Storytelling is a key component of user experience (UX) design practice. However, while storytelling is universally acknowledged as important, what exactly is meant by storytelling is elastic. This elasticity makes it hard to explain and teach to emerging practitioners. In this research paper, we propose a data-derived definition to bring more understanding to the concept of storytelling in UX. The contribution of this work is a multifaceted definition of storytelling in UX that can be used as a heuristic to help make it more meaningful and understandable to students and early career professionals. We conclude by providing strategies to incorporate the storytelling heuristic into UX pedagogy.

Understanding the temporal organization of writing is key to studying writing processes. Existing methods to segment writing into phases often rely on arbitrary rules, extensive manual annotation, or focus on numerous transitions. This study aimed to develop an automated segmentation method to detect distinctive transition in the dominant writing process, particularly the transition from first draft to revision. For this, keystroke data (source-based L1 writing (N = 80) and text simplification in L2 (N = 88)) were manually annotated. The BEAST algorithm was applied for Bayesian change point detection, based on five characteristics derived from the annotation criteria: (1) percentage of the final text written so far, (2) distance between typed and remaining characters, (3) relative cursor position, (4) source use, and (5) pause timings. The first three features proved most effective in identifying change points. A rule-based approach was further applied to select one final change point, which resulted in mediocre accuracy ranging from 31% exact agreement to 49% agreement within 60 seconds. To conclude, the BEAST algorithm is useful in detecting a variety of change points in writing processes, yet connecting them to meaningful phases is still quite complex.

We conducted 10 focus groups with 32 academic consultants to identify three intrinsic rewards categories for academic consulting: meaningful work, professional development, and enhanced teaching. Based on these findings, we propose a typology of academic consulting, teaching-driven consulting, and a multifaceted framework of academic consultant career identity. Our framework provides rhetorical resources for faculty, staff, and administrators to discuss academic consulting identities, tie aspects of identity to preferred rewards categories, and advocate for consulting resources and support.

A manuscript’s writing style is central to determining its readership, influence, and impact. Past research has shown that, in many cases, scholars present a unique writing style that is manifested in their manuscripts. In this work, we report a comprehensive investigation into how scholars’ writing styles evolve throughout their careers focusing on their academic relations with their advisors and peers. Our results show that scholars’ writing styles tend to stabilize early on in their careers – roughly around their 13th publication. Around the same time, schol- ars’ departures from their advisors’ writing styles seem to converge as well. Last, collaborations involving fewer scholars, scholars from the same gender, or from the same field of study seem to bring about a great change in their co-authors’ writing styles with younger scholars being especially influenceable. The proposed method can help to investigate the dynamic behavior of academic writing style.

Important challenges faced by inexperienced academic writers include how to present an appropriate stance when commenting on their own research or on work by others, and how to successfully acknowledge and engage with readers’ needs, queries, and perspectives. This study investigated how well 22 new graduate writers from L1 and L2 backgrounds were able to convey stance and engagement in literature review assignments prepared for a graduate writing course. They claimed little or no prior knowledge in this skill area before taking part in 12–14 hours of instruction and practice where stance and engagement strategies were a core component before submitting reviews of approximately 1000 words. Analysis of post-instruction texts and students’ reflective comments revealed that students’ declarative knowledge had progressed, and that most were able to display an adequate or satisfactory level of proficiency in their writing. Based on these findings, I hypothesize a trajectory of stages of writers’ skill learning of stance and engagement strategies that acknowledges its complexities and the need for extensive practice to develop procedural skill. This proposed pathway makes explicit the fact that learning by novices is likely to progress incrementally, together with advances in their knowledge and self-confidence as academic writers and members of their disciplinary communities.

Drawing on rhetorical genre studies, we explore research article abstracts created by generative artificial intelligence (AI). These synthetic genres—genre-ing activities shaped by the recursive nature of language learning models in AI-driven text generation—are of interest as they could influence informational quality, leading to various forms of disordered information such as misinformation. We conduct a two-part study generating abstracts about (a) genre scholarship and (b) polarized topics subject to misinformation. We conclude with considerations about this speculative domain of AI text generation and dis/misinformation spread and how genre approaches may be instructive in its identification.

This study compares AI-generated (ChatGPT and Gemini) and human-written business refusal texts. A genre analysis found that AI-generated texts are formulaic and less nuanced than human-written texts. Applying a rating of professional writing quality, inferential statistics revealed no significant difference in scores between Gemini and human-written texts, but revealed ChatGPT as lower. Human assessors identified authorship of AI-generated texts with an accuracy rate of 68.1%, and human-written texts with 86% accuracy. Key concerns for assessors were tone, relationship, language choice, content, and structure. The findings inform four key areas of focus for teaching business writing in the AI age.

Misinformation has generated much discussion in the aftermath of the COVID-19 pandemic and attendant "Infodemic," as the World Health Organization (WHO) dubbed the challenge of disordered information. Rhetorical genre studies can offer important insights about how misinformation functions within informational ecologies by revealing how typification and recurrence provide opportunities for misinformation to take hold. This article develops a genre-based framework to study scientific and technical misinformation as illicit genres through concepts of genre function and abusability.

While user experience (UX) and technical and professional communication (TPC) are intertwined, how UX is taught in TPC is highly variable. In this article, we report data from a study with TPC instructors who teach UX to identify patterns in approaches to teaching UX. We provide background on UX pedagogy, share methods including collecting data from a questionnaire and interviews and conducting qualitative analysis. The findings map teaching activities onto the design process and show patterns and commonalities. We conclude by proposing a process-based approach for teaching UX in TPC classes and programs to provide scaffolding and connections for students.

The past two decades have experienced a paradigm shift from a narrow conception of usability to a broader process of user experience. We argue that durable connections to usability remain in TPC. In this perspectives piece, we highlight the paradigm shift and share traces of how the usability paradigm remains durable, primarily in the service course. We share savvy practices of instructors embracing the UX paradigm, even in the face of constraints.

In the introduction, we describe the exigence for the special issue and discuss how technical and professional communication (TPC) instructors teach user experience (UX) in ways that are unique, divergent, and innovative. Given the interdisciplinary nature of UX, sharing teaching stories as we do in this special issue demonstrates the multivocality of UX pedagogy and highlights the unique perspectives TPC instructors have to offer.

Rhetorical figures of speech provide important analytical frames to chart how arguments operate within genres and within genre ecologies. Varieties of the figure prolepsis allow for the rendering of future time or fact in the present, which can be a powerful rhetorical inducement toward social and political action. In this article, we examine how anticipatory arguments drawn from complex data shape a key genre for public and policy-facing work on the climate crisis—the Intergovernmental Panel on Climate Change’s Synthesis Report’s (SYR) Statement for Policy Makers (SPM). We examine how the rhetorical figure of prolepsis operates within this genre to understand the anticipatory arguments and logics emerging from the synthesis of scientific findings and their reporting. Pairing figural studies and Rhetorical Genre Studies, we further offer an approach to investigate how these patterned operations of language might intersect in their rhetorical workings.

In our peer writing tutor/consultant alumni research project, participants indicate that writing center work is primarily focused on negotiating relationships. We identify two primary orientations participants had to negotiating relationships: “removing roadblocks” and “building bridges.” We discuss the potential for the bridge-building orientation to promote an inclusive culture of writing across campus.

Studies of emergent online science communication genres continuously seek to understand novel forms of popularizations aimed at facilitating expert-with-public engagement. To understand how scientists can successfully engage with audiences in dynamic online environments, we examine Reddit’s science subreddit, attending to the acclaimed Ask-Me-Anything (AMA) series, and subsequent Science Discussion Series (SDS). A move analysis on a corpus of AMA and SDS original posts reveal moves used when engaging audiences through these installments.

An analysis of surveys ( N = 143) and interviews ( n = 34) with human resources and talent development professionals suggest respondents desired corporate trainers who were competent communicators—who could deliver content effectively in an engaging manner. Nonacademic trainers and subject-matter experts (SMEs) were often perceived as less adept at presenting complex material than academics who were considered SMEs in their fields and in the practice of teaching. Based on these findings, we recommend communication academics who desire to train in organizational settings market their expertise in instructional communication to training managers and SMEs seeking professional development.

In this article, we discuss the unique challenges of Community-Engaged User Experience (CEUX) by using storytelling and present a framework of emergent patterns (brown, 2017) to make visible labor, practice, and messiness of the process of building, maintaining, and renewing partnerships with community members and partners. We share three models for CEUX engagements: one-to-many, many-to-many, and one-to-plural. Within the models, we detail the structure of each CEUX engagement, what students did, and the affordances and constraints of each model. In addition, we share thoughts or voices from the community partners or collaborators or students engaged in the projects. We conclude by connecting the models to the elements of Emergent Strategy in the section From Patterns to Possibilities where we call on fellow instructors and community partners to embrace abundance-oriented questions.

This introductory dialogue invites readers to think with a range of scholars about the role of community engaged researchers in the field. It draws together a range of perspectives as way of honoring CER through both methodology and genre. The authors provide insight into their own experiences and draw attention to elements of CER that rarely get discussed and published.

This paper explores opportunities for intergenerational communication to foster collective climate action and justice. While climate change communication can be framed as a site of intergenerational conflict and blame, we consider how the concept of superordinate identities offers rhetorical possibilities for generational coalition building to ultimately facilitate joint climate action.

AbstractThe rhetorical figure of speech called prolepsis, describing a presaging of time and events to come, commonly appears in environmental communication and importantly frames the possibilities for action. Prolepsis is a figure employed in communication about climate change that demands attention in its various deployments, configurations, and, importantly, rhetorical inducements. Such inducements may rely upon feelings of hope or fear, and this study investigates the rhetorical and ethical conditions prolepsis may generate. A considerable literature studying the concept of hope offers great insights into climate change perceptions and behavior concerning climate action. The present study examines prolepsis to discuss how the figure's inducement of suasive effect through appeals to hope and fear shape the ethical horizons for action. We examine media coverage of the IPCC's sixth report, Part I, warning of the enormous impacts of the ongoing climate emergency and necessary climate action to mitigate the worst of these effects. Additional informationNotes on contributorsAshley Rose MehlenbacherAshley Rose Mehlenbacher is Canada Research Chair in Science, Health, and Technology Communication at the University of Waterloo and the author of On Expertise (Penn State UP) and Science Communication Online (Ohio State UP). She is also the inaugural Co-Director, with Donna Strickland, for the Trust in Research Undertaken in Science and Technology (TRuST) network.Carolyn EckertCarolyn Eckert is a Ph.D. Candidate in English Language and Literature at the University of Waterloo. Her research investigates the ethotic construction of experts during the COVID-19 pandemic. She also teaches at Conestoga College and in the Humber College School of Business.Sara DoodySara Doody is a Postdoctoral Fellow in Knowledge Integration at the University of Waterloo where she investigates climate change communication and transdisciplinary collaboration between science and philosophy. Her research examines written communication in science and higher education and inter-/transdisciplinary communication and collaboration.Sarah ForstSarah Forst is a graduate psychology student at the University of Cologne and a research assistant in the Department of Research Methods and Experimental Psychology. She was a Mitacs Global Link intern in Summer 2021 at the University of Waterloo.Brad MehlenbacherBrad Mehlenbacher is Professor of Rhetoric and Communication in English Language & Literature at the University of Waterloo in Canada. Mehlenbacher is author of the NCTE award-winning book, Instruction and Technology: Designs for Everyday Learning (MIT Press), co-author of Online Help: Design and Evaluation (Ablex).

Abstract Responses to the COVID-19 pandemic have increased feelings of isolation and lack of support among faculty. Grounded in collaborative curriculum and professional development, the Core Books at CUNY project offers faculty the opportunity to work together to incorporate texts from Columbia University's core curriculum into first-year writing (FYW) courses. The project invites faculty to collaboratively develop, implement, and reflect on the shared curriculum. As an Open Educational Resource (OER), the resulting curriculum was well positioned to become part of CUNY's Model Course Initiative that makes consistent curriculum easily shareable on the college's OpenLab, an open platform for teaching, learning, and collaboration. This curriculum provides the agility necessary for post-pandemic teaching as it builds a sustained community among participating contingent and full-time faculty and across community-building initiatives. It provides support on multiple levels, is flexible and adaptable for new situations—pandemic or otherwise—and ameliorates the isolation of teaching. Community through shared curriculum is therefore a way forward and a model for English departments in the post-pandemic future.

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In this special issue, we reflect on the past and current connections between TC and UX, it is important to recognize the value the two fields bring to one another. The articles in this collection illustrate a move into new spaces, incorporating new methods, and forging new connections and provide us an opportunity to conceptualize the continuously evolving relationship between the fields.

Rhetorical studies of science, technology, and medicine (RSTM) have provided critical understanding of how argument and argument norms within a field shape what we mean by “data.” Work has also examined how questions that shape data collection are asked, how data is interpreted, and even how data is shared. Understood as a form of argument, data reveals important insights into rhetorical situations, the motives of rhetorical actors, and the broader appeals that shape everything from the kinds of technologies built, to their inclusion in our daily lives, to the infrastructures of cities, the medical practices and policies concerning public health, etc. Big data merits continued attention from RSTM scholars as our understanding of its pervasive use and its ethos grows, but its arguments remain elusive (Salvo, 2012). To unpack the elusivity of big data, we explore one particularly illustrative case of big data and political, democratic influence: the Cambridge Analytica scandal. To understand the case, we turn to social studies of data to explore the range of ethical issues raised by big data, and to examine the rhetorical strategies that entail big data.

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The intersection of industry sponsorship, government regulation, academic interests, and medical journals is a core interest in biomedical research, and one that overlaps with concerns in the rhetoric of health and medicine (RHM). At stake in conversations about this intersection are authority and participation: who is and is not invited to offer opinions and, even when invited, whose opinions are taken seriously. Following, colleagues with ties to the International Society of Medical Publication Professionals (ISMPP) present their ideas in response to questions about authorship and authority posed by another, who is also an RHM scholar. The answers of medical journal editors and publications professionals employed by corporate entities largely align with the view that both authorship and authority should be determined by scientific practice and knowledge rather than power relations or politics. A philosopher who gave an invited plenary talk at the national ISMPP meeting and participated in the organization’s first white paper offers a different perspective, considering the ways that fields self-constitute in part by bounding authority and authorship.

On June 12, 2020, the SIGDOC Executive Committee issued the following Response to Injustice on the SIGDOC website. We reprint the statement here in its entirety.

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Case studies have been a central methodology employed by scholars working in the rhetoric of science and technical communication. However, concerns have been raised about how cases are constructed and collected, and what they convey. The authors reflect on how rhetoricians of science and technical communication researchers can – and do – construct a variety of case-based mixed-methods studies in ways that may make our research more portable and durable without undercutting the important and central role of case-based analysis.

Erik Bengtson and Mats Rosengren Choices that Matter: The Philosophy of Symbolic Forms and Contemporary Rhetoric w hen we decided to respond to Thomas A. Discenna's origi­ nal article, "Rhetoric's ghost at Davos: Reading Cassirer in the rhetorical tradition," we had a two-fold purpose.1 2 First, we wanted to support the important claim that Ernst Cassirer can con­ tribute significantly to the contemporary field of rhetorical studies. Second, we wanted to make sure that the coming renaissance for Cassirer's work within rhetorical studies will be based on a solid foun­ dation, that is, on an understanding of Cassirer's work that renders the complexities and qualities of his philosophy. We and Discenna are part­ ners in the first ambition. However, as we argued in "A PhilosophicalAnthropological Case for Cassirer in Rhetoric," Discenna's article did not provide the solid foundation we were hoping to find. Hence, we felt obliged to respond, and do so even more after having read Discenna's reply (in this volume) to our article. On the upside - and for this we want to thank the editors of Rhetorica - the two original articles, as well as the two contributions in this volume, hopefully provide scholars of rhetoric with an incentive to go further and to dig deeper. As strong believers in the heuristic value of pro et contra argumentation, we acknowledge that the whole is greater than the sum of its parts. It is valuable for the continued process of in­ troducing Cassirer in contemporary disciplinary rhetorical debates that the discussion in Rhetorica includes both Discenna's more traditional account - repeating some of the historical critiques against, as well 1Thomas A. Discenna, "Rhetoric's ghost at Davos: Reading Cassirer in the rhe­ torical tradition," Rhetorica 32.3 (2014): 245-266. 2Mats Rosengren och Erik Bengtson, "A Philosophical-Anthropological Case for Cassirer in Rhetoric," Rhetorica 353 (2017): 346-65. Rhetorica, Vol. XXXVII, Issue 2, pp. 198-206. ISSN: 0734-8584, electronic ISSN: 15338541 . © 2019 by The International Society for the History of Rhetoric. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, http: / /www. ucpress.edu/joumals.php?p=reprints. DOI: https://doi.org/10.1525/rh.2019.37.2T98 Choices that Matter 199 entrenched understandings of, Cassirer s work — and our alternative account, founded on a contemporary reassessment of the philosophy of symbolic forms. In a nutshell, the reconsideration that we suggest does not repeat the historical criticism of Cassirer that once contributed to putting him in the margins of academic thought, and instead asks if those very traits, formerly seen as flaws, can be seen as strengths. In this article we focus on clarifying our position in relation to two central points of conflict in our discussion with Discenna. Both concern how to understand Cassirer and how to understand rhetoric today. The first issue is the place of language. The second concerns ethics. We would like our article to entice the reader to go directly to Cassirer to understand Cassirer. Iterated statements from secondary sources must - due to the long-standing tradition of misinterpretations of Cassirer's work - be treated with caution. Towards the end of the article we will also respond to Discenna's poetic critique regarding the concept of "thrown-ness." In our view, this critique completely misses the mark as an account of our position. On the Place oe Language Let us start by discussing the place of language within the philoso­ phy of symbolic forms, as well as within contemporary rhetorical theory. In Discenna's reply in this volume, he underscores the "centrality" of language for Cassirer as well as for rhetoric. In the context of that argu­ ment, we must note that the term "central" or "centrality" is ambiguous. It can on the one hand be understood as synonymous with "important" or "crucial." Following that interpretation, the statement that language is "central" to the philosophy of symbolic forms or to rhetoric becomes completely uncontroversial. To position us as opposing that claim would be a straw man argument. The entire first volume of the Philosophy of Symbolic Forms is...

The research article is a staple genre in the economy of scientific research, and although research articles have received considerable treatment in genre scholarship, little attention has been given to the important development of Registered Reports. Registered Reports are an emerging, hybrid genre that proceeds through a two-stage model of peer review. This article charts the emergence of Registered Reports and explores how this new form intervenes in the evolution of the research article genre by replacing the central topoi of novelty with methodological rigor. Specifically, I investigate this discursive and publishing phenomenon by describing current conversations about challenges in replicating research studies, the rhetorical exigence those conversations create, and how Registered Reports respond to this exigence. Then, to better understand this emerging form, I present an empirical study of the genre itself by closely examining four articles published under the Registered Report model from the journal Royal Society Open Science and then investigating the genre hybridity by examining 32 protocols (Stage 1 Registered Reports) and 77 completed (Stage 2 Registered Reports) from a range of journals in the life and psychological sciences. Findings from this study suggest Registered Reports mark a notable intervention in the research article genre for life and psychological sciences, centering the reporting of science in serious methodological debates.

This essay looks into the interactions between an older African American couple as they negotiate literacy together. By considering the entwined writing trajectories of longtime life partners, the author highlights ways that “Chief” and “Shirley” demonstrate their ongoing desire for literacy in this moment of their lives; how the reading and writing practices of the more literate partner impact the less literate partner, and vice versa; and, what that engagement can tell composition researchers about writing development across the lifespan, particularly for an older couple in which one partner has become more literate later in life. Writing, like many life practices that Chief and Shirley share, indicates personal and practical commitment. Their example can help literacy researchers in Age Studies and Lifespan Development of Writing Studies understand the unconventional paths that writing development can take, not just for an individual but for a couple, and to see the value in viewing writing development as always emergent.

As technologies proliferate into all aspects of daily life, UX practitioners have the ability and responsibility to engage in research to help organizations better understand people's needs. We argue that UX practitioners have an ethical commitment to deploy methods that consciously shift power to create a more equitable relationship between researcher and participants. This article offers participatory video as a method for UX practitioners that democratizes the design process and creates rich visual data. We detail two cases of participatory video methods and how they were used to explore the potential of participatory methods in UX.

We examine the rhetorical activity employed within software development communities in code texts. For technical communicators, the rhetoricity of code is crucial for the development of more effective code and documentation. When we understand that code is a collection of rhetorical decisions about how to engage those machinic processes, we can better attend to the significance and nuance of those decisions and their impact on potential user activities.

Although personas are commonly used to represent users in design, their rhetorical function has been little explored. In this article, the authors theorize personas’ rhetorical function as ventriloquization, where one person speaks with the voice of another. In ventriloquizing users through personas, practitioners speak for users, while scripting personas to speak for their creators: each magnifies the others’ voice. Personas represent a strategic rhetorical gambit for gaining legitimacy within organizations and technological decision-making processes.

To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.

Gertrude Bucks (1899) The Metaphor: A Study in the Psychology of Rhetonc (Die Metapher: Eine Studie in der Psychologie der Rhetorik) ist ein einzigartiges Essay. In vielerlei Hinsicht prognostiziert das Essay die Metaphern des zwanzigsten Jahrhunderts in der Rhetorik, der Linguistik und den Kognitionswissenschaften, inklusive Richards (1936) gefeierten Bemerkungen über die mentale Grundlagen von Metapher, sowie der einflussreichen “konzeptuellen Metapher” in Lakoff und Johnson (1980). Bucks Essay spiegelt auch die Themen der Metaphern welche die Deutsch und Französisch lexikalische Semantik des neunzehnten Jahrhunderts faszinierten. Die Metapher ist zwar ein Original, aber eine dennoch vernachlässigt Verbindung der rhetorischen Tradition, der linguistischen Wende und der Kognitionswissenschaft. Wir kartographieren die Konturen dieses Zusammenhangs, und explizieren, wie Bucks Argumente in die Geschichte der kognitiven Metapherstudien hineinpassen, mit einem Augenmerk sowohl auf Müllers Philologie des neunzehnten Jahrhunderts als auch bezüglich Lakoff und Johnsons Linguistik zwanzigsten Jahrhunderts.

User experience (UX), a common practice in corporate settings, is new for many nonprofit organizations. This case study details a community-based research project between nonprofit staff at a community health center and UX professionals to improve the design and usability of a document designed to help immigrant patients sign up for health insurance. UX professionals may need to adapt and be flexible with their efforts, but can offer valuable skills to community partners. Research questions: (1) What are the information needs and barriers faced by immigrant populations signing up for health insurance? (2) How does a usability study, adapted to meet the needs of immigrant populations, inform the design of a supplemental guidebook about health insurance? (3) What are the challenges and opportunities when engaging in community-based UX research projects? Situating the case: Other community-based research projects in technical communication and UX point to the need for a clear conceptualization of participation, a strong partnership with nonprofits, and the need to develop meaningful and actionable insights. Furthermore, when conducting studies with immigrant populations, the role of the translator on the research team is crucial. Methodology: As a community-based research project focused on the collaborative generation of practical knowledge, we conducted a usability study with 12 participants in two language groups, Chinese and Vietnamese, to evaluate the design and usability of a guidebook designed to provide guidance about enrolling in a health insurance plan. Data were analyzed to identify usability concerns and used to inform a second iteration of the guidebook. About the case: Immigrant populations struggle to sign up for health insurance for a variety of reasons, including limited English and health insurance literacy. As a result, a nonprofit community health center developed a guidebook to support immigrant populations. Version 1 of this guidebook was evaluated in a usability study, with results showing that users struggled to correctly choose a plan, determine their eligibility, and interpret abstract examples. As a result, Version 2 was designed to support the in-person experience, reduce visual complexity, and support patients' key questions. Conclusions: Community-based UX collaborations can amplify the expertise of UX and nonprofit professionals. However, UX methods may need to be adapted in community-based projects to better incorporate local knowledge and needs.

In this article we argue that Ernst Cassirer’s philosophy of symbolic forms is an indispensible philosophical-anthropological companion to rhetoric. We propose that appropriating Cassirer’s understanding of symbolic forms enables rhetoric to go beyond the dominant perspective of language oriented theory and fully commit to a widened understanding of rhetoric as the study of how social meaning is created, performed and transformed. To clearly bring out the thrust of our enlarged rhetorical-philosophical-anthropological approach we have structured our argument partly as a contrastive critique of Thomas A. Discenna’s recent (Rhetorica 32/3; 2014) attempt to include Cassirer in the rhetorical tradition through a reading of the 1929 debate in Davos between Cassirer and Martin Heidegger; partly through a presentation of the aspects of Cassirer’s thought that we find most important for developing a rhetorical-philosophical-anthropology of social meaning.

Teaching user experience (UX) can be challenging due to the situated, complex, and messy nature of the work. However, the complexity of UX in practice is often invisible to students learning these methods and practices for the first time in class. In this article, we present findings from a study of rhetorical strategies of UX practitioners and pair them with strategies for teaching UX to students. While previous work on teaching UX reflects current practices in the classroom or reflections of practitioners, this study demonstrates the benefits of researching existing industry practices in order to inform pedagogy.

Crowdfunding is a novel mechanism for garnering monetary support from the online public, and increasingly it is being used to fund science. This article reports a small-scale study examining science-focused crowdfunding proposals from Kickstarter.com. By exploring the rhetoric of these proposals with respect to traditional grant funding proposals in the sciences, this study aims to understand how the language of science may be imported into this popular genre.

The essay argues that there is an institutional role—and obligation—to teach students to appreciate poetry. In contrast to vertical and intensive models of analysis that treat individual poems or authors as the primary unit of pedagogical value, aesthetic appreciation requires a lateral, extensive, and comparative mode of encounter.

Gertrude Bucks (1899) The Metaphor: A Study in the Psychology of Rhetoric (Die Metapher: Eine Studie in der Psychologie der Rhetorik) ist ein einzigartiges Essay. In vielerlei Hinsicht prognostiziert das Essay die Metaphern des zwanzigsten Jahrhunderts in der Rhetorik, der Linguistik und den Kognitionswissenschaften, inklusive Richards (1936) gefeierten Bemerkungen über die mentale Grundlagen von Metapher, sowie der einflussreichen “konzeptuellen Metapher” in Lakoff und Johnson (1980). Bucks Essay spiegelt auch die Themen der Metaphern welche die Deutsch und Französisch lexikalische Semantik des neunzehnten Jahrhunderts faszinierten. Die Metapher ist zwar ein Original, aber eine dennoch vernachlässigt Verbindung der rhetorischen Tradition, der linguistischen Wende und der Kognitionswissenschaft. Wir kartographieren die Konturen dieses Zusammenhangs, und explizieren, wie Bucks Argumente in die Geschichte der kognitiven Metapherstudien hineinpassen, mit einem Augenmerk sowohl auf Müllers Philologie des neunzehnten Jahrhunderts als auch bezüglich Lakoff und Johnsons Linguistik zwanzigsten Jahrhunderts.

Sustainability in community engagement projects depends on careful attention to the ways we navigate complex, often challenging relationships with our partners, our students, agencies, and the institutions in which we occupy multiple, sometimes competing roles. This article considers the difficulty inherent in developing and maintaining relationships with the community members who choose to participate in our research. Based on the experiences of three undergraduate students in a community literacy seminar, the author traces the ways these students confront challenges in their projects, arguing for the value of difficulty in community literacy work.

Human-centered design expands the context and reach of the work of technical communicators and provides an opportunity to investigate and advocate for the needs of vulnerable populations. This article summarizes and contributes to the conversation about social justice occurring in both technical communication and design. Using a variety of qualitative methods as a type of design ethnography, this article shares findings from a study that investigated the experiences of homeless bus riders. The study findings provide an opportunity to examine the design of information and communication technologies and changes to policies that impact vulnerable populations. The article discusses the implications of an advocacy perspective for technical communicators practicing human-centered design and their role and opportunity to bring about socially responsible design.

This manifesto presents positions arrived at after a day-long symposium on agency in science communication at the National Communication Association Annual Meeting in Las Vegas, NV, November 18, 2015. During morning sessions, participants in the Association for the Rhetoric of Science, Technology, and Medicine preconference presented individual research on agency in response to a call to articulate key problems that must be solved in the next five years to better understand and support rhetorical agency in massively automated and mediated science communication situations in a world-risk context. In the afternoon, participants convened in discussion groups around four topoi that emerged from the morning’s presentations: automation, biopolitics, publics, and risk. Groups were tasked with answering three questions about their assigned topos: What are the critical controversies surrounding it? What are its pivotal rhetorical and technical terms? And what scholarly questions must be addressed in the next five years to yield a just and effective discourse in this area? Groups also assembled capsule bibliographies of sources core to their topos. At the end of the afternoon, Carolyn R. Miller presented a reply to the groups’ work; that reply serves as the headnote to this manifesto.

K6015, a South Korean firm seeking to commercialize its magnet technology in the US market, entered a technology commercialization training program structured as a competition. Through this program, K6015 (and others in the program) used several genres to progressively interest different sets of stakeholders. To understand how K6015 applied these genres, we analyze this case study in terms of interessement, a concept from actor-network theory, and standing sets of transformations, a related concept from workplace writing studies in which enacting a set of genres entails a controlled, progressive transformation of arguments. We examine the entire competition process, using K6015 and three other competitors to illustrate this process and to examine rhetorical transformations responding to different criteria. In enacting these standing sets of transformations, K6015 and other competitors transformed their innovations into commercialized technologies–and transformed themselves from innovators into entrepreneurs. Finally, we discuss implications for understanding entrepreneurship rhetorically.

Research problem: Our study focuses on how students collaborate online to produce specific written genres, using particular collaborative technologies to work together productively, and how instructor feedback and student perspectives on collaborative work influence those activities in online classrooms. Research questions: When composing using collaborative web-based writing applications, do students focus primarily on the interface or the text space? What kinds of expectations about collaborative writing do students bring to the interface and text space? To what extent can we characterize students' acknowledgement of a third space, what we have identified as “communicative interaction?” Literature review: Workplace collaboration is important because organizations increasingly demand effective collaborators, team members, and team leaders, and technologies for sharing, cobuilding, and feedback are readily available to support these activities. Student preparation for workplace collaboration is important because students struggle when they are asked to write together, particularly when the collaborative process involves new technologies, and yet knowledge of collaborative writing strategies and experience with collaborative technologies, such as Google Docs, are the very competencies that organizations expect of them. Methodology: Thirteen groups of 3 to 4 technical writing students and science communication students enrolled in online professional writing courses at a major research university wrote feature specifications and reports on the globalization of the sciences, respectively, using Google Docs within Google Drive. Sixteen of 37 students responded to a set of questions asking them to reflect on their experiences working collaboratively, learning new genres, using the collaborative environment, and revising with instructor feedback. Results and conclusions: We found that students struggled most with adapting their already established collaborative strategies grounded in face-to-face learning situations to an online learning environment, where they felt their means of communication and expression were limited. The results suggest that effective collaborative experiences, properly executed, represent a repertoire of competencies that go well beyond only technical considerations, such as being able to effectively assign roles, set milestones, and navigate the numerous tasks and processes of writing as a team. The small number of students and the single instructor with her own particular feedback style limit the study. Future research includes looking at how different feedback styles influence student collaborative writing.

Aspects of research and pedagogy from the public relations discipline can benefit the business and professional communication instructor seeking new dimensions for the business and professional communication classroom. Elements of public relations (PR) found in Association for Business Communication articles and journals may be incorporated in the business and professional communication curriculum, but we lack a systematic overview of the overlaps between PR and business communication theory and practice. This article is a practical guide for instructors wanting to add PR content to their curriculum. It presents respective theoretical origins, media reliance similarities, common perspectives, overlaps of academic challenges for legitimacy and respectability, and potential classroom applications.

Protein folding is an important area of research in bioinformatics and molecular biology. The process and product of protein folding concerns how proteins achieve their functional state. A particularly difficult area of protein folding is protein structure prediction. There are many possible ways a protein can fold, and this makes prediction difficult, even with the aid of computational approaches. Protein folding prediction requires significant human attention. Foldit, an online science game, provides an innovative approach to the problem by enlisting human beings to solve puzzles that correlate with protein folding possibilities. Such work aligns broadly with emerging trends in citizen science, where non-experts are enlisted for productive alliances. We examine Foldit, commonly looked at as a dynamic community, and suggest such communities actually have potential to be relatively static and to reproduce and maintain a set of power relations. We make this argument by combining perspectives from Rhetorical Genre Studies and Actor-Network Theory.

At the 2014 Association for the Rhetoric of Science and Tech pre-conference at the National Communication Association, the "Expertise and Data in the Articulation of Risk several papers concerned with how risk is and how publics respond to those articulations of risk.E provided different perspectives and cases that concerned why communication of complex scientific and medical information about risks seems to fail and some insights into how to better communicate risks.Here we provide a short overview of each paper's argument, central findings, and recommendations.We then

Research problem: Examines how Korean entrepreneurs in an entrepreneurship program revised their English-language slide decks for their competitive presentations (“pitches”) by reusing content from professional communication genres, including their own documents and feedback from potential stakeholders in their target markets. Research question: As entrepreneurs learn to pitch ideas to unfamiliar markets, how do they revise their slide decks by reusing content from other professional communication genres? Specifically, what strategies do they follow when reusing content? Literature review: The professional communication literature demonstrates that reuse tends to take place in documentation cycles where documents are set in interaction with each other and that reuse itself involves rhetorical choices. Yet such reuse strategies have not been examined in existing studies of entrepreneurial pitches in marketing and technology commercialization. Methodology: In an exploratory qualitative study, researchers textually analyzed 14 sets of five related document genres in the archives of an entrepreneurship program. These genres represented a full cycle of activity: application to the program, initial pitches, initial feedback from program personnel, detailed feedback from representative stakeholders in the target market, and revised pitches. Interviews and surveys of program personnel further contextualize the data. Results and conclusions: Entrepreneurs reused content from professional communication genres, including those that they had generated as well as those generated by market stakeholders. However, reuse went simply beyond accepting and copying feedback; as they learned to make their pitch arguments, these entrepreneurs had to weigh this feedback and engage with it critically. This reuse can be characterized as Accepting (repeating verbatim or in close paraphrase); Continuing (extending lines of argument); and Resisting (rebutting lines of argument). These findings suggest that entrepreneurs need all three strategies as they refine their pitches for their target markets.

Much of the research on teacher response to student writing has focused on how teachers can best help their students improve their writing and, concomitantly, on the reactions teachers’ responses evoke in their students. What is largely absent as an object of study in this research is the teacher’s experience of the responding process and the effects which alternative methods of response have on the teacher’s role in the classroom. This article describes my attempts as a writing teacher to separate grading student writing from responding to student writing. Based on my observations during a modest pilot study, I suggest that the act of grading lies at the heart of the negative reactions teachers have when they respond to student writing and that eliminating grading has positive effects on the teacher’s response process, on classroom instruction, and on how teachers conceptualize their classroom role.

Research problem: The question: How Korean entrepreneurs in an entrepreneurship program revised their slide decks for their presentations (“pitches”) in response to professional communication genres representing feedback from potential stakeholders in their target markets is examined. Research questions: As entrepreneurs learn to pitch ideas to unfamiliar markets, how do they revise their slide decks for their pitches when interacting with other professional communication genres that represent the concerns of market stakeholders? Specifically, what changes do entrepreneurs make to the claims, evidence, and complexity of arguments in their pitches? Literature review: The professional communication literature demonstrates that the revision process tends to take place in documentation cycles where documents are set in interaction with each other. Yet such revision processes are not studied in detail in existing studies of entrepreneurial pitches in marketing and technology commercialization. Methodology: In this exploratory qualitative study, researchers textually analyzed 14 sets of five related document genres in the archives of an entrepreneurship program. These genres represented a full cycle of activity: application to the program, initial pitches, initial feedback from program personnel, detailed feedback from representative stakeholders in the target market, and revised pitches. Interviews and surveys of program personnel further contextualize the data. Results and conclusions: Entrepreneurs revised their claims and evidence based on their dialogue with their target market. Some of the entrepreneurs altered their slides to make more complex arguments rebutting stakeholders' concerns. These findings suggest that entrepreneurs engage in dialogue with their target markets, but their engagement tends to be guided by tacit, situated experience rather than through an explicit, systematized approach.

This essay revisits and expands on Gary A. Olson and Joseph M. Moxley’s 1989 article “Directing Freshman Composition: The Limits of Authority” by looking at revised notions of writing program administrators’ work and authority in 2012. Whereas the original essay surveyed only department chairs, our study includes data from both department chairs and directors of first-year writing to explore issues of authority. The essay complicates Olson and Moxley’s notion of authority, distinguishing among power, authority, and influence, and examining how they inflect the work of directors of first-year writing. In addition, common assumptions about the connections between WPAs’ tenure status and authority are re-examined in light of survey results.

For this special section, we have selected three papers that approach the design of the user experience of self-service systems in an integrated way and show the readership of this journal what methods and techniques can be used in this type of design process. These three papers together give us an in-depth and broad introduction to the challenges of designing for the user experience of self-service systems, while providing us with some exemplary solutions.

This is a written version of the acceptance speech the Mike Rose gave at the CCCC Convention in St. Louis on March 22, 2012.

Book Review| December 01 2012 Did the 2008 Election Change Everything? Electing the President 2008: The Insiders’ View. Kathleen Hall Jamieson.The Obama Effect: Multidisciplinary Renderings of the 2008 Campaign. Heather E. Harris, Kimberly R. Moffitt, and Catherine R. Squires.The Performance of Politics: Obama’s Victory and the Democratic Struggle for Power. Jeffery C. Alexander.Who Should Be First? Feminists Speak Out on the 2008 Presidential Campaign. Beverly Guy-Sheftall and Johnnetta Betsch Cole. Jennifer Rose Mercieca Jennifer Rose Mercieca Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2012) 15 (4): 717–735. https://doi.org/10.2307/41940634 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer Rose Mercieca; Did the 2008 Election Change Everything?. Rhetoric and Public Affairs 1 December 2012; 15 (4): 717–735. doi: https://doi.org/10.2307/41940634 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. © 2012 Michigan State University Board of Trustees2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Books reviewed: The Activist WPA: Changing Stories about Writing and Writers by Linda Adler-Kassner The Managerial Unconscious in the History of Composition Studies by Donna Strickland GenAdmin: Theorizing WPA Identities in the Twenty-First Century by Colin Charlton, JonikkaCharlton, Tarez Samra Graban, Kathleen J. Ryan, and Amy Ferdinandt Stolley

This article explores how composition courses might address contemporary capitalism's strain on students' time resources through a classroom practice of temporal awareness. The piece discusses two related dimensions of this approach. The first involves incorporating students' considerations of time into course content; the second, rooted in teacher inquiry, asks writing instructors to examine how time mediates the pedagogical relationships developed within their courses.

This essay addresses the question of how to best teach interdisciplinarity through a detailed discussion of a common upper-division gateway course for multiple majors housed in an interdisciplinary studies unit. It argues for a shift in the problematic within which discussions of interdisciplinary pedagogy generally take place by emphasizing the practice of interdisciplinarity itself.

“Upholding the Tradition” explores the national program The Big Read and Claflin University’s attempt to form community partnerships in order to increase literacy in the primarily black, rural, and poor city of Orangeburg, SC, where the university is located. The essay includes interviews with the program director and with a key community member, Reverend Larry McCutheon, who was instrumental in recruiting more than 40 people to take part in the reading project. The interviews demonstrate how multiple levels of planning and engagement were implemented and also how many HBCUs, like Claflin, approach service-learning. More importantly, this essay attempts to theorize ways in which HBCUs can do a better job of servicing the neighborhoods that house them. Ultimately, The Big Read project, featuring Ernest Gaines’ A Lesson Before Dying, was successful in reaching lapsed readers because it highlighted programs that brought the reader to the book and allowed him or her to become engaged with issues raised therein.

Recent rhetorical accounts of mental illness tend to suggest that psychiatric disability limits rhetorical participation. This article extends that research by examining how one group of the psychiatrically disabled—those diagnosed with mood disorders—is using a particular narrative genre to engender participation, what I call the mood memoir. I argue here that mood memoirs can be read as narrative-based responses to the rhetorical exclusion suffered by the psychiatrically disabled. This study employs narrative and genre theory to reveal mood memoirists’ tactics for generating ethos in the face of the stigma of mental illness.

The following email conversation, much of it done in a coffee shop in Amherst, Massachusetts across a table from each other, contains two strands that quickly merge into one. We’ve reproduced the beginning of each strand. We each sent an initial email (before either of us had read the other’s posting) and responded to them. Strand one starts with Lauren’s first posting and Kirk’s response to it, strand two with Kirk’s first posting and Lauren’s response. Following that, somewhat chaotically, we’ve included postings, which take up various themes. Readers will see where they merge, and where threads get picked up (or dropped).

This project investigates how a group of adult learners who are acquiring new literacies articulate their relationships to dominant ideologies of literacy. My goal is to look beyond typically expressed motivations for becoming more literate to understand how people see the roles of writing and reading in their lives. I argue that adult learners can teach scholars and teachers something about dominant ideologies from their unique point of critique. Another goal is to examine how learners use alternative literacy narratives to define a place of agency. By examining interview transcripts and written texts, I investigate the ways that one adult learner uses alternative narratives as a means to alter his subject position and disrupt dominant literacy narratives.

The author discusses graduate courses he has taught that help students turn their academic prose into publically accessible opinion writing.

This article is part of a project that involves case studies of four adults who attend an informal literacy center. I examine people’s motivations to write when their main purpose is not to gain a degree or other credentials. Here I focus on one study member and how she uses writing to gain textual agency. By composing narratives that investigate her social positioning, this woman rewrites her own story. I demonstrate how her texts and interview comments reveal a strong desire to connect with public audiences so that other people might follow her model of speaking out to change culture.

Research Article| January 01 2008 The Importance of Storytelling: Students and Teachers Respond to September 11 Roberta Rosenberg Roberta Rosenberg Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 145–154. https://doi.org/10.1215/15314200-2007-029 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Roberta Rosenberg; The Importance of Storytelling: Students and Teachers Respond to September 11. Pedagogy 1 January 2008; 8 (1): 145–154. doi: https://doi.org/10.1215/15314200-2007-029 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. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Book Review| January 01 2006 Rhetorical Landscapes in America: Variations on a Theme from Kenneth Burke Rhetorical Landscapes in America: Variations on a Theme from Kenneth BurkeClark, Gregory Larry Rosenfield; Larry Rosenfield Search for other works by this author on: This Site Google Lawrence W. Rosenfield Lawrence W. Rosenfield Search for other works by this author on: This Site Google Philosophy & Rhetoric (2006) 39 (2): 172–173. https://doi.org/10.2307/20697147 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Larry Rosenfield, Lawrence W. Rosenfield; Rhetorical Landscapes in America: Variations on a Theme from Kenneth Burke. Philosophy & Rhetoric 1 January 2006; 39 (2): 172–173. doi: https://doi.org/10.2307/20697147 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 © 2006 The Pennsylvania State University2006The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

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Tutoring class, thanking them for the Barnes

Last spring our profession lost one of its leading voices—Stephen P. Witte, Knight Professor of Rhetoric and Composition at Kent State University. Here, a few of his close friends and colleagues remember Steve and his many contributions to our field.

We live in a time of the celebration of high technology and symbolic analysis, even predictions of the end of common work, yet physical work, work of body and hand, surrounds us, makes everyday life possible. For about six years now, I have been involved in a research project exploring the thought it takes to do physical work, the cognitive processes involved in various blue collar and service occupations like waitressing, hairstyling, plumbing, welding, industrial assembly, and the like. The study has led me to consider the way we categorize occupations, define intelligence, and think about learning and schooling. Of particular interest to readers of RTE will be my findings in the realm of literacy and numeracy. A number of people have already done important research on job-related literacy. What follows is in line with their research, though I would like to use it to help us reconsider some of the traditional ways we define and discuss written language, numbers, and graphics.

I. Theorizing Our Writing Programs 1. Ideology, Theory, and the Genre of Writing Programs, Jeanne Gunner 2. Breaking Hierarchies: Using Reflective Practice to Re-Construct the Role of the Writing Program Administrator, Susan Popham, Michael Neal, Ellen Schendel & Brian Huot 3. Writing Programs as Phenomenological Communities, Thomas Hemmeter 4. On the Road to (Documentary) Reality: Capturing the Intellectual and Political Process of Writing Program Administration, Karen Bishop 5. The Writing Program Administrator and the Challenge of Textbooks and Theory, William Lalicker 6. Re-Examining the Theory-Practice Binary in the Work of Writing Program Administrators, Linda K. Shamoon, Robert A. Schwegler, Rebecca Moore Howard & Sandra Jamieson II. Theorizing Writing Program Administration 7. Administration as Emergence: Toward a Rhetorical Theory of Writing Program Administration, Rita Malenczyk 8. Beyond Postmodernism: Leadership Theories and Writing Program Administration, Ruth M. Mirtz & Roxanne M. Cullen 9. Theorizing Ethical Issues in Writing Program Administration, Carrie Leverenz 10. Program Administrators as/and Postmodern Planners: Frameworks for Making Tomorrow's Writing Space, Tim Peeples 11. Opportunities for Consilience: Toward a Network-Based Model for Writing Program Administration, Diane Kelly-Riley, Lisa Johnson-Shull & Bill Condon 12. Writing-Across-the-Curriculum: Contemplating Auteurism and Creativity in Writing Program Direction, Joseph Janangelo 13. Reconsidering and Assessing the Work of Writing Program Administrators, Duane Roen, Barry M. Maid, Gregory R. Glau, John Ramage & David Schwalm 14. Developing Practice Theories through Collaborative Research: Implications for WPA Scholarship, Jeffrey Jablonski 15. Theorizing Writing Program Theorizing, Irwin Weiser & Shirley K Rose

Examines first-generation students’ perceptions of their academic literacy skills and their performance and persistence in college. Indicates that first generation students’ self-perceptions represent critical factors in the college experience, underscoring the importance of helping students forge identities as members of academic communities.

You write what you, what you understand, what you know, right? About the topic or about the concepts...--Lata, a community college nursing student in a writing-intensive course Still in the relatively early stages of our college’s Writing Across the Curriculum (WAC) initiative, we have begun a study to assess its impact. As members of the WAC committee, full-time instructors in two of the college’s career programs (human services and early childhood respec-tively), and qualitative researchers, we were charged with the task of de-veloping and implementing the study. In our urban community college we often conduct interdisciplinary work, and both the WAC program and committee reflect that. The WAC committee has enlisted support for WAC from the variety of career programs and liberal arts departments. Our role as assessors is to look at and learn from the way instructors are imple-menting WAC. Walvoord & Anderson (1998) state that assessors are not external imposers of something brand new but in-vestigators, ethnographers, and facilitators. The assessor’s approach is not to get people to do assessment, but to examine how people teach and assess critical thinking, and to help them improve. (pp.150-

Review of the book Kitchen Cooks, Plate Twirlers, and Troubadours: Writing Program Administrators Tell Their Stories (edited by Diana George).

A three‐year experiment in integrating technical editing students into a multidisciplinary engineering design project developed several ways of helping students apply classroom learning to practical problems. Each year, the engineering students formed Integrated Product Teams (IPTs) and the technical editing students provided editorial support, first as full members of IPTs, then as separate editorial support teams. Research from cooperative learning and teamwork indicates strategies and techniques for best integrating the technical editing students.

Studies five preschoolers’ response to four genres of picture books: fantasy, realistic, poetic, and information. Finds (1) distinct patterns of response for each genre; and (2) personal associations to the characters, events, images, and topics seemed to form the basis for interpretation.

Contents: Preface. General Introduction. Part I: The Process of Discourse. The Context of Discourse. The Language of Discourse. Part II: Discourse in Use. The Discourse of Education. The Discourse of Medicine. The Discourse of Law. The Discourse of News Media. The Discourse of Literature.

A Reader's Edition, Danis Rose declares that "the overriding criterion applied in creating this edition has been to maximize the pleasure of the reader" (vi).He invokes the reader's pleasure more than once in the front matter, pointing to its maximization through textual editing as a labor that he undertook on behalf of the "reader," an entity that he is at pains to distinguish from the "scholar" (v).Scholars, Rose suggests, already have their Ulysses.Hans Walter Gabler's critically edited text, which appeared in 1984, met with acclaim early on but soon came under attack for its unfamiliar theoretical rationale and its alleged errors of execution.The furore led to the reissue of the corrupt 1961 Random House text, which Gabler's edition was expected to replace.In 1992, W. W. Norton

Offers a sustained linguistic analysis of James Fenimore Cooper’s “The Last of the Mohicans.” Finds that, because Cooper’s technical blunders and moral limitations are always in view, they are revelatory. Suggests that no American author has gotten more things wrong about languages; but no one has dramatized more about how languages function in the American experience.

There has been considerable interest in using a genre-based approach to the teaching of language. Genre has been described as a property of texts which allows them to be described as a sequence of segments, or “moves,” with each move accomplishing some part of the overall communicative purpose of the text, while register can be thought of as the language and linguistic patterns of one particular genre. The purpose of this study was to find out whether the registers of different moves of one genre can be very different from each other. A corpus of 44 typical examples of the genre, “Brief Tourist Information,” was created. A computerized concordancing program was used to analyze the three moves, “Location,” “Facilities/ Activities,” and “Description” in terms of discourse functions, length, reader address, modality, idioms, lexical phrases, and common lexical items. A comparison of the structures and lexical items of the three moves showed clearly that while they shared a few functions, for the most part they differed substantially. The results suggest that language educators should consider 1) basing instructional materials on corpora of texts in use, 2) teaching the move structure of genres and the concomitant move registers rather than the general register of the genre as a whole, 3) integrating the teaching of reading and writing, and 4) adopting a “purpose approach” to the teaching of writing.

Abstract: This paper examines Cicero's relation to Roman imperialism by focusing primarily upon his speech in behalf of Pompey's special command against Mithradates (Pro lege Manilia, 66 BC) and his speech in favor of extending Caesar's command in Gaul (De provinciis consularibus, 56 BC). These two moments in which Cicero contributed substantially to the empowerment of the two great imperialist generais who destroyed the Republic suggest the need to reassess versions of Cicero's career which see film primarily in terms of domestic Roman politics and cast him as the heroic, would-be savior of the Republic. Applying a Marxist reading particularly indebted to Pierre Macherey, I try to explore the internal contradictions of the texts as pointers to the contradictions of late Republican society, contradictions which constitute the very conditions of possibility for Cicero's political participation.

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Is it possible to teach English so that people stop killing each other? When a professor dropped this question into a colloquium for young college teachers in 1967, at the height of the Vietnam War, most people shuffled their feet. For Mary Rose O'Reilley it was a question that would not go away; Peaceable Classroom records one attempt to answer it. Out of her own experience, primarily as a college English teacher, she writes about certain moral connections between school and the outside world, making clear that the kind of environment created in the classroom determines a whole series of choices students make in the future, especially about issues of peace and justice. Animated throughout by the spirit of the personal essayist, Peaceable Classroom first defines a pedagogy of nonviolence and then analyzes certain contemporary approaches to rhetoric and literary studies in light of nonviolent theory. The pedagogy of Ken Macrorie, Peter Elbow, and the National Writing Project is examined. The author emphasizes that many techniques taken for granted in contemporary writing pedagogy -- such as freewriting and journaling -- are not just educational fads, but rather ways of shaping a different human being. Finding then, is not only an aspect of writing process, but a spiritual event as well. To find voice, and to mediate personal voice in a community of others, is one of the central dialectics of the peaceable classroom. The author urges teachers to foster critical encounters with the intellectual and spiritual traditions of humankind and to reclaim the revolutionary power of literature to change things.

Suggests that current theories about how even the simplest elements of graphical design function in professional communication do not adequately convey the complexity of the element's actual role in communication. By showing how producers of computer interfaces rely on the possibility of multiple interpretive trajectories in the use of any sign and how users of such signs respond in ways that are far from being totally predictable, we argue that it is best to think of the communication act not as a simple exchange of information between two minds (producer and user) but rather as a field of possibilities that requires flexibility and an experimental attitude from both the producer and the user. Examining theoretical developments in the history of physics and cognitive science, we contend that the dominant paradigms of understanding communication-the old cognitive (or computational) model and the social constructionist model as currently employed in the fields of composition and technical communication-fall short of accounting for even fairly straightforward exchanges of information. In place of the communication triangle that both of the old models rely upon, we offer a new model that uses the concept of "consensual domains" as the basis for a general theory of rhetoric. As a starting point for our investigation, we present the history of a still evolving sign-the trash-can icon in the user interface of the Macintosh operating system-from the perspective of a single (also still evolving) human user.

As writers and designers for Information Systems and Services, Inc., we developed hypertext/hypermedia computer‐based training and online help for the General Estimates System (GES). This article describes how this hypermedia application accomplishes the goal of improving the quality of the data entered in the GES database.

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Glynda Hull, Mike Rose, Kay M. Losey, Marisa Castellano, Reply by Glynda Hull, Mike Rose, Kay M. Losey, and Marisa Castellano, College Composition and Communication, Vol. 44, No. 4 (Dec., 1993), pp. 588-589

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This study explores the assumption that writing is a way to learn by examining the influence of task interpretation on writing and studying as learning aids. Forty college freshmen performed two tasks: reading-to-write and reading-to-study. Approaches to each task were categorized to test for effects of task interpretation. Students answered passage-specific comprehension questions after each task and gave think-aloud protocols as they worked. To assess learning processes, protocol transcripts were analyzed using a taxonomy of cognitive operations. Writing led to lower scores than studying on two of four comprehension measures. Writing and studying led to different patterns of cognitive operations when students worked with a fact-based source passage, but (a) these differences interacted with task interpretation, and (b) virtually no effects of task were observed on a more abstract passage. Results indicate that task interpretation and the nature of the material to be learned are important mediating variables in the relationship between writing and learning.

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Structured Document Processors (SDPs) guide and control composing processes for specialized writing, such as procedures and regulations. SDPs integrate word processors and various writing aids in a controlled writing environment that prompts writers for particular kinds of information, automatically formats document design features, and provides context‐sensitive help on how to write within the required document structures. This article describes a range of SDPs now used in industry, and explores their implications for the practice and teaching of technical writing.

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Important goals for interface designers are to determine when it is beneficial to use iconic or command-based menus and how these traditional menu systems can be enhanced by the use of sound. To investigate this topic, 28 subjects were asked to maneuver through one of four different implementations of an interactive software package in order to execute a target command using either an iconic or command-based menu with or without the use of sound. The sounds descended in pitch as the depth of the menu increased, and were used as an auditory cue to code the location of a particular menu item. The results indicate that icons were more easily remembered than commands, but that commands were easier to locate under the highest level branch of the menu. The results also indicate a trend toward faster performance times with the use of command-based menus in comparison to iconic-based menus designed with the same structure. However, there was no difference in performance within iconic or command-based menus when sound was included in the user interface. Implications for user interface design are discussed.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

Research Article| May 01 1991 Ironia: Medieval and Renaissance Ideas on Irony Dilwyn Knox, Ironia: Medieval and Renaissance Ideas on Irony. Leiden: E.J. Brill, 1989; 237 pp. Rosemary Kegl Rosemary Kegl University of Rochester, Department of English, Morey Hall, Rochester, New York 14627. Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (1991) 9 (2): 185–189. https://doi.org/10.1525/rh.1991.9.2.185 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Rosemary Kegl; Ironia: Medieval and Renaissance Ideas on Irony. Rhetorica 1 May 1991; 9 (2): 185–189. doi: https://doi.org/10.1525/rh.1991.9.2.185 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. Copyright 1991, The International Society for the History of Rhetoric1991 Article PDF first page preview Close Modal You do not currently have access to this content.

This collection of twenty-five brief papers is based on a vital premise: that when classrooms become places where teachers engage in close-up studies of what learning is and how it happens, better teaching and learning result. Teacher-researchers, defining and studying educational issues at the classroom level, with the active help of students and colleagues, tend to see themselves in more productive ways, developing greater self-confidence and autonomy.

This article first describes the NCR-USC Document Validation Laboratory, its corporate background, the mutual benefits it offers to National Cash Register (NCR) and the University of South Carolina (USC), and the validation procedure used therein. The article then goes on to discuss three common problems discovered in NCR's manuals and the reasons for these problems. The laboratory's success is then illustrated by presenting and analyzing excerpts from two documents that were validated in the laboratory and subsequently revised by NCR's writers before being revalidated.

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Susan Wyche-Smith, Shirley K Rose, One Hundred Ways to Make the Wyoming Resolution a Reality: A Guide to Personal and Political Action, College Composition and Communication, Vol. 41, No. 3 (Oct., 1990), pp. 318-324

But can we bring ourselves to realize . . . just how overwhelmingly much of what we mean by 'reality' has been built up for us through nothing but our symbol systems? Take away our books, and what little do we know about history, biography, even something so 'down to earth' as the relative position of seas and continents? What is our 'reality' for today (beyond the paper-thin line of our own particular lives) but all this clutter of symbols about the past combined with whatever things we know mainly through maps, magazines, newspapers, and the like about the present? In school, as they go from class to class, students turn from one idiom to another. . . And however important to us is the tiny sliver of reality each of us has experienced firsthand, the whole overall 'picture' is but a construct of our symbol systems.

Patent specifications have heuristic benefits as structural models for teaching technical description. Once taught how to read patents, students can use the specification's four main sections for writing assignments, structurally adapt ing a single topic-an invention-to different rhetorical contexts: (1) Back ground of the Invention describes the context into which the invention fits; (2) Summary of the Invention explains what makes the invention special; (3) Brief Description of the Drawings focuses on pictorial description; (4) Best Mode of Carrying Out the Invention explains how to make the invention work. Parts 1 and 2 correspond to Aristotelian definition, while part 3 can work as physical description and part 4 as functional description or even performance instructions.

This article describes a course design that resulted from an academic and in dustrial collaboration. Unlike most simulation courses, the one described here was developed and taught by university professors and business professionals. One aim of designing the course was to find a way of teaching students that would better prepare them for writing in the workplace. A second aim was for the design-team members, through the experience of planning and teaching, to learn more about writing in the workplace and the teaching of writing. This article gives background on the development of the collaboration and on the decision to design and teach a simulation course, then describes the course and its results.

Each year a large number of students enter American higher education unprepared for the reading and writing tasks they encounter. Labeled “remedial,”“nontraditional,”“developmental,”“underprepared,”“nonmainstream,” these students take special courses and participate in special programs designed to qualify them to do academic work. Yet, we do not know very much about what it is that cognitively and socially defines such students as remedial. This article describes a research project on remediation at the community college, state college, and university levels designed to provide such information. We focus on a piece of writing produced by a student in an urban community college, examining it in the context of the student's past experiences with schooling, her ideas about reading and writing, the literacy instruction she was receiving, and her plans and goals for the future. Our analyses suggest that the student's writing, though flawed according to many standards, demonstrates a fundamental social and psychological reality about discourse—how human beings continually appropriate each other's language to establish group membership, to grow, and to define themselves in new ways.

Usability evaluation and usability testing are defined and distinguished, and the role of expert evaluation in defining audience groups, constructing usage scenarios, and performing task breakdowns is pointed out. Usability evaluation is viewed as comparable to the work of an expert editor, and the background that a usability specialist should have is described. Other methods besides testing that can supplement expert evaluation are briefly discussed.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

Fundamental requirements for good user documentation have not changed over the years. Manuals must be complete, accurate, clear, readable, and available on time. What has changed are tolerances and standards. Today's users—typically business professionals but even expert technicians and engineers—will no longer accept unreadable and inaccessible publications. The days of documentation with poor organization, limited graphic support, and poor aesthetics have passed. This article analyzes users' opinions and preferences for microcomputer software documentation. The results provide valuable guidance for software authors, designers, and publishers.

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Scientists and engineers have to present technical information effectively. But when they do it, they face language difficulties which are beyond formal grammar as taught at school. To overcome this problem, we designed a systematic course for technical writing aimed at breaking such language barriers by planned channeling of the scientific message. The course was designed to improve the communication skills of scientists and engineers. In keeping with this goal effective writing criteria were defined and formal presentation conventions were described. Because Hebrew is the common language in Israel, problems of Hebrew structures were presented. The massive infiltration of vocabulary and syntactic elements from foreign languages into scientists' Hebrew style were addressed. An evaluation apparatus was also applied and future prospects of the course were discussed.

Increasingly, documentation for computer systems and products addresses diverse audiences, ranging from professional computer engineers to novice readers who have never used a computer. This diversity presents a challenge to the computer documentation professional: how to address the needs of both novice and sophisticated users? Effective user documentation must be procedure-oriented: how to combine this goal with the fact that different user audiences have different goals and face different problems? A discussion is presented of the challenge of audience diversity in computer documentation. Using case studies (i.e. an accounting product, a database management system, and a decision support system), it reviews and recommends different ways to meet the needs of various audiences.

Beat Not the Poor Desk helps students develop elemental skills, not by drill, but by the incremental repetition of integrated writing assignments.

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You don t know what it is, wrote Flaubert, to stay a whole day with your head in your hands trying to squeeze your unfortunate brain so as to find a word. Writer s block is more than a mere matter of discomfort and missed deadlines; sustained experiences of writer s block may influence career choices. Writers in the business world, professional writers, and students all have known this most common and least studied dysfunction of the composition process. Rose, however, sees it as a limitable problem that can be precisely analyzed and remedied through instruction and tutorial programs. Rose defines writer s block as an inability to begin or continue writing for reasons other than a lack of skill or commitment, which is measured by passage of time with limited functional/ productive involvement in the writing task. He applies the information processing models of cognitive psychology to reveal dimensions of the problem never before examined.In his three-faceted approach, Rose develops and administers a questionnaire to identify blockers and nonblockers; through simulated recall, he selects and examines writers experiencing both high and low degrees of blocking; and he proposes a cognitive conceptualization of writer s block and of the composition process.In drawing up his model, Rose delineates many cognitive errors that cause blocking, such as inflexible or conflicting planning strategies. He also discusses the practice and strategies that promote effective composition.

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For those who teach short courses on technical communication for engineers, or for engineers who want a short, self-teaching aid to improving communication on the job, Richard Arthur's new book may be just the thing. This slim paperback is part of the Procom series on professional communication, intended to provide practical advice and information for specific audiences-nurses, trial attorneys, corporate managers, and now engineers.

This article differentiates the usages of transaction and interaction as reflections of differing paradigms. The transactional theory of reading is dissociated from information-processing and interactive processing. The implications for research of various concepts basic to the total transactional theory of reading are discussed.

With the widespread use of computers, there is a corresponding use of these computers to transfer data by telecommunications. At the same time, some of the newer telecommunications circuits are using digital techniques to transmit entertainment signals as well as data. In fact, in some areas, the technologies of computers, data processing, and telecommunications have almost merged. For these reasons this dictionary would appear to fill an obvious need for engineers, writers, and editors in these fields.

Westinghouse Electric Corporation's Water Reactor Division Office Systems Operations group has developed a process that pyramids the text of first-level managers' monthly reports into a departmental report for the second-level manager. The individual reports are typed and read into a word processing system through an optical character recognition device and telecommunicated to the central site where they are electronically combined into a departmental summary report. The second-level manager can then use a CRT for a final edit or send the document to word processing for additions or corrections. The biggest advantage of this process is that the second-level manager no longer has to wade through paper and cut and paste to prepare the monthly report.

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Achieving a successful presentation begins with the consideration of three things: what to say, how to say it, and how to conduct the presentation to convince an audience that you mean it. Determining what materials, topics, and details to use must be based on an analysis of the potential audience, their sentiments, interests, technical disciplines, and possible responses to what would be presented. Presentation material must be put into a unified, professional, and easily understandable format and thoroughly rehearsed so that it can be delivered in a manner that instills confidence that the subject has been well-researched. The author presents some strategy, guidelines, and pitfalls, based on experience, for consideration toward these ends.

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A tremendous amount of energy goes into the contracting, developing, marketing, and revising of composition textbooks. And a significant amount of energy goes into criticizing them.2 More than we critics would like to admit, editors-good editors anyway-try to respond to this criticism. Thus we are seeing a new generation of textbooks that incorporate current work in rhetoric, psychoand sociolinguistics, the composing process, and writing across the curriculum. But the surprising thing is that such innovation goes on in the absence of fundamental research into what happens when students read current or traditional textbooks. True, some authors conduct field tests, but, for reasons that I hope will become clear in this essay, field testing provides limited answers to basic questions. We need more basic research than we now have into the interaction of reader and text when the text is one intended to teach a complex process. Without such research, we will never know whether or not our improvements--our attempts to revise and revitalize textbooks-are really contributing to growth in composing. But is such research really necessary, or would it simply be a desirable but ultimately academic exercise? Won't textbooks continue to become more effective as our knowledge about composing increases? Not necessarily, for we have good reason to suspect that knowledge of any complex process-like knowledge about composing-cannot be adequately conveyed via static print. As soon as such knowledge hits the page of a text, its rich possibilities are narrowed and sometimes rigidified. While I certainly don't want to suggest that no student learns from composition textbooks, I do want to raise the possibility that students learn about the process of writing from a textbook less frequently and less effectively than many of us think. To argue the legitimacy of the foregoing assertion, I'll begin with general speculation on the value of textbook discussions of writing and move toward more specific consideration of problem-solving in the act of composing. Though I will state

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In a now-famous critique, Richard Ohmann took composition textbook authors to task for envisioning student writing ahistorically and for administering rather than liberating the composing process (Freshman Composition and Administered Thought, in English in America [New York: Oxford Univ. Press, 1976], pp. 133-171). A few years earlier, Richard Lanham had gleefully ripped into the condescension and vague precepts in the writing texts that lined his shelf (Style: An Anti-Textbook [New Haven: Yale Univ. Press, 1974]).1 Their criticism implied that better textbooks could be written. But I have come to believe that even if ahistoricity, coddling, and fingerwagging disappeared from composition texts, they would still be an ineffective way to teach writing. They are, by nature, static and insular approaches to a dynamic and highly context-oriented process, and thus are doomed to the realm of the Moderately Useful. Let me explain further by tracing the steps that led me to my conclusion.

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Ruth will labor over the first paragraph of an essay for hours. She'll write a sentence, then erase it. Try another, then scratch part of it out. Finally, as the evening winds on toward ten o'clock and Ruth, anxious about tomorrow's deadline, begins to wind into herself, she'll compose that first paragraph only to sit back and level her favorite exasperated interdiction at herself and her page: No. You can't say that. You'll bore them to death. Ruth is one of ten UCLA undergraduates with whom I discussed writer's block, that frustrating, self-defeating inability to generate the next line, the right phrase, the sentence that will release the flow of words once again. These ten people represented a fair cross-section of the UCLA student community: lower-middle-class to upper-middle-class backgrounds and high schools, third-world and Caucasian origins, biology to fine arts majors, C+ to Agrade point averages, enthusiastic to blase attitudes toward school. They were set off from the community by the twin facts that all ten could write competently, and all were currently enrolled in at least one course that required a significant amount of writing. They were set off among themselves by the fact that five of them wrote with relative to enviable ease while the other five experienced moderate to nearly immobilizing writer's block. This blocking usually resulted in rushed, often late papers and resultant grades that did not truly reflect these students' writing ability. And then, of course, there were other less measurable but probably more serious results: a growing distrust of their abilities and an aversion toward the composing process itself. What separated the five students who blocked from those who didn't? It wasn't skill; that was held fairly constant. The answer could have rested in the emotional realm-anxiety, fear of evaluation, insecurity, etc. Or perhaps blocking in some way resulted from variation in cognitive style. Perhaps, too, blocking originated in and typified a melding of emotion and cognition not unlike the relationship posited by Shapiro between neurotic feeling and

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Words such as `input' and `Feedback' can be useful and meaningful when accurately defined in a technical context such as computer science. English professor John McCall at the University of Cincinnati has begun a semi-serious campaign against the metaphoric use of such technical terms in non-technical or unrelated conversation and writing.

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Two basic systems of organization and administration of a journal production department will be discussed. The first deals with specialization of staff: artists judge and scale art; proofreaders check (but do not read word for word) proof; copy editors with science backgrounds mark manuscripts; production assistants handle traffic and production. Control of schedules and performance is more easily attained under this system, but staff interest lags and frequent turnover results, under the second system, a production editing staff is trained in each of the above areas, thereby enlarging the individual's scope. The main disadvantage is that considerable increase in staff is required to permit adequate control and coverage. Combination and modification of the two systems are now underway. Other organizational aspects considered are selection of suppliers, cost control, shipping issues by air freight, editorial liaison (in-house and outside), and annual budgets.

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Psychophysics, in this paper, is used in its literal sense: the effect of physical processes upon the mental processes of an organism. Recent studies show that temperature fluctuations of the human body have a 24-hour periodicity that is reflected in the activity of organs and functions of the body, awake and asleep. The rise and fall of such activity is phased differently for different Individuals. It may become necessary to determine the most receptive and responsive time for each individual to engage in communicating, as well as other significant activities.

Without detailing the volumes of biological data that have been generated about the cerebrating organism known as man, the author attempts to identify some of the factors that may be germane to the communication process.

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Ann Dempsey, Mary Lou Maurer, Rosemary Pisani, English. Everything from an Experimental Film to Esquire Cartoons, College Composition and Communication, Vol. 19, No. 5, Intergroup Relations in the Teaching of English (Dec., 1968), pp. 336-337

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Stuart M. Tave, Robert W. Ackerman, John E. Parish, Lowry Nelson, Jr., Leonard Unger, Lillian Feder, Edward P. J. Corbett, Nicholas A. Salerno, Ralph M. Williams, Edward H. Rosenberry, Virginia McDavid, G. Thomas Fairclough, Stephen E. Henderson, Robert C. Steensma, Book Reviews, College English, Vol. 25, No. 6 (Mar., 1964), pp. 473-477

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Willard Thorp, Newton Arvin, Edward B. Irving Jr., Charles Norton Coe, Joseph H. Summers, John M. Bullitt, Thomas M. Raysor, Austin Wright, Edwin H. Cady, Donald Heiney, Frederick L. Gwynn, Wallace W. Douglas, M. L. Rosenthal, Alexander Cowie, Alan S. Downer, Horst Frenz, Albert D. Van Nostrand, Ralph W. Condee, Books, College English, Vol. 20, No. 4 (Jan., 1959), pp. 195-204

After the declaration of war upon us by the Axis nations, it seemed the editors of College English that the members of the College should, as soon as possible, co-operate in determining how best to fulfil our special responsibility throughout World War II. As a first step, we invited twenty-five teachers of English in colleges and universities to suggest how we should meet this professional emergency. The Planning Commission of the N.C.T.E., at their meeting in Chicago during the Christmas holidays, and the College Section, at their meeting in Indianapolis with the M.L.A., considered general and basic wartime policies for the National Council. The result of these deliberations will be presented in the March College English. To assemble a preliminary survey of opinion on the teaching of English in World War II, we had to act quickly in order to meet the deadline for the February issue. Nine letters from college men and women came back in time to be included in the symposium. The weakness of the small number, however, is overcome by the strength of the unified and obviously representative character of the responses. Teachers of English believe in the permanent value of the work they are doing. In peace or in war the discipline of the humanities is a way to decency in human relations. Those who have written for the symposium agree that our time of emergency requires of us, as teachers of English, a more vigorous concentration than ever upon clear expression and broad, permanently vital reading. We will need to make curriculum changes, and individually we will perform special wartime duties; but the initial message from outstanding college teachers is that we must do the job for which we are trained: help others to realize the power which emanates from great literature to live humanely in the midst of conflict.