AbstractThis article describes an autoethnography project used in an undergraduate creative writing course and discusses its pedagogical benefits. Drawing on results from a survey and interviews with former students and a supporting librarian, the article considers how the assignment might be adapted for diverse institutional contexts.

As WPAs at a research institution without a WAC program, we embarked on this project to learn about the types of writing prompts faculty across the disciplines assign and their expectations for student writing. Although our first-year composition program is genre-based and focuses on teaching for transfer, we did not know what genres other faculty assigned nor which writing skills they hoped students could apply to their assignments. We also wanted to understand how they crafted writing assignment prompts and how they perceived students’ abilities to meet their expectations. We conducted semi-structured interviews with 10 faculty members from a range of disciplines about their writing assignments in courses in the major. We found that faculty (1) want or even expect students to take on certain disciplinary roles as writers in their assignments; (2) but they are not routinely making these expectations clear to students in their writing assignment prompts. To address these impediments to transfer, we present a three-part rhetorical framework for faculty that relies on genre to clarify expectations and allows for cuing to promote transfer for students in disciplinary writing contexts.

In this essay, we demonstrate how rhetorical analyses of style can maintain their focus on linguistic patterns while simultaneously attending to material ones. Focusing on the trope of metonymy and the figures of incrementum and epistrophe, we show how these devices represent different modes of material-semiotic addressivity, resiliently turning and reconfiguring the rhetorical ecologies they capacitate. Using three case studies—a corpus of news articles about water quality amid extensive wind turbine development in Chatham-Kent, Ontario; traditional and “rogue” pain scales; and scientific literature about CRISPR—we explore the stylistic affordances of epistrophe, incrementum, and metonymy, showing how these “turnings” allow resilient material-semiotic articulations. We conclude by suggesting how our framework may be applied and extended to other topics and how this understanding of tropes and figures may align with other research trajectories in RSTM.

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To forge collaborative ties among the rhetoric of health and medicine, the medical humanities, and medicine itself, scholars need shared terms. We argue that techne can unite researchers from across these disciplines. To demonstrate, we discuss our interdisciplinary research study, Writing Diabetes. By learning about the techne of rhetoric and writing about diabetes, participants became more attentive to the techne of their health experience—or “health techne”—enabling them to invent new ways of “doing” diabetes.