Abstract It is easy to fall into different modes of reading: books for pleasure, student papers for teaching. This essay considers what it might look like to read student work generously, arguing such generosity shifts a teacher's relationship to student writing.

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When students write incoherent sentences, it is common—instinctive, even—for a teacher to translate those sentences, to make them conform to the expectations of readers wanting clarity, or to banish them altogether. In this article, we consider how incoherence might instead be a site of possibility, of invention, of nuance.

This Instructional Note offers an assignment sequence that invites students and teachers into the rhetorical possibilities of the sentence.

Epideictic rhetoric reifies and reshapes the shared values of a community, and in this article, I reread William E. Coles Jr.’sThe Plural Ias showing forth a classroom built upon epideictic rhetoric, his own epideictic pedagogy asking that teachers of writing engage student work not expecting to be persuaded but as observers of rhetorical display.

It is not happenstance that there is such a pervasive reliance on metaphors of the body to describe what a sentence does on the page. These metaphors point to a relationship between style and delivery, one that blurs the line between each. Setting recent redefinitions of delivery alongside teachers of writing talking about style, I work in this article through what one of my students calls “written delivery.” This written delivery asks that we—teachers and students, readers and writers—rethink not only what we do with sentences, but also how we understand the relationship between delivery and style, reader and writer.

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After reviewing the past ten years of TETYC’s “What Works for Me,” I claim these pieces offer writing instructors much more than mere teaching tips; rather, they evidence a genre in a fraught relationship to academic discourse, a genre that asks readers to consider how the ways we write the classroom affect composition as a field, our teacherly selves, and the students in our classrooms.

Given societal prescriptions to conceal disability, when Michael J. Fox, seeking increased funding for Parkinson's research, addressed members of Congress in 1999 without having taken his own Parkinson's medication beforehand, his display of disability was, in his own words, “startling.” Through revealing his disability, Fox constructs a complex ethos bound up in the intersection of the body, text, and social practices. As a result, through risking the reinscription of traditional and limiting responses to disability, Fox confounds such responses, demanding that both audiences and rhetoricians rethink the relationship between disability and rhetorical practice.

I was recently given a Kindle. But because it is bound inside a hardback black leather carrying case with an elastic strap around it, when I received the gift I thought I held in my hands a Moleski...

What Works for Me includes brief descriptions of successful classroom practices.

I see a parallel between the illiteracy I witnessed while working in the court system and the challenges facing first-year writers at the university. In both cases, problems arise due to unfamiliarity with the discourse community into which one enters. In response, because much of the language governing composition and rhetoric is rife with place and journey metaphors (note the metaphor I just used of entering into a community, suggesting it is a place), I posit that ecocomposition theory may provide a fresh lens through which to view classical rhetoric. After providing a read of Aristotle’s Rhetoric focusing on issues of place and ecology, I offer how such theory, which I playfully term “EcoStotle,” might be applicable to a first-year composition course. The benefit to this approach to classical rhetoric and ecocomposition is that it is grounded in argumentation, thereby promoting literacy for our students, whatever discourse community they enter.

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