Mental health challenges, notably anxiety, disproportionately affect graduate students, with research indicating a 41% prevalence rate compared to the general population (Evans et al.). Academic writing anxiety (AWA) stands out among these concerns, correlating with lower grades, self-esteem, and self-efficacy (Martinez et al.; Daly and Wilson; Goodman and Cirka). Traditionally, AWA has been viewed through a cognitive lens, neglecting its complexity. To address this, we conducted a comprehensive survey gathering both quantitative and qualitative data on graduate students’ AWA experiences. Our analysis of student narratives unveils how academic cultures alienate marginalized students, fostering impostor syndrome and AWA. We advocate for integrating mindfulness-based and contemplative pedagogies within feminist and anti-racist frameworks (Mathieu and Muir; Inoue; Graphenreed and Poe) to catalyze transformative change amid this pressing historical moment.

To address the needs and interests of primary stakeholders in a writing program, this article presents a model of “grassroots” assessment that involves instructors from all ranks as well as students in the development, facilitation, and interpretation of assessment results. The authors describe two assessment plans that measured student and instructor perceptions about curricular changes, the individual results of those assessments, and the conclusions the authors came to about the importance and challenges of involving a range of stakeholders in assessment.

This article describes the design and implementation of a cross-cultural composition coursewhich was designed to provide opportunities for ESL students and native English-speaking students to learn about cross-cultural literacy practices from each other in a first-year writing context at a community college in the Southwest.

Contributors to this symposium recall and reflect on changes of mind they have experienced, noting the relationship of these to larger concerns of English studies as a profession.

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Research Article| October 01 2001 How I Teach Writing: How to Teach Writing? To Teach Writing? Susan Miller Susan Miller Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 479–488. https://doi.org/10.1215/15314200-1-3-479 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Susan Miller; How I Teach Writing: How to Teach Writing? To Teach Writing?. Pedagogy 1 October 2001; 1 (3): 479–488. doi: https://doi.org/10.1215/15314200-1-3-479 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Susan Wells’ Sweet Reason: Rhetoric and the Discourses of Modernity is an often brilliant but at times frustrating book. It undertakes a project that has been suspended by those who want to re-validate rhetoric (and rhetoricians) within hermeneutics, especially by following the laborious normalizing work involved in Richard Rorty’s anti-foundational relocation of “truth” in the play of interpretative methods. Wells would herself suspend the competitive and entirely disciplinary contest between Aristotelian classical rhetoric (on her account, modernized by Brian Vickers and Jasper Neel, for instance) and hermeneutic rhetoricians who prefer reading the Phaedrus.

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This is the first book-length study of the status of composition in English studies and the uneasy relationship between composition and literature. Composition studies and institutional histories of English studies have long needed this kind of clarification of the historical and political contexts of composition teaching, research, and administration. Susan Miller argues that composition constitutes a major national industry, citing the four million freshman-level students enrolled in such courses each year, the $40 million annual expenditure for textbooks, and the more than $50 million in teacher salaries. But this concrete magnitude is not expressed in political power within departments. Miller calls on her associates in composition to engage in a persistent critique of the social practices and political agenda of the discipline that have been responsible for its institutional marginalization. Drawing on her own long experience as a composition administrator, teacher, and scholar, as well as on a national survey of composition professionals, Miller argues that composition teachers inadvertently continue to foster the negative myth about composition' s place in the English studies hierarchy by assuming an assigned, self-sacrificial cultural identity. Composition has been regarded as subcollegiate, practical, a how-to, and has been denied intellectual rigor in order to preserve literature' s presentations of quasi-religious textual ideals. Winner of three major book awards: The Modern Language Association' s Mina P. Shaughnessy Prize The Conference on College Composition and Communication' s Outstanding Book Award The Teachers of Advanced Composition' s W. Ross Winterowd Award

When it was first published in 1989, Susan Miller s Rescuing the Subject: A Critical Introduction to Rhetoric the Writer established a landmark pedagogical approach to composition based the importance of the writer the act of writing in the history of rhetoric. Widely used as an introduction to rhetoric composition theory for graduate students, the volume was the first winner of the W. Ross Winterowd Award from JAC and is still one of the most frequently cited books in the field.This first paperback edition includes a new introductory chapter in which Miller addresses changes in the field since the first edition, outlines new research, surveys positions she no longer supports. A new foreword by Thomas P. Miller assesses the proven impact of Rescuing the Subject on the field of rhetoric composition.Situating modern composition theory in the historical context of rhetoric, Miller notes that throughout the eighteenth century, rhetoric referred to oral, not written, discourse. By contrast, her history of rhetoric contends oral written discourse were related from the beginning. Taking a thematic rather than chronological approach, she shows how actual acts of writing comment both rhetoric composition. Miller also asserts that contemporary composition study is the necessary cultural outcome of changing conditions for producing discourse, describing the history of rhetoric as the gradual unstable relocation of discourse in conventions that only written language can create. She maintains teachers historians of rhetoric must recognize that the contemporary writing they analyze teach demands their attention to a textual rhetoric that allows theorizing the writer as always symbolically a student of situated meanings.

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Richard Leo Enos, The Literate Mode of Cicero's Legal Rhetoric. Carbondale: Southern Illinois University Press, 1988. xii + 127 pages. George Campbell, The Philosophy of Rhetoric, ed. Lloyd F. Bitzer. Carbondale: Southern Illinois University Press, 1987. Ixxvi + 415 pages. Jasper Neel, Plato, Derrida, and Writing. Carbondale: Southern Illinois University Press, 1988. 252 pages. William A. Covino, The Art of Wondering: A Revisionist Return to the History of Rhetoric. Portsmouth, NH: Boynton/Cook; Heinemann, I988. 141 pages. Bruce A: Kimball, Orators and Philosophers: A History of the Idea of Liberal Education. Foreword by Joseph L. Featherstone. Columbia University: Teachers College Press, 1986. 293 pages. Jean‐François Lyotard. The Postmodern Condition: A Report On Knowledge. Trans. Geoff Bennington and Brian Massumi. Foreword by Frederick Jameson. Minneapolis: University of Minnesota Press, 1984. 110 pages.

Research Article| February 01 1985 Essays on Classical Rhetoric and Modern Discourse Essays on Classical Rhetoric and Modern Discourse Edited by Robert J. Connors,Lisa S. Ede, and Andrea A. Lunsford. Carbondale, Illinois: Southern Illinois University Press, 1984. 291pp. Susan Miller Susan Miller University Writing Program, University of Utah, Salt Lake City, UT, 84112, U.S.A. Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (1985) 3 (1): 71–75. https://doi.org/10.1525/rh.1985.3.1.71 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 Susan Miller; Essays on Classical Rhetoric and Modern Discourse. Rhetorica 1 February 1985; 3 (1): 71–75. doi: https://doi.org/10.1525/rh.1985.3.1.71 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 1985, The International Society for the History of Rhetoric1985 Article PDF first page preview Close Modal You do not currently have access to this content.

Prospect and Retrospect: Selected Essays of James Britton, edited by Gordon M. Pradl. Montclair, New Jersey: Boynton/Cook Publishers, Inc., 1982. 218 pages. David Foster, A Primer for Writing Teachers: Theories, Theorists, Issues, and Problems. Montclair, New Jersey. Boynton/Cook Publishers, Inc., 1983. 192 pages. A World of Ideas: Essential Readings for College Writers. Ed. Lee A. Jacobus. New York: St. Martin's Press, A Bedford Book, 1983. 631 pages. Roger Garrison, How a Writer Works. New York: Harper and Row, 1981. 99 pages.

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Errors and Expectations: A Guide for the Teacher of Basic Writing. Mina P. Shaughnessy. New York: Oxford University Press, 1977. Pp. 311. Rhetoric and Composition: A Sourcebook for Teachers. Richard L. Graves. Rochelle Park, N.J.: Hayden Book Company, Inc., 1976. Ethics in Human Communication. Richard L. Johannesen. Columbus, Ohio: Chas. E. Merrill Pub. Co., 1975.

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