Inspired by conversations at the 2021 Rhetoric Society of America Institute workshop on Pandemic Rhetoric(s), this dialogue assembles graduate student, early-, mid-career, and established rhetoric of health and medicine (RHM) and critical health communication scholars to discuss a keyword that has structured political, social, and biomedical thinking about COVID-19: un/precedented. In identifying un/precedented as an organizing temporal rhetoric for the pandemic, we interrogate how recurrent appeals to the pandemic’s novelty both allow for and limit our capacities to meet the pandemic’s tremendous exigencies head-on. Leveraging our unique scholarly and community commitments, we theorize how un/precedentedness 1) becomes complicit in government inaction, 2) (re)asserts conceptual and literal borders, 3) justifies state and national public health mandates, and 4) obscures other historical and contemporary pandemics. We conclude by offering possibilities for interdisciplinary and longitudinal research into the far-reaching effects of contagious disease.

Chapter 1 be especially important to undergraduate science students, whose confidence in their own abilities as writers may have been damaged by experiences with writing in the classroom during their schooling (Choi et al., 2010;Shanahan, 2004).Several of the scientists and mathematicians in this study discuss damaging experiences with school and English teachers in particular.The anxious mathematics student, sitting in a writing class, who reads this comment by a successful applied mathematician, What's interesting is I did mathematics, I think, because I found English so difficult . . .I failed . . . on English and I was fine on mathematics.I was top in maths but I was desperate in English.I can remember the essay.The title was "Your House."Now as a mathematician . . .I've got to write about my house.What is my house?And I went to numbers straight away.It's got five windows, it's got one door-this is age 10 or 11.I knew it was a disaster when I wrote it.But I was incapable of doing anything better-Timothy, Chapter 3. may recognise a similar incident of their own, and may never have realised that the successful science or mathematics professor in their writing classroom may have experienced this kind of setback.Reading of

Institutional ethnography seeks to uncover how things happen—how institutional discourse compels and shapes practice(s) and how norms of practice speak to, for, and overindividuals. The Faculty and Staff Standpoints project is shaped by this methodology, as it explores writing center staff and faculty relationships to their work.

Even though Lafayette, Louisiana is 150 miles to the west of New Orleans, the city was affected by Katrina, and its twin, Rita, in significant ways. While the eye of neither storm passed directly over Lafayette, we experienced a cosmology episode as the effects of back-to-back severe hurricanes made the world, if only for a short time, less rational and orderly. Based on personal experience as well as an analysis of student essays, this article is an attempt to articulate an essence of a liminal time. Exploring how we attempted to narrate this crisis can provide insight into the ways language works to make, and to simultaneously resist, the discursive event of trauma into a lived experience.

Tutoring class, thanking them for the Barnes