Drawing upon a framework of “assemblage thinking,” this article offers an approach to considering artificial intelligence (AI) and ethics that seeks to think relationally across the positions occupied as educators and students at a business school. To complement discussions of assemblage and examinations of ethics in the AI era, we draw upon the perspectives of a relatively understudied population in this conversation—students themselves navigating AI and writing within a business-focused context—and extend assemblage thinking to capture important thought toward the future of business communication, pedagogy, ethics, and AI.

A synthesis of converging and contrasting perspectives on ways of knowing and doing in digital rhetoric pedagogy among 25 teacher-scholars that provides a rough sketch of the state of digital rhetoric pedagogy as it is understood and practiced in the second decade of the 21st century and as it is told by a range of voices, including leading voices, in the subfield of Digital Rhetoric and identifies and highlights areas of productive tension among interviewees’ responses.

This book examines the multimodal rhetoric of scientific arguments as they have been expressed in professional journals over the course of the past century. Through a series of chronologically ordered case studies, the author applies and develops a syncretic model for understanding scientific argumentation, which he articulates in Part 1 of the book and which relies heavily on major concepts in rhetorical theory. By applying the model to the case studies, the author demonstrates how rhetoric can provide the analytical machinery needed to grapple with the multimodal means used to create scientific arguments. In Part 2, the focus is a groundbreaking 1912 publication in the field now known as X-ray diffraction crystallography, specifically a set of X-ray photogram images included in the article that would help scientists at the time gain a better understanding of both the nature of X-rays and the atomic structure of crystals. Parts 3 and 4 present the book’s more interesting (from a multimodal perspective) case studies in terms of how arguments are assembled, circulated, and reassembled over time. In Part 5, Chapter 12 examines the rise of Photoshop as a material affordance for scientific arguments and the ethical dilemmas that this rise has precipitated. Chapter 13 provides description and tabular analysis of the use of videos in published scientific arguments, from an era when VHS tapes were mailed with journal issues through the YouTube era. It is in these chapters where the salience of and potential for the author’s model becomes clearer: As the use of multimodality rises in scientific arguments through the use of new technologies, new and better means for understanding how arguments are conceived, assembled, and circulated are needed both for authors and for teachers. Both audiences would benefit from reading Assembling Arguments. The book does not have a specific engineering focus, but it does provide a broad framework for professional communicators, teachers, and students to consider and improve visuals and multimodality in document design.

This webtext "provides an account of us—the authors—conceptualizing, constructing, and producing a digital archive of old postcards as a site for research." Readers are invited to participate in the meaning-making process within the FSU Card Archive by making meaning from the postcards within the archive and to leaving their own expertise and interests behind for others.