Rhetoric and Composition Commons^™

Listening For The Squeaky Wheel: Designing Distance Writing Program Assessment, Virginia M. Tucker

English Faculty Publications

Distance writing programs still struggle with assessment strategies that can evaluate student writing as well as their ability to communicate about that writing with peers at a distance. This article uses Kim, Smith and Maeng's 2008 distance education program assessment scheme to evaluate a single distance writing program at Old Dominion University. The program's specific assessment needs include the ability to determine how well students are developing expert insider prose and working together as a virtual community. Kim, Smith and Maeng's assessment scheme was applied to six courses within the writing program, revealing that programmatic assessment weaknesses included providing varied …

What Is Talmud? The Art Of Disagreement, David Metzger

English Faculty Publications

Review of What is Talmud? The Art of Disagreement, by Sergey Dolgopolski. New York: Fordham University Press, 2009.

Social Media At Academia's Periphery: Studying Multilingual Developmental Writers' Facebook Composing Strategies, Kevin Eric Depew

English Faculty Publications

This article focuses on the writing strategies second-language students use to compose on social media sites. These alternative and unconventional sites for learning provide language learners opportunities to acquire language by using multiple modalities to respond to various rhetorical situations. In comparison to these sites, academic writing contexts, particularly the developmental-writing course, impose monolingual norms and deficient identities on students. Where these courses articulate these language learners as possessing inadequate skills to perform well in mainstream writing courses, the students' social-media compositions demonstrate that these students have the potential to respond to communicative situations in rhetorically complex ways. This study …

Liminal Practice In A Maturing Writing Department, Louise Wetherbee Phelps

English Faculty Publications

[First Paragraph]

In Spring 2011 I was awarded a Fulbright Specialist Grant to "consult, collaborate, and inform" on the future of the Department of Rhetoric, Writing, and Communications at the University of Winnipeg, located in the city of Winnipeg in Manitoba, Canada. The Department of Rhetoric, Writing, and Communications department (hereafter, RWC) was a pioneer in writing instruction in Canada, where it became the first unit to establish itself independently as a department with a full-‐time faculty committed to both teaching and scholarship in writing and rhetoric. It remains a rare phenomenon on the Canadian higher education scene, where studies …

Using Facebook To Teach Rhetorical Analysis, Jane Fife

English Faculty Publications

The attraction of Facebook is a puzzle to many people over the age of thirty five, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in …

Learning About Scholarship In Action In Concept And Practice, Louise Wetherbee Phelps

English Faculty Publications

[First paragraph] In her inaugural year (2005), Chancellor Nancy Cantor announced her vision of Syracuse University as a campus that would be deeply engaged with the world, in activities and partnerships with communities that she named "scholarship in action." Recognizing the difficulty of fitting such public or community-engaged scholarship into the traditional framework for defining and evaluating faculty work, she called on the Academic Affairs Committee of the Senate (AAC) to study the issues related to implementing this vision. The Committee responded to this request by undertaking in Spring, 2005 a study of scholarship of action both as a concept …

Making The Case For Disciplinarity In Rhetoric, Composition, And Writing Studies: The Visibility Project, Louise Weatherbee Phelps, John M. Ackerman

English Faculty Publications

In the Visibility Project, professional organizations have worked to gain recognition for the disciplinarity of writing and rhetoric studies through representation of the field in the information codes and databases of higher education. We report success in two important cases: recognition as an "emerging field" in the National Research Council's taxonomy of research disciplines; and the assignment of a code series to rhetoric and composition/writing studies in the federal Classification of Instructional Programs (CIP). We analyze the rhetorical strategies and implications of each case and call for continuing efforts to develop and implement a "digital strategy" for handling data about …

The "Place" Of Rhetoric In Aggadic Midrash, David Metzger, Steven B. Katz

English Faculty Publications

An essay is presented on the examination of Aggadic midrash as a particular mode of Jewish rhetoric. It offers a discussion of the utility and merit of aggadah within rabbinic literature which require a cluster of analysis of a larger collection of imagery to identify the dominant themes. The author explores on how textualization is treated as steps in the establishment of discursive spaces, which is limited by scripture, tradition, or the authority of the rabbis.

Bringing "Abnormal" Discourse Into The Classroom, Virginia M. Tucker

English Faculty Publications

Assuming student discourse is prone to error, teachers have long implemented rules that ensure "safe" discourse, particularly in composition instruction. My fifth grade teacher taught me to place a comma in a sentence whenever I take a breath rather than teaching me the language of comma rules. To my dismay, many of my first-year composition students raise their hands in agreement that they too have been taught to place a comma wherever their lungs suggest. These students learn to call independent clauses a complete sentence, and to them an ellipsis is merely “dot, dot, dot.” In an attempt to reach …

A Fresh Riff On J. Denny Weaver’S A-Theology Or Prolegomenon To A Stewardship Rhetoric, Susan L. Trollinger, Jason R. Moyer

English Faculty Publications

J. Denny Weaver's "theology" is irritating. Its style is impolite, its substance improper. Weaver writes, albeit in postmodern fashion, as one who speaks the truth. Although he recognizes that his truth is particular to an Anabaptist perspective, he also notes that every other truth-claim is similarly particular. However, while refusing to adopt common responses to this condition-polite tolerance, on the one hand, or self-righteous fundamentalism, on the other-Weaver nevertheless confesses that his truth has universal aspirations.

Beyond 'Hot Lips' And 'Big Nurse': Creative Writing And Nursing, Sandra Young

English Faculty Publications

This essay describes a special topics creative writing course designed for nursing students, and argues that creative writing strategies work to improve nurses' compositional skills. Also discussed are other potential benefits from creatively writing patients' lives, notably, the blending of arts and sciences, and the ways in which medical schools are encouraging their students to study the humanities, especially literature and creative writing. The essay includes student creative writing samples.

The essay also discusses the depiction of nurses in popular culture. M*A*S*H*, Richard Hooker’s black comedy about the antics of doctors and nurses during the Korean War, gave us “Hot …

Writing The Lives Of Others: The Veterans Project, Sandra Young

English Faculty Publications

This essay describes an advanced composition course in which the students studied the ethics, politics, history, and rhetorical strategies involved in writing the lives of others. The heart of the course was a service-learning project that introduced college juniors and seniors to veterans of World War II and the Korean and Vietnam Wars. The students interviewed, wrote brief biographies, and transcribed the wartime stories of a group of veterans from a local American Legion post and its women’s auxiliary. The stories were collected in a volume made available to local American Legion posts, veterans hospitals, and libraries in Connecticut.

Institutional Invention: (How) Is It Possible?, Louise Wetherbee Phelps

English Faculty Publications

(First paragraph) In this chapter I want to explore several broad questions with respect to higher education: Is institutional invention possible? What are the conditions that enable it, and how can they be created and sustained? What are the obstacles to institutional invention? How can academic leadership foster institutional invention?

Moving Beyond The Written Comment: Narrowing The Gap Between Response Practice And Research, Jane Fife, Peggy O'Neill

English Faculty Publications

While our field’s response practices have changed dramatically over the past two decades to involve more student comments on their own texts, empirical studies have lagged far behind classroom practices, focusing almost exclusively on teachers’ written comments as texts. By broadening our notion of response—and acknowledging the many and varied ways that teachers respond to student writing as well as the many and varied ways that students influence and interpret those responses—we will be able to narrow the gap between our teaching practices and our research questions.

Re-Seeing Research On Response, Jane Fife, Peggy O'Neill

English Faculty Publications

No abstract provided.

Crossing Boundaries: Land And Sea In Jane Austen's 'Persuasion', Laura Vorachek

English Faculty Publications

Jane Austen suggests in Persuasion the pressures that the increased mobility of the middle class placed on the established aristocratic society in her time. Anne Elliot especially brings to light the inherited assumptions of her society. She can marry within her social rank (Mr. Elliot or Charles Musgrove) or marry below her (Wentworth at age 23), but either is a choice within the limits established by her society. One owns land or one does not. But when Wentworth returns a man of name and wealth, he is not a member of the landed gentry nor is he below Anne in …

Breaking Into Print With Feature Articles, Ralph L. Corrigan

English Faculty Publications

If you are anxious to get started as a published writer but don't know where to begin, feature articles for newspapers provide an ideal way to break into print.

Amongst The Awful Subtexts: Scholes, The Daily Planet, And Freshman Composition, Kris Lackey

English Faculty Publications

No abstract provided.

The Self Enlarged: The Case For Good Literature In The Composition Classroom, Robert Shenk

English Faculty Publications

No abstract provided.

Back To Basics: Grammar, Rhetoric And Disciplined Thought, Charles R. Cyr

English Faculty Publications

Speech about the college expository essay, delivered before the National Council of Teachers of English (NCTE) Conference on College Composition and Communication, St. Louis, Missouri, March 14, 1975.

Connecticut English Journal, Spring 1970, Ralph L. Corrigan Ed.

English Faculty Publications

No abstract provided.

The Rhetorical Effectiveness Of Black Like Me, Hugh Rank

English Faculty Publications

In 1959, John Howard Griffin, a white Southern novelist, disguised himself as a Negro and traveled through the South to experience "what it is like to be a Negro in a land where we keep the Negro down." The brief narrative account of this experience is recorded in Black Like Me, a book which wom the Saturday Review's Anisfield-Wolf award in 1962 for its contribution toward race relations. In brief, why is Black Like Me rhetorically effective?