English and from theory and research to policy and practice stands as a testament to NCTE’s longstanding commitment to empirical inquiry. We realized, in other words, that we needed to find a way to celebrate the tradition of research in all of NCTE’s journals published throughout its history.

Book Review| September 01 2011 The Faithful Citizen: Popular Christian Media and Gendered Civic Identities The Faithful Citizen: Popular Christian Media and Gendered Civic Identities. Kristy Maddux. Mark Allan Steiner Mark Allan Steiner Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2011) 14 (3): 572–575. https://doi.org/10.2307/41940561 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mark Allan Steiner; The Faithful Citizen: Popular Christian Media and Gendered Civic Identities. Rhetoric and Public Affairs 1 September 2011; 14 (3): 572–575. doi: https://doi.org/10.2307/41940561 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. © 2011 Michigan State University Board of Trustees2011 Article PDF first page preview Close Modal You do not currently have access to this content.

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This article presents follow-up information to a previous publication regarding ways to increase emphasis on research skills in undergraduate Technical Communication curricula. We detail the ways our undergraduate program highlights research by requiring majors to complete senior thesis projects that culminate in submission to an online peer-reviewed journal housed at our institution. This article also describes the roles our undergraduate students play in helping to manage the publication of that academic journal, an activity that further increases students' awareness of the research process and the value of writing for an academic audience beyond the classroom.

Professionals in the workplace are rarely asked to write autobiographical essays. Such essays, however, are an excellent tool for helping students explore their growth as professionals. This article explores the use of such essays in a technical writing class.

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This article uses theories of technical communication and archives to advance a pedagogy that includes archival production in the technical communication classroom. By developing and maintaining local classroom archives, students directly engage in valuable processes of appraisal, selection, collaboration, and retention. The anticipated outcomes of this work are the critical practice of making connections, the decentering of the self, the ability to work through noise, and the ability to imagine future users of the archive. The authors conclude that local classroom archives are one new means of meaningful instruction in the technical communication classroom and the local archive concept has great potential for further development.

Abstract Rhetorical analysis of John Locke's monetary arguments reveals that Locke relied on a core enthymeme that deployed several rhetorical devices (including a narrative diegesis, a dissociation and hierarchization of terms, and several metaphors) to synthesize two contradictory and common beliefs about money's value—money's value is determined by supply and demand; money's value is determined by substance. Moreover, this analysis revitalizes the conversation between economists and rhetoricians by presenting rhetorical analysis as a way to discover causal mechanisms. Finally, locating causal mechanisms allows an historical understanding of how debates have been shaped by the available means of persuasion. Acknowledgments Special thanks to James Aune, Martin Medhurst, and the editor and anonymous RSQ reviewers for their feedback at various stages in this article's production. Notes 1The stalled nature of the conversation is nowhere better captured than in Fabienne Peter's “Rhetoric Vs. Realism in Economic Methodology.” 2For another social-scientific discussion of causal mechanisms, see Sayer 105–117. 3My description of a “deep-seated” mechanism depends on the assumption that a social formation can be productively imagined as a stratification of numerous causal powers, some deeper and more pervasively effective. What we immediately witness at the top of a formation is thus “overdetermined” by the causal mechanisms layered beneath. For a fuller exploration of this concept, see Andrew Collier's “Stratified Explanation and Marx's Conception of History.” 4For a fuller explanation of how England's various parties formed into a “military-financial state,” see Dickson (chs. 1–3) and Carruthers (chs. 2–3). 5Aristotle asserts that “an ability to aim at commonly held opinions [endoxa] is a characteristic of one who also has a similar ability to regard the truth” (33). Pierre Bourdieu differentiates between orthodoxy and heterodoxy (Outline 164–171). According to Bourdieu, crises can disrupt all the rhetorical resources available to a population, both the heterodox and the orthodox, creating a space for an allodoxia, a new, potentially revolutionary, set of assumptions (Language 132–133). 6For more on the term “crisis of representation” and its relation to seventeenth-century England, see Poovey 6. 7Although they disagreed about recoinage, Locke and Nicholas Barbon believed that commodities' values are set by the intersection of supply and demand (Barbon Trade 15–19; Locke Some Considerations 66). 8James Thompson contends that Locke made an “ontological” appeal to the “ineluctable being of silver,” thus strictly emphasizing its substance value (63). Thompson, on the other hand, also notices that Locke accredited the socially constructed forces of supply and demand with value creation (61). He therefore concludes that Locke contradicted himself. 9Vaughn dubs Locke's model a “proportionality theory of money,” but given the overwhelming use of the term “quantity” in post-Lockean monetary theory, I choose this term to emphasize the model's persistence in subsequent arguments. 10James Thompson rightly notices the central importance of security in Locke's monetary theory. Locke wanted a stable monetary system that guaranteed transmission of value: “The return is always the same, for the ideal is an exchange system, or a system of debit and credit, in which one receives what he gave” (58). Karen Vaughn notes that Locke was an unusual metalist because he did not believe in money's ontological value, while he did believe that the substance (silver) was necessary to guarantee stability (35). 11For further treatment of Locke's economic writings and his theory of natural law, see Appleby; Finkelstein 165–170; and Vaughn 131. For a dissenting perspective, an argument that money had no place in Locke's imagined state of nature or in his theory of natural law, see Tully 149. 12In this paragraph, I rely on Perelman and Olbrechts-Tyteca's explanation of dissociation, hierarchy, and the topic of order (80–83, 93–94, 411–415). 13For a fuller review of the Bill, its enactment, and its effects, see Horsefield (61–70) and Feavearyear (135–149). 14Marx contended that Locke emphasized one side of money's contradictory composition, its substance (Contribution 159). Eli Heckscher similarly contended that Locke accepted the mercantilist equation of metal and value, saying that Locke confused Juno for the cloud, money for what money represented (209). Additional informationNotes on contributorsMark Garrett Longaker Mark Garrett Longaker is an Associate Professor in the Department of Rhetoric and Writing at the University of Texas at Austin, PAR 3, Mailcode B5500, Austin, TX, 78712, USA.

The authors of this article, a researcher and a practitioner, revisit the collaborative process by which a training program addressing report writing for police officers was developed and implemented as a means of understanding why and how this collaboration was successful. From this reflection, the authors offer four guidelines for others involved in similar efforts to help them obtain a direct pipeline to practice.

Applying the communication theory called punctuated equilibrium to an activity system in the federal department that oversees health-information privacy reveals that the theory fails to align well with a government activity system rooted in a stable democratic tradition. This activity system is structured to accommodate a wide variety of stakeholders and significant organizational change. This case study prompts a reexamination of punctuated equilibrium as an approach to understanding the role of documents in certain types of activity systems.

Abstract This article discusses the need for technical communicators to develop a more sophisticated understanding of the relationship between law and their work. The author reviews the discipline's literature regarding the relationship between law and technical communication and argues that technical communicators must learn to see themselves as coproducers of the law. To that end, the author offers pedagogical strategies for helping technical communication students develop skills for recognizing the legal implications of their work.

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Steven Katz's “The Ethic of Expediency” has become a reference point for discussions of ethics since its 1992 publication. Previously, this author assessed Katz's rhetorical analysis of Nazi technical communication against current research on the Holocaust and noted that scholarship suggests ideology rather than technological expediency as its motivating force. Yet implicit in the author's critique are two remaining questions, namely: What other rhetorical interpretations may be possible of the SS technical memo analyzed by Katz? And is Katz, who makes broad generalizations about Western rhetoric based on a single document, supported by examples of other Nazi technical communications? This article explores alternate interpretations of the SS memo suggested by the arguments of Rivers and Moore; presents the author's view that the Katz thesis decontextualizes the memo and that historical context argues for a primarily ideological ethos; and reviews sources for English translations of other Nazi documents.

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.

As the plurals in the title, Rhetorics of the Americas, and dates drawn from the Epi-Olmec/Mayan calendar suggest, the scope of this anthology has been broadly conceived. By focusing on rhetorical ...

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“Centers and Peripheries” introduces the two goals of Pedagogy's special issue: to investigate what might be possible in the small college department as well as to suggest how these possibilities might inspire comparable intellectual work in other professional and institutional contexts. The article surveys a selection of published writing produced within the small college department and points to the practices of smaller institutions and departments in which faculty and students collaborate and envision scholarly and creative activities within the mission and values of a particular institution. It suggests that if the current traditional conception of the discipline has rendered a great deal of the work of the profession invisible, then it would make sense to talk more about what our colleagues are actually doing outside the doctorate-granting institution. The article concludes that representing more fully what we do will require us to move beyond general claims for teaching as a form of scholarship and away from decontextualized arguments about the value of teaching.

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Research Article| January 01 2010 Who We Are, Why We Care Mark C. Long Mark C. Long Search for other works by this author on: This Site Google Pedagogy (2010) 10 (1): 257–262. https://doi.org/10.1215/15314200-2009-036 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mark C. Long; Who We Are, Why We Care. Pedagogy 1 January 2010; 10 (1): 257–262. doi: https://doi.org/10.1215/15314200-2009-036 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Compared to ethics in technical writing, ethics in design has received less attention. This lack of attention grows more apparent as document design becomes ‘‘information design.’’ Since Katz discerned an ‘‘ethic of expediency’’ in Nazi technical writing, scholars have often framed technical communication ethics in categorical terms. Yet analyses of information design must consider why arrangements of text and graphics have symbolic potency for given cultures. An ‘‘ethic of exigence’’ can be seen in an example of Nazi information design, a 1935 racial-education poster that illustrates how designers and users co-constructed a communally validated meaning. This example supports the postmodern view that ethics must account for naturalized authority as well as individual actions.

At universities, scholars in English studies manage what Gieryn (1999) called disciplinary boundary work (the rhetorical making and policing of boundaries that construct the discipline and its institutional formations as different from other disciplines and social formations) through categorical contrasts, including: literary criticism vs. writing studies/rhetoric; scholarship vs. creative writing; quantitative vs. qualitative research; university vs. K–12 schooling; university vs. workplace; and, of course, that most basic border of disciplinarity”disciplinary knowledge vs. everyday belief and culture. The two research reports in this issue of RTE both address college-level work in the field and both highlight interesting ways in which current theoretical and methodological developments are putting pressure on disciplinary boundaries in English studies.

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This four-year longitudinal study examines the transitions of an early-career teacher from her completion of a graduate program with English certification (grades 7-12) into teaching literature in an urban high school. Our central question was how Beth’s pedagogical knowledge was shaped over time by her consistent efforts to enact two key principles: (1) the centrality of students’ meaning making and (2) the need to maintain high academic expectation for all students. The tensions that resulted from her department’s stances toward these principles led to consequential transitions (Beach, 1999, 2003) for Beth’s learning and development. An activity-theoretical analysis showed that over time Beth’s development was shaped by the values, experiences, and practices of other teachers in her immediate professional communities and in contexts external to the department. Rather than relying on a single activity setting, Beth’s pedagogical knowledge and practices developed out of an interweaving of conceptual and practical tools based on the constructivist principles of her teacher education program, her deepening knowledge of English studies, her students’ learning, her enactment of new teaching practices, and her involvement in this longitudinal research project. This study raises questions regarding stage theories of teacher learning and development, suggests a horizontal notion of teacher development grounded in sociocultural theory, and provides evidence for the positive and lasting effects of teacher education and reflective practice.

The border rhetorics that Latino/a students bring into the classroom can help them and other students resist being appropriated by academic discourse. For example, the corrido involves a mimicry of conventions that enables students to envision a fluid identity rather than exchange one identity for another.

The editors introduce the three research studies and the Standpoints essay in this issue, all of which deal with the relations between digital technology and the development of adolescent literacy.

Since 1992, Steven Katz's “The Ethic of Expediency” on the rhetoric of technical communication during the Holocaust has become a reference point for discussions of ethics. But how does his thesis compare to current understandings of the Holocaust? As this article describes, Katz was in step with the trend two decades ago to universalize the lessons of the genocide but his thesis presents key problems for Holocaust scholars today. Against his assertion that pure technological expediency was the ethos of Nazi Germany, current scholarship emphasizes the role of ideology. Does that invalidate his thesis? Katz's analysis of rhetoric and his universalizing application to the Holocaust are two claims that may be considered separately. Yet even if one does not agree that “expediency” is inherent in Western rhetoric, Katz has raised awareness that phronesis is socially constructed so that rhetoric can be unethically employed. Thus, rather than remain an uncritically accepted heuristic for technical communicators, “The Ethic of Expediency” can be a starting point for ongoing exploration into the ethical and rhetorical dimensions of the genre.

Anti-employer blogs, those which criticize companies or their employees, are posing significant legal and ethical challenges for corporations. The important legal issue is the conflict between the employee's legal duty of loyalty to the employer and the employee's right to free speech. Although U.S. and state law describes what an employee may or may not say in a blog, corporations should encourage employees to contribute to the process of creating clear, reasonable policies that will help prevent expensive court cases. The important ethical issue concerning anti-employer blogs is whether an employee incurs an ethical duty of loyalty. In this article, I conclude that there is no such ethical duty. The legal duty of loyalty, explained in a company-written policy statement that employees must endorse as a condition of employment, offers the best means of protecting the legal and ethical rights of both employers and employees.

The author explains how principles of cognitive science can help teachers of literature use texts as a means of increasing students’ commitment to social justice. Applying these principles to a particular work, Uncle Tom’s Cabin, he calls particular attention to the relationship between cognitive science and literary schemes for building reader empathy.

In 1925 Everett Lee Hunt contributed “Plato and Aristotle on Rhetoric and Rhetoricians” to Studies in Rhetoric and Public Speaking in Honor of James A. Winans. He approvingly noted the work of Ferd...

Genre use entails a rhetorical response to an exigence in the writer's context. In one category of genres, which the author calls temporal genres, linear time constitutes a major exigence to which writers must respond. Temporal genres, such as annual reports and status reports, call for writers to publish texts because a certain amount of time has passed, even if they are not yet ready to do so. The first annual report of the Privacy Office of the Department of Homeland Security reveals an ineffective ethos and discontinuities between the mission of the office and that of the department. But the second annual report reveals a more effective ethos and greater harmony between the missions. This study shows how the requirement to report can force writers to decide existential issues of identity and mission.

Student compositions traditionally are written for the teacher. Yet instructors of professional communication genres have discovered that students' motivation may be enhanced when they write assignments for audiences of peers within the classroom or professionals outside the campus. Yet client-based projects require writing students who have never yet written for an external audience to make a leap beyond the classroom. To bridge the gap between writing for classroom peers and writing for professional clients, this article describes a third and intermediate choice of audience, namely, external peers in cross-classroom collaborations that occur via telecommunication. The author places this intermediate-audience strategy within the larger conversation about the impact of audience on student writing outcomes, applies the strategy to professional writing pedagogy, and reports the results of a small pilot study that provide some preliminary support for the strategy.

In a FIPSE-funded assessment project, a group of diverse institutions collaborated on developing a common, course-embedded approach to assessing student writing in our first-year writing programs. The results of this assessment project, the processes we developed to assess authentic student writing, and individual institutional perspectives are shared in this article.

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One privilege enjoyed by new-media authors is the opportunity to realize representations of Self that are rich textual worlds in themselves and also to engage the wider world, with a voice, a smile, imagery, and sound. Still, closer investigation of multimedia composition practices reveals levels of complexity with which the verbal virtuoso is unconcerned. This article argues that while technology-afforded multimedia tools make it comparatively easy to author a vivid text, it is a multiplicatively more complicated matter to vividly realize and publicize an authorial intention. Based on analysis of the digital story creation process of a youth named “Steven,” the authors attempt to demonstrate the operation of two forces upon which the successful multimodal realization of the author's intention may hinge: “fixity” and “fluidity.” The authors show how, within the process of digital self-representation, these forces can intersect to influence multimodal meaning making, and an author's life, in consequential ways.

Known to many for developing the concept of boundary objects, Susan Leigh Star has been a leading thinker in science and technology studies for more than a decade. With notable scholarly contributi...

We look forward to building on and expanding the role of RTE in shaping and disseminating research on writing, reading, literacy, literary response, and literature education.

My thinking about the human condition has profited from scholarship in not only political science but also such academic fields as sociology, religious studies, history, and, of particular relevanc...

Telemedicine has been shown to be an effective means of managing follow-up care in chronic diseases such as depression. Exactly why telemedicine calls work, however, remains largely unknown because there are no adequate research tools to describe the complex communicative interactions in these encounters. We report here an ongoing project to investigate the efficacy of telemedicine in depression care, arguing that technical communication specialists have unique contributions to make to this kind of research.

This collaboratively written essay offers an account of a group of graduate students preparing to teach a literature course at the University of Illinois Urbana-Champaign. The students, guided by their professor, Dale Bauer, immerse themselves in current debates about teaching by reading Patrick Allitt's I'm the Teacher, You're the Student, Shari Stenberg's Professing and Pedagogy, Paul Kameen's Writing/Teaching, Gerald Graff's Clueless in Academe, and one textbook, Mariolina Salvatori and Pat Donahue's The Elements (and Pleasures) of Difficulty. The essay references a range of additional writing on the college and university classroom—including works by bell hooks, Ira Shor, Jane Tompkins, and Elaine Showalter. The essay includes excerpts from teaching statements the students composed as they worked through the current debates in literature pedagogy.

This study investigates the influence of students' perceptions of task similarity/ difference on the transfer of writing skills. A total of 42 students from a freshman ESL writing course completed an out-of-class writing task. For half of the students, the subject matter of the writing task was designed to be similar to the writing course; for the other half, it was designed to be different. All students were also interviewed about the writing task. Reports of learning transfer were identified in the interview transcripts, and students' performances on the task and on a recent assignment from the course were assessed. Results indicate that the intended task similarity/difference (i.e., in subject matter) did not have the expected impact on learning transfer; however, students' perceptions of task similarity/difference did influence learning transfer. Implications of these findings for theory, practice, and future research are discussed.

Though Plato may have been making a metaphysical argument when he valorized orality over textuality in Phaedrus, a close reading of “Plato's Pharmacy” reveals that Jacques Derrida's response, which reversed Plato's oral/textual dissociation, was metaphorical. The difference/differénce between the metaphysical and metaphorical is itself lost in the Yale School's translation of French deconstruction into American poststructuralism. When the Yale School's metaphysical interpretation of poststructuralism, and particularly the literary notion of the author, is imported into composition, Derrida's claim that writing is “essentially democratic” is itself reversed, and the student subject is deconstructed alongside student writing.

In this Cross Talk, Mark Blaauw-Hara, the author of “Mapping the Frontier: A Survey of Twenty Years of Grammar Articles in TETYC,” and one of the manuscript’s reviewers, Andy Anderson, engage in a brief conversation about the essay, its content, and the processes of writing, reviewing, and revising.

The author synthesizes twenty-four articles on grammar from the last twenty years of the journal, tracing two major trends.

Our students need to be able to adhere to standard written English to succeed in their other classes and to get jobs at the end of their schooling, and it’s the responsibility of writing teachers to help them do so. In this article, the author provides a research-based theoretical underpinning for effective grammar instruction as well as several specific strategies—based on experience and research—for addressing grammar productively.

An economistic version of cultural studies is important to technical writing scholarship presently because capitalism's broad trends find manifestation in and are affected by local practices like scientific and professional communication. By examining their own field against the backdrop of macroeconomic eras and pressures, technical writing theorists can obtain a better understanding of the sociocultural context in which their discipline is situated, and they can better map methods of effective political action for technical communicators.

This essay reports on the first two years of the Stanford Study of Writing, a five-year longitudinal study aimed at describing as accurately as possible all the kinds of writing students perform during their college years. Based on an early finding about the importance students attach to their out-of-class or self-sponsored writing and subsequent interviews with study participants, we argue that student writing is increasingly linked to theories and practices of performance. To illustrate the complex relationships between early college writing and performance, we explore the work of two study participants who are also coauthors of this essay.

Commentary| October 01 2005 Where Do You Teach? Mark C. Long Mark C. Long Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 371–378. https://doi.org/10.1215/15314200-5-3-371 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark C. Long; Where Do You Teach?. Pedagogy 1 October 2005; 5 (3): 371–378. doi: https://doi.org/10.1215/15314200-5-3-371 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 Issue Section: Commentaries You do not currently have access to this content.

(2005). An Interview With Donald A. Norman. Technical Communication Quarterly: Vol. 14, No. 4, pp. 469-487.

I argue that the debate between the Elizabethan theater and the Puritans was more than a simple argument about public morals. Drawing on Chaim Perelman and Lucie Olbrechts-Tyteca's concepts of arguments that structure reality, I examine this debate as a rhetorical struggle over the way reality itself would be conceptualized by a culture. This historically situated debate can, in turn, shed light on the political implications of arguments that structure reality.

Using a method of topical rhetorical analysis, inspired by K. Burke, to discuss the Ebonics debate, this article demonstrates that conversations about education, particularly writing instruction, have adopted a market rhetoric that limits teachers’ agency. However, reappropriation of this market rhetoric can help writing teachers to imagine and actuate a more empowered and long-sighted agency for themselves. Rhetorical analysis can therefore help educators to understand how local language practices shape their interaction with the rapidly changing material environment of fast capitalism.

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In this article we focus on professional readers who have to write recommendations in an online environment. We address the question whether taking notes on screen influences the reading process and the quality of the recommendations in terms of applicability, completeness, and persuasiveness. Seven participants each composed two pieces of advice on technical communication issues. They could use an electronic Notepad whenever they wished. Taking notes appeared to influence advice quality negatively, which may be caused by attention shifts from reading to taking notes on screen. Although we could not find a relationship between the contents of the notes and advice quality, we noted differences in note-taking approaches between the participants.

Through an examination of the work of the nineteenth-century American rhetorician Henry Noble Day the author suggests that the causal relationship usually identified between economic formations and genres such as exposition is not a purely one-way process. Day’s rhetorics, he argues, were not only shaped by the economies of Taylorism but also were themselves engaged in a sociohistorical process of class formation, suggesting that such a study of the connections among managerialism, current-traditional rhetoric, and class formation raises important questions for our own work today.

U.S. businesses wish to continue to profit by collecting personal information from their website visitors, yet they fear that the practice both alienates visitors and exposes them both to legal problems from U.S. authorities and business sanctions from data-privacy authorities in Europe and Canada. This dilemma is reflected in the typical corporate privacy-policy statement, which is full of misleading and deceptive rhetoric intended to cover up the gap between the company's privacy policy and the image it wishes to project.

Bronislaw Malinowski introduces influential ideas of context to rhetoric when he rejects texts and etymology to argue that meaning is determined by tangible, embodied circumstances. I turn to ancient texts and Kenneth Burke's reading of Malinowski to argue that we order—and are ordered by—rhetorical contexts that are composed of hierarchical designs, oppositional ideas, and material bodies.

This article reports research that attempts to characterize what is powerful about digital multimodal texts. Building from recent theoretical work on understanding the workings and implications of multimodal communication, the authors call for a continuing empirical investigation into the roles that digital multimodal texts play in real-world contexts, and they offer one example of how such investigations might be approached. Drawing on data from the practice of multimedia digital storytelling, specifically a piece titled “Lyfe-N-Rhyme,” created by Oakland, California, artist Randy Young (accessible at http://www.oaklanddusty.org/videos.php), the authors detail the method and results of a fine-grained multimodal analysis, revealing semiotic relationships between and among different, copresent modes. It is in these relationships, the authors argue, that the expressive power of multimodality resides.

By wedding a historical materialist understanding of class formation to pedagogical efforts at teaching ethics in the professional writing classroom, language-arts instructors can intervene at an important postindustrial juncture between culture and economics. They can take a vital role in the formation and political developmentof elite and influential knowledge workers, making them more critical of the links between diachronic economic developments and locally experienced institutions such as communication practices and organizational constructions.

(2004). An Interview with Edward R. Tufte. Technical Communication Quarterly: Vol. 13, No. 4, pp. 447-462.

The author offers basic suggestions for faculty to become active teacher-scholars within the two-year college professional community.

The author reopens the vexed question of the use of literature in first–ear composition courses to suggest that reading and writing about literature can empower students to construct their own interpretations of cultural artifacts rather than deferring to canonical knowledge. Using his students’ work with Poe’s “Annabel Lee” as an example, he shows how such a practice can work if it places the work in a context appropriate to the literacies of first–year students and privileges the knowledge they bring with them to the academy.

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The emphasis on the individual in Western culture has blinded us to how social relationships affect literacy acquisition and, conversely, how literacy transforms these relationships. This article deals with the literacy practices, specifically, letter writing, of Lithuanian immigrants who arrived in the United States during the end of the 19th century. For these immigrants, reading and writing were collaborative activities, not the individual, solitary acts that we often assume them naturally to be. Individuals often turned to more literate neighbors for assistance in tasks involving reading and writing, an extension of the concept of talka, the Lithuanian tradition of collective assistance. Parents also frequently engaged the help of sons and, especially, daughters in writing letters to relatives in Lithuania. Letter writing thus not only fostered solidarity between immigrant and their relatives in Lithuania but also between Lithuanian immigrant parents and their increasingly literate, Americanized children.

Research Article| January 01 2003 Beyond These Shores: An Argument for Internationalizing Composition Mark Schaub Mark Schaub Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 85–98. https://doi.org/10.1215/15314200-3-1-85 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark Schaub; Beyond These Shores: An Argument for Internationalizing Composition. Pedagogy 1 January 2003; 3 (1): 85–98. doi: https://doi.org/10.1215/15314200-3-1-85 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

I have a bad attitude about grading. Actually, I have a bad attitude overall. It’s sad but true. I think that what I do as a teacher is important, but I think that my family and my own interests are even more important. And I have come to see the wisdom of the saying “No one ever put ‘I should have spent more time at the office’ on his tombstone.” It may be a cliche, but we really do get only so many heartbeats. So I try to keep things in perspective and use my time wisely. One of the areas in which my attitude has surfaced is the grading of papers. I used to spend a great deal of time responding to each paper, reading carefully and identifying fully any possible flaw by writing extensive comments in the margins. I would then hand the papers back to my students, hoping that they would read my responses and learn from them. I was very much in tune with the tradition of composition that Edward M. White (1996: 13) critiques, hoping that “an individual personal response will lead a student to revision or, more likely, to better work on the next paper.” I have come to realize that, for the most part, I was wasting my time. In his landmark essay “The Listening Eye,” Donald M. Murray (1979) does writing teachers a great service by sharing his experiences and insights on the subjects of grading and student-teacher conferences. I suspect that Murray is right when he suggests that most students read our comments only to learn what grades they have received and, briefly, why. Once their curiosity has been sated, they seldom use their papers as tools for improving either their writing or their understanding of the subjects on which they have written. Unless revision is required, it is highly unlikely that they will work through their errors, learning by producing improved versions of their papers. How often, after all, do we go back to a conference paper that we have written and work on it if we are not trying to prepare it for publication (or another conference)? There are other reasons that providing feedback to students through written comments is often a waste of time. According to a study by Nancy Sommers (1999), the time-consuming nature of grading forces many teachers to rely on generalities, such as “Pay attention to your reader” or “Avoid passive voice.” Such comments are so vague that they have only limited usefulness even

This article argues that leadership and rhetoric are intimately connected; therefore, rhetoric should include the explicit examination of all aspects of leadership (that is, including but not limited to rhetorical criticism of the speeches and writings of leaders), both as an area of research and an area of pedagogy. This is particularly important when helping students become active members of the citizenry is seen a central goal of what teachers are doing in the English or Communication class. The interconnections between leadership and the concept of the polis, the active assembly of citizens empowered to discuss and make public policy, is useful here, even though the polis may no longer exist in its original form. In particular, leadership through identification with the polis appears to be an approach with great potential.

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Investigates how disability is discovered, constructed, and performed in a certain type of cultural practice, that is, in a postmodern, undergraduate college classroom. Argues that the implementation of an autobiographical pedagogy must extend beyond the dimensions of race, gender, and sexuality and must include disabled persons in these discussions as well.

Review Article| January 01 2002 On Becoming a Teacher Mark C. Long Mark C. Long Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 135–142. https://doi.org/10.1215/15314200-2-1-135 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark C. Long; On Becoming a Teacher. Pedagogy 1 January 2002; 2 (1): 135–142. doi: https://doi.org/10.1215/15314200-2-1-135 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

In this archaeological investigation of the work of Louise Rosenblatt, we read and highlighted all text-level differences between the 1st (1938) and 5th (1995) editions of Literature as Exploration. We categorized each type of revision, traced a sample of each to the edition in which the change was made, and then extended our analysis to 70 passages.

Applying abstract ethical principles to the practical business of building a code of applied ethics for a technical communication department teaches students that they share certain unarticulated or even unconscious values that they can translate into ethical principles. Combining abstract theory with practical policy writing can teach technical communication students to become increasingly aware of ethical actions without restricting ethics solely to abstractions or rules.

Riding the third wave of rhetorical historiography Lives of Their Own: Rhetorical Dimensions in Autobiographies of Women Activists by Martha Watson. Columbia, SC: University of South Carolina Press, 1999. 149 pp. Activist Rhetorics and American Higher Education 1885–1937 by Susan Kates. Carbondale: Southern Illinois University Press, 2001. 157 pp. Genteel Rhetoric: Writing High Culture in Nineteenth‐Century Boston by Dorothy C. Broaddus. Columbia, SC: University of South Carolina Press, 1999. 136 pp. The Resistant Writer: Rhetoric as Immunity, 1850 to the Present by Charles Paine. Albany: State University of New York Press, 1999. 261 pp. Progressive Politics and the Training of America's Persuaders by Katherine H. Adams. Mahwah, NJ: Erlbaum, 1999. 169 pp. Terms of Work for Composition: A Materialist Critique by Bruce Horner. New York: State University of New York Press, 2000. xxvi + 308. Rereading Aristotle's Rhetoric, edited by Alan G. Gross and Arthur E. Walzer. Carbondale and Edwardsville: Southern Illinois Press, 2000. xi + 237 pp.

Although usability testing and research have become critical tasks for technical communicators in the workplace, little discussion in technical communication focuses on teaching usability in technical communication programs. This article asserts that technical communication programs are particularly well positioned to adopt usability testing and research in their curricula because of inherent connections between usability and technical communication, such as their mutual emphases on audience analysis, technology, and information design. Approaches to implementation of usability courses at three universities are described, and the authors share suggestions for adopting usability in the areas of curriculum, equipment, and facilities needed for conducting usability.

This study suggests that documentation is a complex technical communication genre, encompassing all the texts that mediate between complex human activities and computer processes. Drawing on a historical study, it demonstrates that the varied forms given to documentation have a long history, extending back at least to the early days of commercial mainframe computing. The data suggest that (1) early forms of documentation were borrowed from existing genres, and (2) official and unofficial documentation existed concurrently, despite efforts to consolidate these divergent texts. The study thus provides a glimpse into the early experimental nature of documentation as writers struggled to find a meaningful way to communicate information about their organization's developing computer technology.

Problematizes the word “experience” as it is currently being used by researchers and teachers who want to reform literature instruction in schools and colleges. Discusses how a fresh look at Dewey and Rosenblatt can reconstruct the courtroom and marketplace metaphors as sound alternatives to theories that perpetuate dualistic assumptions about literary experience.

Plato on Rhetoric and Language by Jean Nienkamp. Mahwah, NJ: Lawrence Erlbaum Associates for Hermagoras Press, 1999. 220 + ix pp. Beyond the Great Story: History as Text and Discourse by Robert F. Berkhofer, Jr. Cambridge: The Belknap Press of Harvard University Press, 1997. 381 + xii pp. Voices of the Nation: Women and Public Speech in Nineteenth‐Century American Literature and Culture by Caroline Field Levander. Cambridge: Cambridge University Press, 1998. 186 pp. The Evolution of English Prose 1700–1800: Style, Politeness, and Print Culture by Carey McIntosh. Cambridge: Cambridge University Press, 1998. 276 + xi pp.

Reviews three books: Beyond Notecards: Rethinking the Freshman Research Paper, by Bruce Ballenger; The New Century Handbook, by Christinie A. Hult and Thomas Huckin; Outbursts in Academe: Multiculturalism and Other Sources of Conflict, ed. by Kathleen Dixon.

Alternative forms of research writing that displace those of modernism are unfolded, ending with “multi-writing,” which incorporates multiple genres, disciplines, cultures, and media to syncretically gather post/modern forms. Such alternatives represent a shift in academic values toward a more exploratory inquiry that honors mystery.

Although studies of actual communication practices in the workplace are now commonplace, few historical studies in this area have been completed. Such historical studies are necessary to help researchers understand the often complicated origins of genre conventions in professional discourse. Historical research that draws on contemporary genre theory helps address this void. A genre perspective is particularly valuable for helping researchers trace a given type of document's emergence and evolution. This perspective also provides a way of accounting for the connections between communicative practices and the other activities that occupy the attention of workplace organizations. To illustrate what this perspective brings to historical research in professional communication, I examine the development of communicative practices at a national production company that relied on texts to mediate its organizational activities across geographically dispersed locations.

Distance education, broadly defined as instruction that is not bound by time or place, is bringing about fundamental changes in higher education. Writing in a recent online newsletter from the American Association for Higher Education, Ted Marchese describes the many "not-so-distant" distance competitors to traditional colleges and universities: the University of Phoenix, the for-profit university with some 50,000 students in 12 states; the Western Governors University, the competency-based consortium that was founded by 17 governors and is supported by 14 business partners, including Sun, IBM, AT&amp;T, and Microsoft; and Britain’s venerable OpenUniversity, which has allied with several universities in the United States and will begin offering courses here this year.

This article argues that examining leaders and leadership techniques is a valid subject for technical and professional writing and communication classes. The article describes an assignment for studying leadership and provides related instructional materials.

Studies the moral dimension of English-as-a-Second-Language (ESL) teaching to adults. Analyzes examples of classroom interaction to reveal the moral substrate of the teacher’s words and actions. Finds that various features of classroom routines and impromptu exchanges have profound moral significance. Suggests that the moral meanings present in classroom discourse cannot be reduced to simple judgments of right versus wrong.

Nostalgic Angels: Rearticulating Hypertext Writing. Johndan Johnson‐Eilola. Norwood, NJ: Ablex, 1997. 272 pages. Persuasion and Privacy in Cyberspace: The Online Protests over Lotus Marketplace and the Clipper Chip. Laura J. Gurak. New Haven, CT: Yale UP, 1997. 181 pages. Fundable Knowledge: The Marketing of Defense Technology. A. D. Van Nostrand. Mahwah, NJ: Lawrence Erlbaum, 1997. 241 pages. Rhetoric and Pedagogy, Its History, Philosophy, and Practice: Essays in Honor of James J. Murphy. Ed. Winifred Bryan Horner and Michael Leff. Mahwah, NJ: Lawrence Erlbaum, 1995. 337 pages. Of Problematology: Philosophy, Science, and Language. Michel Meyer. Trans. David Jamison, in collaboration with Allan Hart. Chicago: U of Chicago P, 1995. 310 pages.

The Research Paper and the World Wide Web, by Dawn Rodrigues; Assessment of Writing: Politics, Policies, Practices, ed. by Edward M. White, William D. Lutz, and Sandra Kamusikiri; Teaching the Argument in Writing, by Richard Fulkerson; Poets’ Fall, by Jon Conlon.

The process of academic peer review—i.e., students evaluating each other's work—can help instructors address a host of higher institutional objectives, not the least of which is the total quality management of collegiate teaching. But more is known about this process from the viewpoint of instructors than from the perspective of students. The purpose of this study was to formally examine student views of a specific peer-review system in which undergraduates assigned final grades to each other's term papers. A survey instrument revealed a high degree of comfort with the process, as well as some insights into why a few students were uncomfortable with it.

John C. Brereton. The Origin of Composition Studies in the American College, 1875–1925: A Documentary History. Pittsburgh: University of Pittsburgh Press, 1995. xvii + 584 pages. $24.95 paper. Krista Ratcliffe. Anglo‐American Feminist Challenges to the Rhetorical Traditions: Virginia Woolf, Mary Daly, Adrienne Rich. Carbondale: Southern Illinois University Press, 1996. 227 pages. Ulla Connor. Contrastive Rhetoric: Cross Cultural Aspects of Second‐Language Writing. New York: Cambridge University Press, 1996. xv + 201 pages. $44.95 hardcover, $17.95 paper. Carl G. Herndl and Stuart C. Brown, eds. Green Culture: Environmental Rhetoric in Contemporary America. Madision: University of Wisconsin Press, 1996. xii + 315 pages. $21.95 paper.

(1997). The classical tradition: Rhetoric and oratory. Rhetoric Society Quarterly: Vol. 27, No. 2, pp. 7-38.

In a benchmark meta-analysis of experimental research findings from 1962 to 1982, Hillocks (1986) reported the varying effects of general modes of instruction and specific instructional activities (foci) on the quality of student writing. The main purpose of the present study was to explore the relative effectiveness of those modes and foci using a non-experimental methodology and a new group of 16 teachers and 275 students in grades 1, 3–6, and 8. Teachers who had attended a summer writing institute reported on 17 different instructional variables that were primarily derived from the meta-analysis during each week of a ten-week treatment period that occurred at the beginning of the next school year. A pre- and post- treatment large-scale writing assessment was used with a prompt that allowed latitude in student choice of topic and extra time for prewriting and/or revision. Large gains in quality and quantity were found in the lower grades (1, 3, and 4) and smaller gains were found in the middle grades (5, 6, and 8). The demographic variables of SES, primary language, residence, and gender were found to have small and/or insignificant relationships to gains. Teacher-determined combinations of instructional variables and their relationship to gains in quality were investigated through factor analysis while controlling for pretreatment individual differences. Only one combination of activities was associated with large gains, and it was interpretable as the environmental mode of instruction. This combination included inquiry, prewriting, writing about literature, and the use of evaluative scales.

This study uses a case-study approach to describe and analyze the effects of emphasizing design principles in a technical communication course. A look at student assignments—including a job description, a set of instructions, and a feasibility study—and at student self-evaluative comments about their job descriptions suggests that focusing on design principles can help students improve the organization and design of their documents and achieve a more sophisticated understanding of the role of design in communicating technical information.

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This article examines the question “Are the same good writing and speaking skills required in general management positions also important in computer jobs?” The first part of the article examines the historical marriage between “communicating” and “computing,” while the second part examines what roles, if any, good communication skills play in advancing IS career paths. Finally, the third part describes an empirical survey to test the hypothesis that communication skills are important to computer professionals. The results of the survey strongly support the hypothesis.

In teaching a technical communication course, I introduced document design principles before discussing traditional verbal rhetoric. A comparison of the writing of two students—a competent writer and a weak one—before and after the design discussion indicates that a basic understanding of design principles helped them improve document macrostructure. They saw the need to involve the audience, to provide an introduction and a forecast, and to organize and highlight information using headings. The design discussion, however, appears to have had little effect on document microstructure. Although more research needs to be conducted to better understand the relationship between verbal and visual rhetoric in technical communication, integrating document design principles early appears to be a promising pedagogical technique.

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(1995). Kairos and kerygma: The rhetoric of Christian proclamation. Rhetoric Society Quarterly: Vol. 25, No. 1-4, pp. 164-178.

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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 Unquiet Pedagogy argues for a new approach to teaching English in the high school and college classroom, one that reconceives the relationship of literacy and the learner. The title is taken from an essay by Paulo Freire in his book with Donaldo Macedo entitled Literacy: Reading the Word and the World. Like Freire, the authors believe that pedagogy must be critical -- that it must examine the assumptions that teachers and students bring to any educational enterprise, that it must take into account the contexts of learners' lives, and that it must question, rather than quietly accept, existing practices. Voices of beginning and experienced teachers are heard often in the book, exploring how such an unquiet pedagogy might come to be. The authors examine the experiences of these teachers, as well as their own, showing how the classroom can become a place of inquiry for both teachers and students and how theory and research that provide an integrated perspective on language, literacy, and culture must inform teaching practice. Their aim is to transform the English classroom into a place where the imagination becomes central and where learners construct knowledge in the development of real literacy.

Although the research has clearly established that reading comprehension improves when the writer forecasts the discussion in an introductory or transitional passage, technical writing textbooks offer little guidance on how to construct effective forecasts. The most common pattern, in which the items to be discussed are listed, is boring and can leave unanswered some critical questions that can prevent the reader from paying full attention. This article describes techniques, based on four of the journalistic prompts (what, where, why, and how), that can help writers create contexts for their readers, thereby improving readers' comprehension and enlisting them in the creation of the discourse.

Although Baconian induction—the belief that we can infer accurately from the known to the unknown—has been supplanted by social constructionism, the two perspectives are quite similar in their description of how science is done; the principal difference is that Baconian theory is overtly prescriptive, whereas social constructionism is essentially descriptive. The argument that the inductive organization of the science paper misrepresents how science is actually carried out is based on a faulty premise, for the purpose of a science paper is not to provide a narrative account of the laboratory work, but rather to enable the reader to assess the quality of the scientist's logical reconstruction of the laboratory work. The critical factor in determining the fidelity of the paper to the science is not the organization of the paper but the ethical intent of the writer.

The essay begins with an intellectual framework for describing a visual‐verbal interface. Applying the implications of the framework to collaborative work, the authors illustrate ways in which they used this framework to observe and teach collaborative teams of graphic designers.

Metadiscourse refers to writers' discourse about their discourse—their directions for how readers should read, react to, and evaluate what they have written about the subject matter. In this study the authors divided metadiscourse into textual metadiscourse (text markers and interpretive markers) and interpersonal metadiscourse (hedges, certainty markers, attributors, attitude markers, and commentary). The purpose was to investigate cultural and gender variations in the use of metadiscourse in the United States and Finland by asking whether U.S. and Finnish writers use the same amounts and types and whether gender makes any difference. The analyses revealed that students in both countries used all categories and subcategories, but that there were some cultural and gender differences in the amounts and types used. Finnish students and male students used more metadiscourse than U.S. students and female students. Students in both countries used much more interpersonal than textual metadiscourse with Finnish males using the most and U.S. males the least. The study provides partial evidence for the universality of metadiscourse and suggests the need for more cross-cultural studies of its use and/or more attention to it in teaching composition.

This analysis is a specific study that investigates the role ethos plays in the scientific papers of American glacial geologists. Five articles, spanning the time period 1839–1988, a time period which saw the tentative beginnings, development, and maturation of glacial research and theory, were analyzed to determine the rhetorical strategies the writers used to establish their particular research and writing as being good science worthy of recognition and acceptance by their communities of glacial geologists. Early articles were written to portray the author's notion of good science as a strict attention to personal observation and analogy. Articles in the middle period continued to stress personal observation, but also appealed to the observations of other workers. The most contemporary articles favored quantified relationships and precise measurement.

Previous research in computer-mediated communication in both the classroom and the workplace has found that patterns of interaction may differ between individuals communicating face-to-face versus communicating via a computer network. This present study, using a case study methodology, sought to analyze and compare the language of groups of business writing students as they communicated both face-to-face and on a real-time computer network. The study found that during network meetings, participation was more equal, responses tended to be more substantive and text specific, and students were more willing to offer direction than during face-to-face meetings. In addition, students reported a more positive evaluation of their network sessions.

The essay has three parts, with the first two introductory to the third. The first part explores the ideas of several modem philosophers about imagery and imagination and their relationship to language and communication. The second part reviews contemporary theories of mental imagery and verbal processes as derived from empirical studies in cognitive psychology. The final section synthesizes the ideas of the philosophers and psychologists and relates them to the rhetorical concept of persona, with examples. The examples I will use in the final section will deal with imagery in composing exposition, specifically argument and persuasion. The processes of imagery and imagination involved in depicting character and action or composing vivid description, while interesting in their own right, are more obvious. Donald Murray cites numerous poets and fiction writers who testify that imagery is not only the motivation but the vehicle of their composing (Write 59-60). To show that imagination is basic to all composing, I will avoid the narrative and poetic and steer into realms where demonstration is more subtle.

To make informed decisions about ethical issues, technical communicators need to understand how to apply general ethical principles to the kinds of dilemmas they will face routinely, concerning such issues as plagiarism, trade secrets, and misrepresentation of text and graphics. This article reviews the controversy about the relationship between ethics and rhetoric among the Greeks, provides basic definitions of ethics, and applies the literature of business and professional ethics to the concerns of technical communicators and other professionals who communicate, showing how they must think through the conflicts of obligations to their employer, the public, and the environment. It provides a case study that can be used to reinforce a student's understanding of the relationship between technical communication and ethics.

This Qualitative study sought to determine whether four high- and four low-apprehensive first-year college writers responded differently as peer evaluators of writing in a face-to-face group versus a group that communicated via an electronic-mail network. An analysis of recorded group “conversations” revealed that high apprehensives exhibited different strategies than low apprehensives for informing group members about writing during both face-to-face and e-mail sessions. Furthermore, high apprehensives during e-mail sessions participated more and offered more directions for revision than during face-to-face meetings. When revising subsequent to group meetings, high apprehensives reported relying more on group comments received during e-mail sessions than group comments received during face-to-face sessions.

This article surveys and critiques the literature on using style checkers and the text-editing capabilities of the computer to assist in revising technical writing. The literature on text-editing capabilities is inconclusive because it is largely anecdotal and methodologically flawed. The literature on style checkers is similarly inconclusive. To better assess the value of the computer, we need to examine the basic premise of the research on revising and word processing: that more revising leads to higher-quality writing. We need to be sure that our evaluative techniques for measuring writing improvement are valid; to focus our attention not only on computer novices but also on computer-experienced writers; to examine other factors that affect how writers use word processing and that in turn might affect writing quality; and to examine more carefully the differences among word processors and among the different style checkers to determine their effects on writing behavior and writing quality.

As user advocate, usability tester, screen designer, and online documentation specialist, the technical communicator is now playing a role in all phases of product development, from initial design to final support. How has this expanded role come about? What kinds of decisions is the technical communicator responsible for? How must the technical communicator interact with other team members, especially in the exciting, interdisciplinary area of “external design”? This article examines the rapidly growing role for technical communicators in the computer industry as members of the external design team.

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Many writing teachers have found free writing useful as a discovery exercise for helping students generate ideas because most students can free write without much effort and can produce a large amount of material as a result. However, because free writing is chaotic by nature and full of unusable material, students often need guidance in extracting what has value. To make free writing, whether focused or unfocused, more useful as a heuristic device, I have devised a series of questions, activities, and guidelines, a few based on ideas from James Moffett, to serve as a set of exercises for working with free writings so that students can make them even more productive and generative. Students can apply one appropriate activity from the list below to their initial free writings, or they can systematically try all that apply to see which prove most helpful in providing additional material for a first draft:

(1988). Rhetoric and paradox: Seeking knowledge from the “container and thing contained”; Rhetoric Society Quarterly: Vol. 18, No. 1, pp. 15-30.

If is one thing contemporary observers of American literary studies agree upon, it is New must finally be transcended. William Cain, for example, protests New Critics' identification of with close reading of classic literary texts. It is not 'close reading' is itself misconceived, he argues, rather case for it has always been made at expense of other important things. Because New Critics won their case so convincingly, these other things have long been excluded from literary establishment. A list of costs resulting from institutionalization of New in 1950s, according to Cain, would include the rejection of other methods and other kinds of texts; misguided attempt to define (and thus defend) teaching of literature as, above all, 'close reading'; skepticism shown towards literary theory; and refusal to see other disciplines as having relevance for 'literary' criticism (New Criticism 1111-12). Criticism, in short, has become formalistic, to use an old critical buzz-word. Even deconstruction, as Cain correctly observes, is more an intensified continuation of tradition of formalistic close reading than a new, expansive kind of Fortunately, says Cain, there have been signs in recent years New Critical reign is at last coming to an end. The most important of these signs is the revival of 'history' as an instrument for criticism. This revival is result of work of certain critics and theorists-Cain mentions Foucault, Said, and Jameson-who have shown that 'history' does not have to imply-as it did for scholars New Critics attacked in 1930s-a narrow and naive review of sources, backgrounds, and influences. Rather, history now means the formation of an archive, building up of a rich, detailed, and complex discursive field. The ground for criticism, from this point of view, is not classic literary text, but inter-textual configurations and arrangements; 'criticism' thus entails study of power, political uses of language, and orders of discourse (New Criticism 1116-17). This reconstitution of ground for will produce, presumably, an analogous transformation of practice of close reading and expand domain of to include methods, texts, and disciplines suppressed by New Criticism. These developments, needless to say, win Cain's seal of approval.

Intuitively all users of language understand whether a unit of discourse is cohesive, whether it makes sense. Markels seeks to formalize some of this innate knowledge about discourse by describing some of the textual cues that contribute to cohesion in particular types of English paragraphs. Focusing on expository paragraphs, she investigates the semantic relations among nouns necessary to create noun chains and the syntactic information necessary to invest those chains with Other researchers have investigated cohesion only as a semantic phenomenon, but by pursuing this new approach, Markels gives equal weight to syntax. She points out that while noun chains establish semantic consistency only the interaction of those chains with syntactic information that thematizes them can create Markels identifies and describes four common patterns through which paragraphs achieve cohesion or unity. In describing these cohesion patterns, she also identifies paragraph structures based on semantic and syntactic relationships that produce cohesion.