This article examines issues of authenticity involved in using generative AI to compose technical and professional communication (TPC) documents. Authenticity is defined through an Aristotelian understanding of ethos, which includes goodwill ( eunoia), practical wisdom ( phronesis), virtuousness ( arete), and Fromm's concepts of true self and pseudo self. The authors conducted an initial analysis of AI affordances that align with TPC concerns—genre, plain language, and grammatical/mechanical correctness. The preliminary results show that these affordances may be limited by issues of inauthenticity. The authors suggest that in order to address AI's limitations, writers should adopt a rhetoric of authenticity via real-world engagement, human centeredness, and personal style.

ABSTRACTThe Gorgias presents us with a mystery and an enigma: Who was Callicles? And, what was Plato trying to accomplish in this dialogue? While searching for the identity of Callicles, we gain a better understanding of Plato's purpose for this dialogue, which is to use justice as a means for staking out the boundaries of four types of rhetoric. This article argues that Plato uses the Gorgias to reveal the deficiencies of sophistic nomos-centered rhetorics and an unjust sophistic phusis-centered rhetoric, opening the door for a “true” rhetoric that he articulates in the Phaedrus and a universal justice based on virtue that he describes in the Republic.

University business incubators (UBIs) are uniquely positioned to foster transnational entrepreneurship and the evolution of business and technical communication practices on a worldwide basis. UBIs facilitate the launch of start-ups by professors, students, researchers, and local entrepreneurs. This study uses assemblage theory to profile four UBIs. Its findings concern their process of exporting incubation models and training transnational entrepreneurs, the roles of alumni and students, and the genres and conventions of entrepreneurship.

Environmental scientists and science communicators working to educate the public on the science of global climate change often work to present information through an environmentalist perspective. This article uses theories of metaphoric framing to present six guidelines that climate change communicators can use to reframe climate change science in public communication. In particular, the authors argue for environmental scientists to adopt frames that the broader public will find familiar and persuasive. This reframing of environmental science is necessary to counter the framing of skepticism that special interest groups have used to dominate attempts to communicate climate change science to the public.

This article discusses the rise of conservation writing as a new field of technical communication, and it offers pedagogical strategies for teaching conservation writing and building curricula. Conservation writing is an umbrella term for a range of writing about ecology, biology, the outdoors, and environmental policies and ethics. It places the natural world at the center of readers' attention, often viewing sustainability as a core value. A course or curriculum in this kind of writing would likely need to help students master a variety of genres, while providing a working knowledge in environmental law, ethics, and politics.

This article explores the basis of the public debate between Darwinian evolution and creationism. Using dramatic analysis, we show that the source for the debate is due to what we call “Darwin's Dilemma,” which is found in Darwin's Origin of Species. In the Origin, Darwin extends the mechanistic metaphor featured in Enlightenment science by devising the concept of “natural selection.” In the process, however, he also ascribes a motive to nature, which moves his theory outside the boundaries of Enlightenment science. We show that he is aware of this dilemma in his theory, and that he tries to pass it off as a metaphorical maneuver for the sake of brevity. Darwin's inability to resolve this dilemma, however, opens the door for purveyors of creationism and intelligent design. Indeed, much of the debate today over Darwinian evolution still pivots on our inability to come to terms with Darwin's dilemma.

Abstract Technical communication practices have been changed dramatically by the increasingly ubiquitous nature of digital technologies. Yet, while those who work in the profession have been living through this dramatic change, our academic discipline has been moving at a slower pace, at times appearing quite unsure about how to proceed. This article focuses on the following three areas of opportunity for change in our discipline in relation to digital technologies: access and expectations, scholarship and community building, and accountability and partnering.