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The study explored EFL students' development of syntactic complexity by employing the Latent Class Growth Analysis (LCGA) approach. A total of 214 tertiary EFL students from Southwest China were invited to write four argumentative essays over an academic semester. The unconditional models of LCGA were utilized to explore the optimal latent classes of students' development trajectories of syntactic complexity. The conditional models of LCGA were employed to investigate the predictive effect of English proficiency on the optimal latent classes. Results of the unconditional models revealed different latent classes of development trajectories for six indices of syntactic complexity rather than the remaining ones, which offers tentative evidence for the heterogeneity of L2 development trajectories. Results of the conditional models showed that English proficiency did not predict the membership in these latent classes. These results are discussed and implications for L2 instruction are attempted.

This article provides three major contributions to the literature: we provide granular information on the development of student argumentative writing across secondary school; we replicate the MacArthur et al. model of Natural Language Processing (NLP) writing features that predict quality with a younger group of students; and we are able to examine the differences for students across language status. In our study, we sought to find the average levels of text length, cohesion, connectives, syntactic complexity, and word-level complexity in this sample across Grades 7-12 by sex, by English learner status, and for essays scoring above and below the median holistic score. Mean levels of variables by grade suggest a developmental progression with respect to text length, with the text length increasing with grade level, but the other variables in the model were fairly stable. Sex did not seem to affect the model in meaningful ways beyond the increased fluency of women writers. We saw text length and word level differences between initially designated and redesignated bilingual students compared to their English-only peers. Finally, we see that the model works better with our higher scoring essays and is less effective explaining the lower scoring essays.

The predictive relationship between handwriting automaticity and children's writing performance is well documented. However, less is known about the relationship between keyboarding automaticity and children's keyboard-based writing performance. In this exploratory study, we examined the unique contributions of automaticity in both writing modalities in predicting Grade 2 students (N = 49) paper-based and keyboard-based writing performance (i.e., compositional quality and fluency) after controlling for students’ literacy skills (i.e., spelling, word reading, and reading comprehension), attitudes toward writing, gender, and nesting due to classroom. Multilevel modelling results showed that automaticity predicted students’ paper-based compositional quality and keyboard-based compositional quality and fluency. Findings further suggested that the relationship between automaticity and writing performance was stronger in keyboard-based text composing than in paper-based text composing. These results reinforce the role of automaticity of transcription skills in predicating the writing performance of beginning writers across modalities and stress the significance of explicit pedagogy and frequent instances of practice to promote the mastery of transcription skills across modalities in the early years of schooling.

This study investigates the impact of peer orthographic revision using a self-reflection tool on orthographic performance in order to improve the understanding and applying of phonological, contextual and morphological rules in third-grade students. Children were assigned to one of three groups: two experimental groups (individual group, dyadic interaction group) and a control group. In the experimental training programme, a self-correction orthographic rubric was used, but while children in the individual group self-corrected the words, children in the dyadic interaction group did it in pairs and interacted in a way such that they should always reach an agreement on the correct spelling. The results showed that although both experimental groups decreased the number of misspellings in the post-test, the dyadic interaction group had the best results, differing significantly from the others, suggesting that self-correction strategies based on rubrics that explicitly display orthographical rules along with collaborative peer learning have a very positive impact on orthographic.

Although the field of heritage language education has thrived in recent years and has focused primarily on the development of biliteracies in Spanish heritage language (SHL) students (e.g., Belpoliti & Bermejo, 2020; Samaniego & Warner, 2016), there is a scarcity of research on SHL students’ writing practices. Moreover, instructional practices and technological developments have transformed the landscape of SHL writing, underscoring the need to understand SHL students’ practices and perceptions of writing. The present study explores this gap in the literature by reporting on an online survey taken by 96 SHL students in the United States. SHL students reported a desire to improve their writing and regarded linguistic issues (e.g., accuracy, accent marks, and writing conventions) as their primary challenges. They considered technology helpful while writing in Spanish, but their use of social tools was not widespread. Although student responses often aligned with educators’ perspectives from previous research (Padial et al., 2024), students reported using English to plan their writing more frequently than instructors reported teaching the use of English as strategy. Students overestimated the importance that their instructors gave to grammar and orthography/accentuation.

This study has explored the syntactic complexity features of English learners at the B1 Common European Framework of Reference (CEFR) (CoE, 2001) level from both Pakistan and Finland. The learners in question were taught English as a Foreign Language (EFL) using different pedagogical methods. This study took into account various factors including the learners' proficiency level, age, and grade, as well as variations in their native language. To assess the impact of the learners' native language and pedagogical methods on syntactic complexity features, twelfth grade EFL students from Upper-Secondary schools in both nations were given identical instructions and time limits to complete an English academic essay on the same topic. The study utilized L2 syntactic complexity analyzer (L2SCA) to extract fourteen syntactic complexity features, and Mann-Whitney U Tests were used to analyze the differences in the syntactic complexity features between the two groups. The study has revealed significant differences between Finnish and Pakistani EFL learners due to variations in their native language and the effects of pedagogical methods on syntactic complexity features. The implications of this study extend to language testing and assessment, the CEFR framework, and pedagogy in both Finland and Pakistan.

An array of pictorial supports (e.g., emojis, geometrical figures, animals) is often used in studies assessing young students’ writing motivation with Likert scales. However, although these images may influence the students’ responses, sufficient rationales for these choices are often absent from the studies. To the best of our knowledge, the present study is the first to investigate two different types of pictorial support (circles vs. faces) in Likert scales assessing first and third graders’ writing interest, self-concept, and spelling interest and self-efficacy. The samples consist of 2197 first graders (mean age 6.8 years) and 1740 third graders (mean age 8.4 years). Results show statistically significant differences among the scales indicating that when face-scales are used, first-graders skip motivation items more often, and students in both grades avoid the minimum values of the scale more often. Gender differences are also found indicating that when face-scales are used, boys in third grade avoid maximum values more often, and girls in both grades avoid the minimum values more often. These findings suggest that the use of circle-scales compared to face-scales seem more appropriate in scales measuring young students’ writing and spelling interest and self-beliefs.

Zachary C. Beare is an associate professor of English at North Carolina State University. His work, which studies how identity and emotion mediate rhetorical activity, appears in College Composition and Communication, College English, Composition Studies, the Journal of Cultural Research, Reflections, Writing on the Edge, and in edited collections.Miriam Chirico specializes in dramatic literature and comedy studies at Eastern Connecticut State University, where she is professor of English. She is the author of The Theatre of Christopher Durang (2020) and coeditor of How to Teach a Play: Essential Exercises for Popular Plays (2020). She has written articles about humor for Studies in American Humor, Text & Presentation, and Shaw: The Journal of Bernard Shaw Studies.Chris W. Gallagher is professor of English and vice provost for curriculum initiatives at Northeastern University. He has published widely on the teaching and assessment of writing and on educational innovation in K–12 and higher education. He is author or coauthor of five books, most recently College Made Whole: Integrative Learning for a Divided World (2019).Bev Hogue serves as McCoy Professor of English at Marietta College in southeastern Ohio, where she teaches courses in American literature and writing. She recently edited Teaching Comedy (2023), a collection of essays published by the Modern Language Association.Erika Luckert is a PhD candidate in composition and rhetoric at the University of Nebraska–Lincoln and holds an MFA in poetry from Columbia University. Her research focuses on writing pedagogies at the intersection of composition and creative writing, with an emphasis on social and collaborative practice. Erika's recent work includes articles in JAEPL, the Journal of Creative Writing Studies, and Writing on the Edge, as well as poems in Room Magazine, South Carolina Review, The Rumpus, and elsewhere.Nancy Mack is a professor emeritus of English at Wright State University and author of Engaging Writers with Multigenre Research Projects and two volumes about teaching grammar with poetry. She has published articles and chapters about teaching memoir, emotional labor, and working-class and first-generation students. She has won state and university teaching awards. Her community service projects include partnerships with the National Endowment for the Arts, the Ohio Arts Council, Dayton Public Television, and the Ohio Department of Education.Jessica Masterson is an assistant professor of teaching and learning at Washington State University Vancouver, where her work examines youth literacies and democratic possibilities in K–12 school settings. Her work appears in Reading Research Quarterly, Research in the Teaching of English, and Democracy and Education.Peter Wayne Moe is an associate professor of English and the director of the University Writing Program at Whitworth University. He teaches first-year writing, creative nonfiction, composition pedagogy, rhetorical theory, and a course on the sentence. He is the author of Touching This Leviathan, a Seattle Times favorite book of 2021.Shari J. Stenberg is professor of English and women's and gender studies at the University of Nebraska–Lincoln. Her most recent book is Persuasive Acts: Women's Rhetorics in the Twenty-First Century (with Charlotte Hogg). Her work appears in CCC, College English, Rhetoric Review, Rhetoric Society Quarterly, Composition Studies, and in edited collections.Luke Thominet is an associate professor of writing and rhetoric in the English Department at Florida International University. His work examines rhetorics of health and medicine, user experience in video game development, and applications of design thinking to pedagogy and academic program development. His research has appeared in Patient Education and Counseling, Technical Communication Quarterly, Communication Design Quarterly, and the Journal of Technical and Business Communication, as well as in the edited collections Effective Teaching of Technical Communication, Keywords in Design Thinking, and User Experience as Innovative Academic Practice.

The present study used the Mixed Rasch Model (MRM) to identify multiple profiles in L2 students’ writing with regard to several linguistic features, including content, organization, grammar, vocabulary, and mechanics. To this end, a pool of 500 essays written by English as a foreign language (EFL) students were rated by four experienced EFL teachers using the Empirically-derived Descriptor-based Diagnostic (EDD) checklist. The ratings were subjected to MRM analysis. Two distinct profiles of L2 writers emerged from the sample analyzed including: (a) Sentence-Oriented and (b) Paragraph-Oriented L2 Writers. Sentence-Oriented L2 Writers tend to focus more on linguistic features, such as grammar, vocabulary, and mechanics, at the sentence level and try to utilize these subskills to generate a written text. However, Paragraph-Oriented Writers are inclined to move beyond the boundaries of a sentence and attend to the structure of a whole paragraph using higher-order features such as content and organization subskills. The two profiles were further examined to capture their unique features. Finally, the theoretical and pedagogical implications of the identification of L2 writing profiles and suggestions for further research are discussed.

Thirty-seven years after its initial publication, David Bartholomae's essay “Inventing the University” ([1986] 2005) remains indelible in the contemporary project and continual reinvention of composition studies. Indeed, the collected essays and vignettes featured in Inventing the Discipline: Student Work in Composition Studies—its title echoing Bartholomae's piece—pay deliberate homage to Bartholomae by reverently calling his piece “seminal,” “pivotal,” and “long studied” even as the authors by turns complicate, disagree, and expand his initial concepts.The constant among these fifteen full-length chapters and eight vignettes is a deep, abiding respect for student writing, including the varied, nonlinear processes, outputs, and modes of exploration that students experience in our classes. As coeditor Stacey Waite situates the project in the introduction, “In our current political moment, how do students and scholars ‘invent the university’ now? What are the structures of universities in/against which students make work in our courses? How have our students helped us to create, shape, disrupt, and revise our field?” While these questions are equal parts vital and esoteric, the pieces in this anthology approach these lines of inquiry via a range of methods and theoretical positionings. Amid this diversity of perspectives, Ashanka Kumari's chapter, “Inventing Happens in Perpetuity,” might well function as a high-level overview of the issues raised across the anthology. Discussing the importance of continually checking our own perceptions about students’ writing, Kumari offers, “I often ask students to ask ‘Why’ whenever we complete an activity—why on Earth might I have made us do the thing we just did? Through this practice, I think with students about writing practices, about the histories informing what is deemed as a concept to spend time on in our classroom space.” As such, these chapters and vignettes reinvigorate Karen L. Lowenstein's (2009) concept of a “parallel practice” in higher education, wherein the ways we hope our students will write and move through the world after taking our courses must necessarily parallel the ways we ourselves teach them. In this spirit, Inventing the Discipline walks the walk of accessibility in its open-source, digital format that is fully available for any interested reader online.While the anthology's contents are not grouped by subheadings—a move I interpret as inviting readers to draw their own connections and patterns among the chapters—I have organized my review into three loose themes: the explicit rejection of student writing as somehow “less than” other forms of writing, the pedagogical and rhetorical centering of student writing in composition classrooms and in formal writing projects, and an explication of the sticky moral and linguistic issues involved in centering student writing both in the academy and, from a metaphysical standpoint, in anthologies such as this one. My grouping of these themes is not indicative of any particular authority I have in this field; rather, I offer these as one possible framework of many that readers may use as they dive into this spirited and essential collection.Fittingly, many of the early essays in Inventing the Discipline grapple with the central problem of labeling anything student writing. In “Pedagogical Genealogies,” the opening chapter of the anthology, Peter Wayne Moe traces the pedagogical genealogies he has inherited through Bartholomae, William E. Coles, Jr., and Theodore Baird, and questions how these genealogies sit differently in his particular person—how they work (or don't) in his context and to what extent these genealogies may or may not be appropriate for an ever-diversifying composition classroom. “Every teacher must, at some point, come to terms with such pedagogical genealogies, locating ourselves within? alongside? outside? against? the traditions that make our own work possible,” writes Moe. Because these genealogies inform our own positionalities as instructors, embedded within them are particular—if sometimes subconscious—orientations to the students we teach.Bruce Horner, in his chapter “Student Writing,” takes up the dialectal student-teacher relationship and calls out the deficit-based views inherent in many discussions of student writing: “ ‘Student,’ when used as a modifier—as in student work, student writing, student housing, student government, student life—typically serves to demean what it modifies by signaling its character as somehow lesser in quality than what is modified: less authentic, valuable, lasting, real, valid, substantive.” Student writing is not taken seriously in this formulation and is in fact often positioned as “not real” as a result. Horner, however, rejects this conception, and the “autonomous” view of literacy and language it contains, in favor of an epistemology that emphasizes the embeddedness of the social world in every utterance. Student and teacher alike are thus “fellow reworkers of language and knowledge,” so that, rather than dismissing student work as of low value out of hand, or fetishizing it as some immaculate artifact, the solution is “to behave . . . [as if] all of us, and all writing, remain in that same, incomplete condition.”Of course, student writing is only one element of the teacher-student dialectic. Michael Bunn, in “Undervaluing Student Writing in Composition Courses: A Reading Problem,” suggests that more attention ought to be given to how students read and, more broadly, how we in the field read student writing. Where writing pedagogies are numerous and well integrated into composition programs, Bunn urges compositionists “to pay more attention to reading.” As a means of troubling a differential valuation of writing by the professional-academic class and that of students, Bunn argues that “students are best served when they are taught to read both published and student-produced texts in the same ways.” This is, he cautions, not to say that published texts and our students’ paper submissions are of the same quality; rather, they are merely “at different stages in the writing and professionalization process.”Taken together, Moe, Horner, and Bunn remind us to question the pedagogical genealogies we've inherited, to tweak and/or dismantle them as necessary in our unique institutional contexts, and to take great care as we continue to work with students and their writing—which, like our own writing, is always already in a state of becoming. The pieces I've included in the following section are largely concerned with how we might merge these ideas within the composition classroom.A second theme I noted concerned the pedagogical possibilities presented by student writing. As one might anticipate, an anthology dedicated to the radical (re)examination of student writing features a fair amount of writing by students throughout its pages. Indeed, most of the book's chapters and vignettes fall into this broad category, though the overlaps and tensions among the approaches described are important to name. As such, I've opted to take a page from Eric A. House, who asks in his vignette, “ ‘It's Not about You,’ or, Getting out of My Own Way to Better Perceive Composition,” “I'm wondering how often instructors get out of our own way, admit that maybe the flow of the class isn't necessarily about us, and allow ourselves to be moved by students?” As a means of “getting out of the way,” a pedagogical concept I first encountered through literary scholar Marcelle M. Haddix (2018), I have opted to center actual students’ writing as much as possible in this part of the review.Consider Michael, a student of author Gina Tranisi's described in her contribution, “Respectfully Michael: A Narrative Exploration of Student Writing and What We Might Make of Its Beautiful Disruptions.” As Michael, a white, cisgender undergraduate in a midwestern university, grapples with stepping out of his comfort zone to research the stigma faced by transgender communities, he reaches a moment of struggle in the drafting process in which he confesses, “I feel like my paper is boring to read . . . I wasn't very creative with this one at least so far. My only creativity is the beginning letter of each paragraph spells out the words stigmas and distress which I feel are really important to understand with this topic.” Tranisi draws on Michael's words both to acknowledge the creative writerly choices our students make that we often miss and to lobby the rest of us to consider “the people behind the papers.”Where Michael's example hinted at the potential for worldview change through writing, Chanon Adsanatham describes how his communication students in Bangkok blended conventions of English-language business correspondence with Thai communication practices. While initially disappointed by his students’ “failure” to grasp the content, Adsanatham later realized this happenstance was a “rhetorical clash,” or “a moment in which knowledge, familiarity, and expectations about discursive arrangement, conventions, and practices from a tradition or curriculum creates questions or doubts about appropriate composing moves in a writing assignment in an intercultural rhetorical situation.” These clashes are inherently generative and productive if embraced as such. Of course, part of the work of embracing these opportunities requires a commitment to reflective practice, or an “after pedagogy,” as Paul Lynch (2011) has called it.Donna Qualley and Matthew Sorlien put this “after pedagogy” into practice in their chapter, “Our (Students’) Work (and Play) Can Make Us Smarter Next Time.” Building on the twenty-first-century literate practice of content curation, Donna asks how students and teachers can embark on writing and reading through new media literacies when both teacher and student are nonexperts in these genres, while Matthew dives head first into the Prezi Classic platform to create a presentation of over two hundred slides, complete with multiple “What I'm Thinking” slides that he notes “allowed me to present myself authentically within the work—not as a disembodied voice faking expertise, objectivity, or even comfort, but as a writer still trying to make something out of the material, even though they aren't sure what that something is.” This theme of playfulness finds a nice complement in Derek Tanios Imad Mkhaiel and Jacqueline Rhodes's vignette, “Messiness Matters: A Story of Writing in One Act,” in which the virtues of messiness, nonlinearity, and spontaneity are celebrated as thinking tools that generate powerful writing. Mkhaiel, a student in Rhodes's graduate seminar, underscores this point: Messy moments feel like moments of creative intellectual endeavor—my WRA 101 students and I are trying to write thought. Run-ons are excited ideas that don't know when to quit; fragments are dramatic brevity, not mistake. One time I had a student who used an excessive (I thought) number of commas; when I commented on the punctuation, I learned that she was trying to teach me how to breathe while reading her thoughts.In “Disrupting Hierarchies of Knowledge: Student Writing in the Digital Transgender Archive(?),” authors Mariel Aleman, Alice Galvinhill, Keith Plummer, and K. J. Rawson depict reflections gleaned from their work with the Digital Transgender Archive (DTA) housed at the College of the Holy Cross, where Rawson led the project and Aleman, Galvinhill, and Plummer were undergraduate student workers and archivists. The authors describe the immense value and responsibility of working for the project, ensuring the accessibility and accuracy of artifacts, as well as the role of scholar-activism in fighting for the visibility of minoritized communities. As Plummer writes, “Working for the DTA showed me the importance of scholarly activism to unearth stories made invisible by our culture, how a mission is a much more meaningful motivator than a grade, and how a scholarly intervention can become an empowering space that's impact reaches far beyond the confines of a lab.”Just as Aleman et al. challenge the kind of writing that counts as “writing”—and who that writing does and does not typically center—Rachael Shah's vignette “Writing with Students to Make an Academia with More Room” discusses the challenges she has encountered with cowriting research with high school students. Though this sort of writing creates more space, or “more room,” as she puts it, in academia, “the message we were receiving about who writes research—and who does not—was crystal clear. It was a message I found myself constantly trying to counter, both for the students I was writing with and for academics who encountered their work.” In a similar vein, Cory Holding's vignette, “The Field and the Force: Notes from Prison Teaching” critiques the practice of writing about student writing in favor of writing with students in a variety of settings, including prisons. This shift “means not only quoting from students’ work, or even co-writing, but working together to form the research question, to think through research methods, to process critical feedback, and to imagine interventions, implications, and next steps,” writes Holding.“Writing for Change: Re-inventing the University” takes on Holding's and Shah's call to make “more room” in academe for a variety of writers in its assembling of twenty-two University of Pittsburgh undergraduate authors to ask, “What would your ideal university do?” In their employment of a Black feminist epistemology, these authors depict their ideal university as one with frequent opportunities for professionalization and with ample support for everyday financial tasks. They seek increased integration with the surrounding community and, fundamentally, an acknowledgment of difference as “an essential and permanent part of our society, making it crucial to work to celebrate that in the face of people who try to destroy it.” In so doing, they offer a powerful example of the “critical story-ing” called for in Sherita V. Roundtree's chapter, “(Re)Humanizing the Discipline: Students’ Critical Story-ing as a Resource Archive.” Roundtree, like Aleman et al., finds digital archives to be productive spaces that “help students actively see themselves as members of discourse communities within and outside of the university.”Where compositionists may well agree on a number of pedagogical principles (many of them outlined in the aforementioned chapters), there still exists a richness of tension and debate in the field. The final set of chapters and vignettes zeroes in on these tensions, many of them arising from Bartholomae's original essay. He argues of students, “They must learn to speak our language” (5), but more recently, scholars have taken issue with this dictum—do they? and to what end? Take, for a start, Pritha Prasad's chapter, “(Anti)Racist World-Making in the University: Reinventing Student Work,” which attends to the moral injury faced by BIPOC students as they attempt to “invent the university” amid harassment and assault, and asks, “How can we look at the theory-building and knowledge-creating work our BIPOC students—and particularly women of color and queer people of color—are already doing in the spaces in which they live and work as a basis for understanding how race and racism operate in our classrooms, universities, and beyond? Prasad ends the chapter by sounding an alarm regarding the use of “the master's tools,” in Audre Lorde's words, because a myopic focus on standard language forms suggests that BIPOC students only need to master the linguistic tools of what Lisa calls the of in to political Prasad's up College Students at the the of in the Composition in which she a focus on among her students, many of are and I to students the importance of different language forms for social and describe language as a of the importance of to in different and This the value of the language students already that the use of may not be appropriate for such as with and the use of language is not ideal for social such as a or in question raised for me among these two chapters is one that's the in our field for what like that Bartholomae's “Inventing the University” how much we students to their language and literacies to with the discourse community of the and how much we instructors, and in this the academy such that space for the variety of and that our students us of our with to the of institutional change on this in his vignette, with Composition Composition to seek to if this a when it . . . they just to I to as the for composition of because any field is made up of of a of scholars and and they be behind when they and is while this both in content and in author of While Inventing the this the of an as a crucial means of for minoritized students in higher In this way, “not only do students have to the university, but they need to the role of to in the L. and M. the to of the in and while out critical spaces for and Black of within the by their for final theme I noted in my reading of this concerned the of student writing in vignette, A at the that when we student writing from its original “I from essays that were and sometimes not that well and I used to make the I to she In to the Student The and E. by his not to any student writing in his that from student writing is a very he writes, “I to ask what on student writing might look like if not by the to from student the inherent differential in the of student to make one or something that vignette Though she is to and with students, the of which such have as I have to it, I've always had the most Indeed, I've the one positioned to do the she As a to this I to call out the work of L. and Cory In “Student Writing on Student Writing,” the authors that the university and the both will a about the structures which are particularly on they out the of and composition scholars the in this As they put it, who would write about student writing in terms of how it the to to with student writing less and student instructors and other instructors who would and to on ways to the of the are often from such As is in this the by Inventing the Discipline: Student Work in Composition is It is that anthology that the reader both with and and with vital questions about the and the role of student work within Waite notes in her that attention to student work is just as as it was in when Bartholomae's “Inventing the University” was first our field this radical all of its and the to

Vivian Kao is associate professor of English and director of the first-year composition program at Lawrence Technological University. She teaches courses in writing, literature, film, and the intersection of technology and the humanities. Her courses often feature multimodal assignments that challenge students to think about composition as activity, experiment, and craft. Her other publications include an account of students exploring essay form by building three-dimensional structures, and a forthcoming visual essay on virtual museum exhibits created in response to modernist literary texts.Jessica Masterson is assistant professor at Washington State University Vancouver, where her research concerns the intersections of language, literacy, and democratic teacher education.Sarah Moon is assistant professor of humanities at Massachusetts Maritime Academy, where she teaches composition, writing about literature, environmental writing, and American theater. Her scholarly work has been published in Community Literacy Journal, Literacy in Composition Studies, Journal of Multimodal Rhetorics, and Center for Sustainable Practices in the Arts Quarterly. A playwright, she was the 2023 artist in residence for Eastern Connecticut Center for History, Art, and Performance, where she developed the original full-length drama Apostates.Molly Parsons earned her PhD in English and education at the University of Michigan. She is currently assistant director of the Center for Research and Writing at Keene State College, where she has the privilege of learning alongside talented undergraduate tutors. Her research interests include the ethics of writing center practice, grammar instruction for tutors, and, presently, the implications of artificial intelligence for tutoring and teaching. Find her other work in Praxis: A Writing Center Journal, Writing Lab Newsletter, and Another Word, a blog from the University of Wisconsin-Madison's writing center.Kevin Piper teaches literature and composition at Madison College and is an honorary fellow at the University of Wisconsin-Madison, where he received his PhD. His recent work looks at how teachers can use student feedback to improve their practice. His literary scholarship has spanned a wide range of areas, including ethnic and Indigenous literatures, postsecular literature, and literary modernisms. He can be reached at kcpiper@madisoncollege.edu.Malini Johar Schueller is professor in the Department of English at the University of Florida. She has been the faculty advisor for Students for Justice in Palestine on her campus for many years and is a member of the organizing collective for the US Campaign for the Academic and Cultural Boycott of Israel. She is the author of several books, including U.S. Orientalisms: Race, Nation, and Gender in Literature, 1790–1890 (1998), Locating Race: Global Sites of Post-Colonial Citizenship (2009), and Campaigns of Knowledge: U.S. Pedagogies of Colonialism and Occupation in the Philippines and Japan (2019). She has coedited Exceptional State: Contemporary US Culture and the New Imperialism (2007) and Dangerous Professors: Academic Freedom and the National Security Campus (2009). She is the director of the award-winning documentary In His Own Home (2015) about police brutality and campus militarization. In 2019 she was selected to participate in a Faculty Development Seminar by the Palestinian American Research Council. Currently she is working on an essay collection, From Palestine to You. She teaches courses in comparative settler colonialism, including Palestine, and courses in postcolonial theory, Asian American studies, and US imperialism.Elina Siltanen was university lecturer at the Department of English, University of Turku at the time of writing this article, and now works at the University of Eastern Finland. Her research focuses on contemporary American poetry, more specifically on the role of affect in reading complex literary texts, and her article is a part of her research project “Difficult Relations: Reading for Emotion in Recent American Experimental Poetry.” Recently, she has published articles on the connections between conceptualism and confessionalism in poetry in the Journal of Modern Literature and on metamodernism and New Sincerity in English Studies. She has a double doctoral degree from the University of Turku and Luleå University of Technology.D. T. Spitzer-Hanks is an early-career researcher interested in critical composition studies and in transatlantic critical classical reception in the long nineteenth century, specifically in North America and the United Kingdom. Spitzer-Hanks is particularly interested in analyzing how patterns of communication and perception create social structures in which inequity is fostered and sustained and seeks to find ways to intervene in such processes both as a scholar and as a member of society. Trained in gender and ethnicity studies at the University of Utrecht in the Netherlands, Spitzer-Hanks earned a PhD in English studies from the University of Texas at Austin. In their private life, Spitzer-Hanks enjoys gardening, parenting, and running from their anxieties.

ABSTRACTThis article explores rhetorics connected to the 1918 graduation of Korea’s first women’s college. The study examines textual and visual archives from the early 1900s to 1965, drawing on scholarship in colonial studies, Korean studies, history, and rhetoric. I argue that Japanese, Koreans, and US missionaries competed at this college’s 1918 commencement to define and take credit for the school’s work. I show how weather constrained Koreans and missionary leaders as they leveraged visual rhetorics for divergent objectives. I analyze how the Korean valedictorian employed the English language and US cultural references to compose anticolonial mimetic rhetorics. Finally, I examine how Japanese and US spatial rhetorics worked to displace Koreans and erase their history. This study suggests how traditional textual sources might be complicated by considering mundane meteorological, sartorial, linguistic, and spatial details. The article also seeks to demonstrate the importance of broadening our field’s languages and regions of study.KEYWORDS: Colonialismcommencement rhetoricsmimesisspatial rhetoricsvisual rhetorics AcknowledgementsI thank the reviewers for encouraging and challenging suggestions that advanced and clarified my arguments. My thanks to the RSQ editor and staff for their patient support. I am deeply grateful to experts in archives, libraries, and museums in Korea and the US who generously located and helped me secure permission to use textual and visual primary sources—this project would have been impossible without them: to 손현지 Son Hyunji at the Ewha Archives and 서은진 Seo Eunjin at the Ewha Museum for years of invaluable assistance; to Candace Reilly, Manager of Special Collections at the Drew University Library; to Alex Parrish at Drew University’s United Methodist Archives and History Center; to Frances Lyons at the United Methodist Church’s General Commission on Archives and History; and to the staff at Research Information Services at the National Library of Korea.Disclosure StatementNo potential conflict of interest was reported by the author(s).Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.Notes1 “梨花 學堂 卒業式 [이화학당 졸업식] (Ewha Academy graduation).” Here and throughout, I have modernized the obsolete vowel • to its modern equivalents (toㅏ when it appears alone and to ㅔ or ㅐ when it appears as part of another vowel).2 This and all translations are mine, except for the titles of Korean-language works in the bibliography.3 For example, see Finnegan “Doing Rhetorical History” and “Studying Visual Modes”; Gries, Still Life; Hariman and Lucaites.4 Campt; Coronado.5 See especially Hyaeweol Choi, “Visual” and Heejeong Sohn; also, Clark, Missionary Photography.6 See 김윤 Kim Yun; Chung; Hyaeweol Choi, New Women and Gender; Yoo.7 Quoted in Bordelon 511.8 Kim Hwallan, Grace 44.9 임영신 Im Yeongsin/Louise Yim 116; McKenzie 292–93.10 In 1952, for instance, Frantz Fanon famously observed the rhetorical power of seeing Martinicians return from France wearing European-style clothing and speaking European languages (18, 20).11 In rhetoric, see Enoch, Domestic 9–10; Jerry Won Lee and Jackie Jia Lou; Eun Young Lee 2. In other disciplines, see Qian; Wright; and Yeoh.12 See Hsia for Japanese architecture in Taiwan.13 See, for example, Fuller on Italians’ “dehistoricizing” of Ethiopia (401–02). Fuller cites Nezar AlSayyad’s characterization of this phenomenon as a colonialist “myth of the clean slate, the need for dominance to wipe out and rewrite history” (416 n. 17).14 https://sunrise.maplogs.com/seoul_south_Korea.84.html?year=1918.15 See the records at the Korea Meteorological Administration: https://data.kma.go.kr/data/grnd/selectAsosRltmList.do?pgmNo=36.16 Many thanks to 서은진 Seo Eunjin at 이화박물관 Ewha Museum for extensive help interpreting this picture. To help me establish the compass directions of the photograph, she identified the buildings on a historic campus map (https://www.ewha.ac.kr/ewhaen/intro/history-campus.do). Main Hall in the foreground (which no longer survives) was southeast of Simpson Memorial in the background. Students are therefore staring nearly due east. The sun appears to be shining directly in their faces, and there is almost no shadow cast from the Simpson Memorial roof on its walls, suggesting that the sun was still somewhat low in its ascent toward the zenith and that this was sometime in the morning. My conjectures are based on the assumption that we can take the caption on Figure 2 literally and conclude that “at commencement” means 27 March 1918.17 Main Hall, on the left, was the campus’s first Western-style building, completed in 1899 (Conrow 6). Simpson Memorial, on the right, had been completed in 1915, just three years before this photograph (Conrow 14).18 박인덕 Bak Indeok/Induk Pahk recalls her winter clothing at Ewha in the 1910s: “In the winter we wore padded blouses made from ten to twelve pieces of cotton or silk for the outer part and seven pieces for the lining” (47).19 In Figure 6, women wearing caps are visible immediately stage left of the open church door and through the top and bottom window panes stage right of the door. According to 김희정 Kim Hee Jung, traditional fur caps including pungcha and 남바위 nambawi fell out of fashion after the mid-1920s, but both should still have been a viable option for Ewha students in 1918, had students been permitted to wear them (ii, 131).20 See Clemente for a study of the ways women students and school leaders engaged public perceptions about dress, higher education, and gender roles in the United States in the first decades of the twentieth century.21 Kim Seok-hee (11); Pahk (18); 임영신 Im Yeongsin/Louise Yim (54).22 Kim Hwallan Rural 37; Grace 97; “女學生 (Problems)” 13; 김윤 Kim Yun 40, 50–52.23 Classical Chinese: 內鮮一体, Korean: 내선 일체, “[Japan] and Korea, one body.” For an overview of the campaign, see Uchida 137. On “cultural genocide,” see Clark, Living 197, 210. See Yoonmi Lee for a recent study of how convincing this campaign was to idealistic young Japanese elementary school teachers tasked with implementing it in rural Korean schools.24 Kang 111.25 Personal correspondence with 서은진 Seo Eunjin at 이화박물관 Ewha Museum, 30 November 2021.26 김윤 Kim Yun 51–53; 김활란 Kim Hwallan, 그빛속의 [Little life] 209; Grace 97. See 윤주리 Youn Ju Ri 8 for images of students wearing mombbe at Ewha and elsewhere; see 김윤 Kim Yun 51 for images at another women’s school.27 Without further evidence, of course, these are speculations. It is possible that participants of that year’s commencement were unconscious of any politicization of color, although this ignorance would have been despite government proclamations. But these ideas were a growing component of Japanese assimilation-minded colonial discourse—and Korean resistance to it.28 In addition to Kohl and Fanon cited above, see (among the extensive literature on mimicry) Bhabha; Ferguson.29 See the discussion of Japanese restrictions on missionary schools in notes 39 and 40. See also Marker et al. 40–41 for Ewhaians’ struggles to obey Japanese language regulations in 1913.30 See, for example, the colonial government’s 1920 English-language publication Manual of Education in Chosen [“Chosen” is the English spelling of the Japanese term for Korea at the time], especially pages 60–61; see Heé on similar Japanese propaganda relating to Taiwan.31 For example, see Enoch, Domestic, chapter 3.32 In addition to the Manual of Education in Chosen mentioned above, the Japanese colonial government published the English-language Annual Reports on Reforms and Progress in Chosen between 1907 and 1945, propagandizing its rule of Korea: see Dudden 20; Grunow 86–87.33 Kim Hwallan, Grace 38.34 “국내 최초의 여학사들, 조국의 미래를 위해 헌신하다!” Ewha University Blog, 19 November 2012, https://m.blog.naver.com/PostView.naver?isHttpsRedirect=true&blogId=the_ewha&logNo=20171598761.35 See Kwon; Choi Gender, chapter 7.36 I have so far been unable to locate their names—a fact that underscores Koreans’ marginalization.37 Board of Missions of the Methodist Episcopal Church, “Mission Photograph Album—Korea #5 Introductory Page,” UMC Digital Galleries, accessed 22 June 2023, https://catalog.gcah.org/images/items/show/10841.38 Harris delivered words of “commendation and encouragement” at commencement (Frey et al. 48).39 In its first decade following annexation, the Japanese government forbade the teaching of Christianity at missionary schools and required them to achieve stringent certification standards—actions that led to the closure of nearly 50% of such institutions by 1919 (Yoo 62–64).40 See Andrew Hall for Sekiya’s role in formulating Japanese educational policies in Korea. In 1913, Ewha leaders had described Sekiya as having “been most kind to us. He has been very much interested in our school and we are sure after talking with him a number of times that nothing will be done to hinder us in our … work” (Marker et al. 41). Given the broader US-Japanese conflicts that had defined the first years of Japan’s occupation—in addition to the educational conflicts described in footnote 39, the Japanese had imprisoned a missionary during the so-called Conspiracy Case just a year earlier (Clark, “Surely” 50; Jun 51–58)—it is tempting to read this statement as masking anxieties that had led to the fear of the government “hinder[ing]” Ewha’s work. Whatever their real feelings, Ewha’s leaders and Sekiya evidently kept up a working relationship for at least two years until he delivered his speech in 1915.41 Nordlund provides a recent study.42 See 서정현 Seo Jeong Hyun 96 for a map.43 For studies of Gojong’s reforms in Jeongdong district (where Ewha Hakdang and the First Methodist Church were located), see김현숙 Kim Hyeonsuk and 서정현 Seo Jeong Hyun. In English, see Clark, Living 13; and Henderson (although this source is very dated).44 In 1912, for example, missionary William Elliot Griffis (admittedly a Japanophile) expressed his contempt for the common one-storey Korean buildings, which he derided as “the squatty native structures in use from king to coolie” (209).45 In 1954, Im Yeongsin/Louise Yim remembered Gojong’s death as murder by poisoning by the Japanese (102). In their 2011 study of Gojong’s death, 이해웅 Hai-Woong Lee and 김훈 Hoon Kim “assume that the possibility of poison murdering is high” (125, 132). In her own 2011 study, 윤소영 Yoon So-young disagreed. Recent fictional depictions also reveal the continuing importance of Gojong’s death in South Korean thought and culture—see his implied poisoning by a Korean collaborator with Japan in the film 덕혜옹주 The Last Princess (2016).46 For one example of this translation into English, see Clark, “Surely” 53. For a modern, English translation of the full declaration, see Han-Kyo Kim. An original document can be viewed at https://www.heritage.go.kr/heri/cul/culSelectDetail.do?pageNo=1_1_1_1&sngl=Y&ccbaCpno=4411106640100.47 Clark, “Surely” 53.48 Clark, “Surely” 53; Kim Hwallan, Grace 40.49 On US colonial rule in the Philippines, see Jimenez. See Desser for a rhetorical study of the United States in Hawaiʻi, and Enoch, Refiguring, chapter 3, on US schools for Native Americans.

This article details a collaborative editing assignment that asks students to analyze and assess editorial contributions made to Wikipedia. This project not only provides students an opportunity to apply their understanding of grammar and style concepts to real-world editing situations, it also calls students' attention to the underlying ideological biases and rhetorical impact of subtle language choices used in specific Wikipedia articles. In explaining the rationale behind this assignment and discussing several student samples, this article demonstrates how designing writing assignments around the collaborative, multi-authored nature of Wikipedia can highlight the influence of cultural circumstances on both sentence-level stylistic choices and broader developmental editorial practices.

This study examined whether the linguistic distance between the first (L1) and second (L2) language is a significant determinant of L2 writing skills of 292 adult immigrants from 39 different source countries, who were beginner learners of Spanish L2. Gender, age, length of residence in Spain, education level as a proxy for literacy skills in L1, enrolment in Spanish language courses, and overall communicative competence in Spanish were also considered. Using both standard procedures for assessing L2 writing and performance-based psycholinguistic measures of accuracy and text-production fluency, the findings highlight the important role of linguistic proximity in achieving greater accuracy, text-production fluency, and overall L2 writing scores. Other significant predictors were age, enrolment in Spanish courses, and education level for accuracy; and length of residence in Spain and education level for text-production fluency. Although length of residence in Spain was negatively associated with text-production fluency in L2 writing, mediation analyses revealed that the effect of age on text-production fluency was mediated by length of residence in Spain and that L2 proficiency level mediated the link between linguistic distance and text-production fluency. Furthermore, most of the errors that these immigrants made were morphosyntactic and spelling errors, while vocabulary errors were rare.

This study focuses on disciplinary literacy in primary craft education. Disciplinary literacy refers to the specialised ways of reading, writing, and speaking in a particular discipline. In Finland, crafts is an obligatory school subject, and pupils are supposed to conceive and manage a complete crafts process, including documentation. However, disciplinary literacy in crafts has rarely been studied, let alone at the primary level. In this study, we explored the quality of a sample of work descriptions produced by third-graders. The data included digitally produced work descriptions (N=79) written by 42 third-grade pupils in a Finnish primary school. Based on a qualitative analysis, six main dimensions of work descriptions as a textual genre emerged: word count, crafts vocabulary, structure, spelling, multimodality, and self-assessment. The quality of work descriptions was analysed quantitatively according to scoring criteria based on these dimensions. A cluster analysis indicated that there were three groups of work descriptions with respect to their level of disciplinarity: limited, emerging, and advanced descriptions. The results show that the structure of the disciplinary texts develops first, and subject-specific vocabulary stabilises after that. The paper discusses the foundation for disciplinary literacy in primary craft education.

How can it be possible for disempowerment to be mistaken for empowerment?Isn't the dichotomy between the two abundantly clear?Erec Smith thinks not.Smith's ethos as a Black professor of rhetoric and composition places him in a unique position to critique anti-racist pedagogy.It is not his perspective that racism is not present in the academy: far from it.He has been the recipient of prejudice and discrimination from his graduate work all the way to his teaching.In his book, Smith includes personal experiences and anecdotes that help to illustrate his perspective.As a Black rhetoric and composition instructor in the majority White institution of York College of Pennsylvania, Smith has experienced these issues firsthand and has found that anti-racist pedagogy alone, which he argues can lead to a lack of academic rigor, is not necessarily the appropriate answer.Smith's main argument is that anti-racist pedagogy in rhetoric and composition often inadvertently disempowers students by ignoring important aspects of empowerment theory.This pedagogy instead encourages marginalized students to embrace their positionalities as the center of all arguments and to fall back into positions of victimhood.Smith explains that this "victim framing" creates "disempowered entities in need of enlightenment instead of empowered agents with selfefficacy and a desire to broaden the interactional and behavioral components of empowerment" (88).This victimhood allows students to escape from proper academic scrutiny which, in turn, reduces academic rigor.In his introduction, Smith begins his critique with a vignette in which W. E. B. Du Bois recounts an experience in a composition class at Harvard.In his first essay for that class, Du Bois had railed against racist issues present in society at the time and had let fly his own colloquial grammar and syntax.This first effort was met with a failing grade.From this experience, Du Bois noted, "[he] realized that while style is subordinate to content, and that no real literature can be composed simply of meticulous and fastidious phrases, nevertheless solid content with literary style carries a message further than poor grammar and muddled syntax" (Smith xix).Du Bois realized it was imperative to adapt to "standard English, " or what Smith prefers to call the "language of wider communication" (LWC) (5), rather than insist on communicating in the vernacular he grew up speaking.Using Du Bois as an example of code switching, Smith addresses the present climate of code meshing taught in many quarters of the rhetoric and composition field.According to scholars like Kwame Anthony Appiah, Asao Inoue, and others, rhetoric and composition instructors who require their students of color to adapt to the LWC engage in a form of racism because this adaptation automatically alienates students' home dialects.As such, they propose that students in rhetoric and composition should be encouraged to inject their writing with African American Vernacular English (AAVE) as well as other dialect forms.In writing and speaking this way, anti-racist scholars argue, students embrace

Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities formulating proofreading policies: in the interests of fairness, should proofreading be debarred entirely or should it be permitted in some form? Using questionnaires and semistructured interviews, this article investigates where three university stakeholder groups stand on the ethics of proofreading. Content lecturers, English language tutors, and students shared their views on the ethics of various lighter-touch and heavier-touch proofreader interventions. All three parties broadly approved of more minor interventions, such as correcting punctuation, amending word grammar, and improving sentence structure. However, students were found to be more relaxed than lecturers and language tutors about the ethics of more substantial interventions at the level of content. There were outliers within each of the three groups whose views on proofreading were wide apart, underscoring the difficulty of formulating proofreading policies that would attract consensus across the academy. The article concludes by discussing the formulation and dissemination of appropriate, research-led proofreading guidelines and issues for further exploration.

Floyd D. Anderson, State University of New York at Brockport Kevin R. McClure, University of Rhode Island Abstract We develop a mortification mechanism that complements Kenneth Burke’s scapegoat mechanism. Employing Edward M. Kennedy’s redemptive 1980 presidential primary campaign as our representative anecdote, we chart the stages of his mortification. Our findings show that self-victimage is more complex than scapegoating, has more ingredients and possesses paradoxical qualities. Introduction “[W]hile recognizing the sinister implication of a preference for homicidal and suicidal terms,” Kenneth Burke writes, “we indicate that the principles of development or transformation (‘rebirth’) which they stand for are not strictly of such a nature at all” ( Rhetoric of Motives xiii). Using the late Senator Edward M. Kennedy’s failed 1980 presidential primary campaign as our “representative anecdote,” 1 we devise a “mortification mechanism” that complements Kenneth Burke’s “scapegoat mechanism” ( Grammar 406). Burke observes that “the Christian dialectic of atonement is much more complex” than scapegoating and that it “includes many ingredients that take it beyond the [scapegoat] paradigm, and has a paradoxical element” ( Grammar 406; also see “Catharsis- Second View” 119). We maintain that what Burke says about the Christian dialectic of atonement—that it is more complex, has other ingredients and is paradoxical— also applies to other instances of self-victimage. One might ask in what ways is it more complex? What are its additional ingredients? Why is it paradoxical? These are precisely the questions that our “mortification mechanism” is designed to answer. Numerous studies of redemptive rhetoric have explored Burke’s rhetoric of redemption, analyzing both scapegoating and mortification. Previous works on redemptive rhetoric that have influenced our own understanding of it include Bobbitt; Brummett (“Burkean Scapegoating”); Carter; Desilet and Appel; Ivie; Leff;…

Viewed through an antiracist lens, the policies and rules that many Canadian writing centers place on their websites perpetuate commonplaces that can disempower staff and writers from raciolinguistic minorities [1] .The four authors of this article (a racialized student writer, two staff members—one racialized and one white-passing—and a racialized administrator) draw on our diverse positionalities and lived experiences to argue that seemingly “fair” and race-neutral policies (such as the limited number of appointments allowed to a client per week, or the discouraging of directive advice about grammar and usage) can disproportionately and negatively affect minoritized stakeholders. Using narrative to explicate how we have navigated writing center policies, and airing our discontents with the compulsion to make one-size-fits-all policy, we suggest that writing centers could become more inclusive if they carefully reviewed these everyday expressions of their ethos. We also propose that enduring changes will only emerge from a radical critique of the white academic habitus that provides the context for policy, rather than from tinkering with the details of specific policies: i.e., from a critique of the ethos itself as well as of its molecular expressions. Keywords : writing center, policy, rules, antiracism, commonplaces, positionalities, tutoring, oppression, white habitus The power of whiteness continues to shape contemporary forms of management and control of practices and writing center scholarship. –Romeo Garcia, “Unmaking Gringo Centers” Policy. The rules. The law. The last line of defense in unconsciously racist thinking, is a way to shift the blame for what’s right onto a document and thus deflect anger and judgment onto that supposedly immaterial arbiter of success. An unconscious justification through misdirection, as if one was saying, “look, it’s not my fault. I’m just following the rules.” –Bradley Smith, “I’m Just Following the Policy”

Multilingual learners whose dominant language is not English are often disadvantaged when their writing proficiency is judged against the Eurocentric standard English norm. Such deficiency models and deficit thinking devalue racially minoritized learners’ languages, leading to linguistic racism. A liberatory anti-racist, anti-oppressive, culturally responsive writing pedagogy was implemented at the Center for Teaching and Learning at a major university in Ontario, Canada. Eleven learners were analyzed in this one-month study. A mixed-method approach was used to analyze the impact of the implemented pedagogy based on several data sources, including learners’ reflective journal entries, transactional posts, and instructor feedback. The study shows the benefits of the writing pedagogy in helping learners improve their writing skills, agency, autonomy, voice, and critical thinking skills, as well as empowering them for emancipation and transformation. The study also reinforces the importance of practitioners’ shift from the provision of prescriptive and remedial feedback to personalized, learner-centered support by regarding learners’ languages and cultures as resources. Furthermore, de-emphasizing grammar while prioritizing critical thinking contributes toward dismantling the dominant monolith norm of standard English. Internationalization, immigration, and massification have increased cultural, linguistic, and socioeconomic diversity of learners in higher education. Learners are disadvantaged if their dominant languages are not English and if they are culturally unfamiliar with the knowledge system valued in higher education that privileges Eurocentric, White, middle-class habitus (Sinclair, 2018). These learners are oppressed by a system that values standard English; their low proficiency in English positions them at a cognitive, affective, and sociocultural distance that is far from the White racial habitus. The prevalent thinking about learners from diverse backgrounds views their challenges to be the result of endogenous deficits in the learners because of who they are when the learners enter higher education. The burden of supporting these learners has been borne by writing centers. This paper advocates that educators start to recognize that supporting our diverse learner body necessitates a collective awareness of how the pervasiveness of deficit thinking about learners from diverse backgrounds is intertwined with racism. This racism is “so deeply and invisibly enmeshed into thinking, interactions, systems, practices, and institutions, that disparities between Whites and people of colour are assumed part of a natural and inevitable order” (Anya, 2021, p. 1056). Acknowledging the seeming invisibility of the enmeshed racism in higher education, it is important to establish a risk-free, friendly, collaborative, cooperative, and inclusive space for racially minoritized learners to experience equal learning opportunities in higher education. This article advocates increasing writing center’s support with a proactive liberatory pedagogy that enables learners to expand their English linguistic repertoire. This latter support enables learners to develop competence and confidence in communicating ideas in the ways that allow them to be their authentic selves.  Hence, they are in better positions cognitively, affectively, and socioculturally to work on their assignments. This article presents how adding culturally responsive pedagogy as a nuanced overlay on the liberatory learner-driven and instructor-facilitated pedagogy supported learners with extremely low English language proficiency in developing their writing skills during a one-month timeframe.

Language expresses our values and identities, but in educational spaces, multidialectical and multilingual students’ voices are often silenced in favor of Standard English (Lockett, 2019). As writing tutors and future language arts educators, we have developed a research-based inclusive grammar curriculum and classroom-based resources to expand the conversation surrounding linguistic inclusion. Guided by the principle that all students should be offered the opportunity to learn the conventions of Standard English, we advocate for inclusive teaching of Standard English grammar in K–12 classrooms and writing centers (Godley et al, 2015). Using previous research on multilingual students, linguistic inclusivity, and dialectical diversity, we created a website for K–12 classroom teachers that provides easily accessible, developmentally appropriate resources to normalize the idea that there is no single way to correctly write or speak English. These resources better prepare K–12 students to utilize writing center services, as both writers and tutors, once they reach higher education. Our lesson plans, worksheets, resource guides, and supplemental materials are designed to provide teachers with resources to have a conversation with students about the power and complexity of language and to anticipate the values of writing center work to support every writer to confidently use their own voice.

ABSTRACT Tense is the clue to the discovery of the meaning of time. Speaking hints at thinking, and language suggests a way to conceive of philosophical concepts. Here, the universality of temporality is that out of which the grammar of tense and the concept of time first come. Temporality, however, is not simply present in tense or time. On the contrary, temporality’s way of being—like being’s—is implication: tense is implied by how the verbality of verbs can be spoken; time, by how temporal beings come to presence—just as being is implied in Greek, and many other languages. But then, the habits of modern Western language and philosophy must be radically reformed in order to learn how to imply again, and to think and speak about time and being as implications.

The book offers a range of plans including a 32-week plan to craft chapter-length literature reviews for a dissertation, a 16-week plan for those more time-crunched or experienced, an 8-week plan for the “highly motivated” or those with shorter literature review requirements such as for a conference paper, and finally two-week and one-week plans for the truly desperate. Activities in each chapter take the writer step-by-step through the process of preparing the review for evaluation by an advisor. The book is further divided into 12 chapters, the last of which is geared more toward advisors and writing instructors. This book fills a long-standing gap in resources for novice research writers. Too often, graduate students receive feedback on only grammar and punctuation issues—surface concerns—rather than the structure and clarity of their narratives. Berdanier and Lenart provide a step-by-step guide for graduate students, postdoctoral researchers, and new graduate advisors in writing effective, impactful literature reviews, the backbone of journal articles that get cited and grant proposals that get funded. Not to be overlooked, though, are writing center coaches, who often see engineering students and faculty in their sessions but may not have the background to feel comfortable providing guidance on such projects. At a minimum, this book is a must-have for engineering graduate students seeking a path through one of the more challenging writing tasks early in their careers.

In this study, we investigated which spelling cues are used in word-medial consonant spelling by learners of English as a Foreign Language (EFL). Previous research has shown that native speakers of English rely on different cues to decide whether a single (“diner”) or double consonant (“dinner”) needs to be used in word-medial consonant spelling. These cues include phonology, orthography, morphology and lexical frequency. We investigated whether these cues play a similar role in Dutch spellers who are EFL learners, next to similarity of the English target to Dutch. We analyzed dictation task data that was part of an unsupervised digital learning environment for EFL learning. The error analyses revealed that novice EFL spellers mainly used phonological and cross-linguistic cues in consonant doubling. In contrast, more proficient spellers relied less on phonological cues, and relied on morphological cues instead. The EFL spellers did not rely on orthographic cues. Furthermore, spelling difficulty was influenced by the frequency of a word and its similarity with the native-language equivalent, in terms of cognate status (non-cognate/cognate) and consonant doubling. Together, our findings indicate that a higher number of converging cues facilitates spelling for EFL spellers and that their reliance on cues changes as spelling proficiency increases.

The book Spelling and Writing Words: Theoretical and Methodological Advances, edited by Cyril Perret and Thierry Olive (2019), is an insightful and thorough state-of-the art of the research on written word production and spelling. The works included in this volume are based on the premise that investigating cognitive processes extends our understanding of lexical writing skill. For this purpose, the editors have brought together various researchers that explore many aspects of written word production, so as to provide the reader with updated and in-depth insights on this topic.

Twictée, a portmanteau of Twitter and dictée (French for dictation), is a collaborative method for teaching spelling that promotes the metacognitive reasoning needed to understand and assimilate the morphosyntactic features of French spelling. The present study evaluated Twictée’s impact on spelling performance in 40 classes of 4th-, 5th-, and 6th-grade students (N = 893 students). Mixed-model analyses showed a significant improvement in global spelling performance over time, but the impacts of the interaction between time and condition reached significance for only four specific aspects of spelling performance. Nevertheless, further analyses showed that Twictée’s overall impact on spelling performance was significantly greater in schools in disadvantaged urban areas and in large classes. We discuss these results in the light of previous qualitative analyses carried out on this corpus

Integrated tasks are increasing in popularity, either replacing or complementing writing-only independent tasks in writing assessments. This shift has generated many research interests to investigate the underlying construct and features of integrated writing (IW) performances. However, due to the complexity of the IW construct, there are conflicting findings about whether and the extent to which various language skills and IW text features correlate to IW scores. To understand the construct of IW, we conducted a meta-analysis to synthesize correlation coefficients between scores of IW performances and (1) other language skills and (2) text quality features of IW. We also examined factors that may moderate the correlation of IW scores with these two groups of correlates. Consequently, (1) reading and writing skills showed stronger correlations than listening to IW scores; and (2) text length had a strongest correlation, followed by source integration, organization and syntactic complexity, with a smallest correlation of lexical complexity. Several IW task features affected the magnitude of correlations. The results supported the view that IW is an independent construct, albeit related, from other language skills and IW task features may affect the construct of IW.

The women’s talking group featured in this article theorizes the community literacy practice of thanduk—“setting something aside”—that members practice together. Sanduk—with an s and translated as Arabic for “box”— has a long, well documented history involving informal, rotary credit and savings associations practiced among people in Africa and of African descent. Rather than using the s, the group’s spelling is distinctively Nuer— thanduk—harkening back to indigenous versions of the practice documented throughout areas of East Africa and beyond. Thanduk invokes nommo, a distinctly African spiritual and philosophical value that strives for harmony and balance among interdependent members of a community. This article aims to make legible how the women in this study employ thanduk to thwart the transnational, intergenerational impacts of indirect colonial rule and neoliberal economics in pursuit of individual and collective thriving.

Most U.S. colleges and universities expect students to improve their writing ability by taking first-year composition (FYC) courses. In such courses, non-native English (L2) writers with diverse language backgrounds study alongside their native English (L1) speaking peers. However, it is not clear how different these populations are in terms of their language development over time, leaving questions unanswered about whether L2 writers develop more or less than L1 writers in an FYC curriculum. To investigate, we compared 75 L1 and L2 students’ written accuracy, fluency, and lexical and syntactic complexity over the semester of an FYC course. Data showed that L2 students had significantly higher rates of language error and less fluent and lexically complex writing compared to L1 writers. Moreover, L2 student writing became less grammatically accurate over 14 weeks despite showing greater fluency and syntactic complexity. These results suggest a need for plurilingual pedagogies in FYC that embrace diversity and inclusion while also providing L2 writers with instruction on socially powerful and dominant linguistic forms.

Medical students who are learning English as a foreign language (EFL) need to master the ability to write professional reports. Several studies have focused on professional writing in the context of English as a second language (ESL) with advanced learners, but lower-intermediate EFL learners have yet to be examined. This study aimed to implement an exemplar-based genre instruction programme to examine its effectiveness in terms of improving Saudi EFL learners’ ability to write patient reports. The study consisted of two phases: analysis of the moves/steps of patient reports and exemplar-based genre instruction. First, the moves/steps in 30 authentic patient reports were analysed to build the framework which was then compared to another framework based on the work of Bench et al. (2014). Second, an exemplar-based genre instruction programme was implemented over six weeks with 36 EFL Saudi medical learners, and the outcomes were evaluated. The findings revealed that increased genre awareness improved the quality of learners’ writing, particularly their grammar and vocabulary. Teachers of English for specific purposes (ESP) may need to focus on increasing learners’ awareness of the medical-report genre’s lexico-grammatical features in addition to its moves.

Phonological awareness and alphabet knowledge are commonly considered the most powerful literacy predictors at the beginning of schooling. Our aim was to analyse the contribution of invented spelling in kindergarten to reading and spelling in Grade 1 beyond the effects of those two variables. Participants were 92 Portuguese 5-year-old children. Phonological awareness, alphabet knowledge, and invented spelling were assessed in kindergarten and were used to predict word reading and spelling at the end of first grade, using correlation statistics, sequential regression analyses, and path analysis models. General cognitive ability and parents’ educational level were control variables. The results showed that invented spelling predicted reading and spelling performance beyond phonological awareness and alphabet knowledge, with a statistically significant improved prediction in both cases. Alphabet knowledge and phonological awareness influenced invented spelling, which in turn influenced reading and spelling results in the first year of primary school. Additionally, alphabet knowledge directly influenced reading and spelling. Phonological awareness also had a direct influence on spelling but its effect on reading was only mediated by invented spelling. These results are in line with those of other linguistic contexts and provide insightful findings towards the importance of invented spelling at the onset of literacy learning.

In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 ( N = 177; Mage = 7.19). Results from structural equation modeling showed that burst length was related to writing quality after accounting for transcription skills, discourse oral language, working memory, and attentional control. Burst length completely mediated the relations of attentional control and handwriting fluency to writing quality, whereas it partially mediated the relations of working memory and spelling to writing quality. Discourse oral language had a suppression effect on burst length but was positively and independently related to writing quality. Working memory had an indirect relation to burst length via transcription skills, whereas attentional control had a direct and indirect relation. These results suggest roles of domain-general cognitions and transcription skills in burst length, and reveal the nature of their relations to writing quality.

The rapid, widespread implementation of artificial intelligence technologies in workplaces has implications for business communication. In this article, the authors describe current capabilities, challenges, and concepts related to the adoption and use of artificial intelligence (AI) technologies in business communication. Understanding the abilities and inabilities of AI technologies is critical to using these technologies ethically. The authors offer a proposed research agenda for researchers in business communication concerning topics of implementation, lexicography and grammar, collaboration, design, trust, bias, managerial concerns, tool assessment, and demographics. The authors conclude with some ideas regarding how to teach about AI in the business communication classroom.

This research assignment asks preservice undergraduate secondary education teachers in an applied grammar class to engage in a two-prong research project: a multimodal, interactive “poster” and a research paper that together explore the pedagogical possibilities for engaging with World Englishes in middle and high school classrooms. The prompt invites students to consider social justice and equity at the level of language. The assignment draws on both antiracist and queer pedagogies and examines the relationships among language, power, and resistance to linguistic oppression in the classroom. As students work through the assignment, they enact real-life stories of historical and contemporary figures from around the world who were forced to speak a colonizer’s language and resisted linguistic oppression. They then read articles focusing on Black Language, Indigenous languages, and World Englishes, which serve as touchstones for their own research. Although designed for a grammar pedagogy class, the assignment can be modified for multiple disciplines; at the end of the article, I provide several examples of how teachers outside English might modify the assignment for their own disciplinary contexts.

Heather Brook Adams is assistant professor of English at the University of North Carolina (UNC) Greensboro. Her research investigates discourses of gender, reproduction, and shame as well as decolonial/intersectional methodologies. Adams's work has appeared in journals such as Quarterly Journal of Speech, Rhetoric Review, and Women's Studies in Communication. Her monograph, Enduring Shame: A Recent History of Unwed Pregnancy and Righteous Reproduction, is forthcoming from University of South Carolina Press. Adams has been granted funds for implementing undergraduate research while teaching at the University of Alaska, Anchorage as well as at UNC Greensboro. Currently she teaches courses on contemporary rhetoric, rhetorics of health and medicine, and advocacy and argumentation.Brian Cooper Ballentine is senior vice president for strategy and senior adviser to the president at Rutgers University. His research focuses on humanistic notions of value within the context of the modern universities, student debt, and the pressures of economic valuation and market forces. He has served as chief of staff to the president at Rutgers, as the director of the university's office for undergraduate research, and as research director at a global consulting firm. He holds a PhD in comparative literature, with a focus on classical reception in the English Renaissance, from Brown University.Laura L. Behling is provost at University of Puget Sound. She edited the Resource Handbook for Academic Deans (2014) and Reading, Writing, and Research: Undergraduate Students as Scholars in Literary Studies (2010). Publications in literary studies include Gross Anatomies: Fictions of the Physical in American Literature (2008); Hospital Transports: A Memoir of the Embarkation of the Sick and Wounded from the Peninsula of Virginia in the Summer of 1862 (2005); and The Masculine Woman in America, 1890–1935 (2001). She taught at Palacky University, Czech Republic, as a Fulbright scholar and served as a Fulbright specialist at the American University of Bulgaria.Hassan Belhiah is associate professor of English and linguistics at Mohammed V University in Rabat. Previously, he held the positions of chair of the Department of English Language and Literature at Mohammed V University, associate professor of English and education studies at Alhosn University in Abu Dhabi, assistant professor at Al Akhawayn University in Morocco, and lecturer/teaching assistant at the University of Wisconsin–Madison. His publications have appeared in Classroom Discourse, Journal of Pragmatics, Modern Language Journal, Language Policy, and Applied Linguistics. He has coedited a book entitled English Language Teaching in Moroccan Higher Education (2020).Andrea Bresee is a recent graduate of Utah State University with a degree in English teaching and a composite in writing. While at Utah State University, Andrea served as an undergraduate teaching fellow for three upper-level English classes, as well as an undergraduate researcher for three separate studies. She was named the English Department Undergraduate Researcher of the Year in 2019 and has presented at three undergraduate research symposiums and conferences. Andrea now teaches seventh-grade English at Space Center Intermediate School in League City, Texas.Kendra Calhoun is a PhD candidate in the Department of Linguistics at the University of California, Santa Barbara. Her research examines the intersections of language, race, and power in face-to-face and social-media contexts. Her dissertation analyzes diversity discourse in US higher education and its effects on graduate students of color. She served as a research mentor and instructor to undergraduate students in the UCSB-HBCU Scholars in Linguistics Program, and she recently published on Black-centered introductory linguistics curriculum in Language.Anne Charity Hudley's research and publications address the relationship between English language variation and K–16 educational practices and policies. She is the coauthor of three books: The Indispensable Guide to Undergraduate Research: Success in and beyond College (2017), Understanding English Language Variation in U.S. Schools (2011), and We Do Language: English Language Variation in the Secondary English Classroom (2013). She is the author or coauthor of over thirty additional articles and book chapters. She has worked with K–12 educators at both public and independent schools throughout the country. Charity Hudley is a member of the Executive Committee of the Linguistic Society of America (LSA).Dominic DelliCarpini is the Naylor Endowed professor of writing studies and dean of the Center for Community Engagement at York College of Pennsylvania, where he also served thirteen years as writing program administrator and five years as chief academic officer. He founded and administers the annual Naylor Workshop on Undergraduate Research and is coeditor of the Naylor Report on Undergraduate Research in Writing Studies (2020) as well as other articles on this topic. DelliCarpini served as president of the Council of Writing Program Administrators, secretary of the Conference on College Composition and Communication (CCCC), and as a member of the CCCC's Committee on Undergraduate Research.Mariah Dozé is a 2020 graduate of Emory University, where she received a BA in African American studies and sociology. While at Emory, she served as a research assistant studying racial disparities in capital punishment and a writing tutor, among many other positions. Dozé’s research exploring the intersection between rhetorical studies and social justice was awarded publication in the peer-reviewed scholarly journal Young Scholars in Writing. For this accomplishment, she was recognized as an Emory Undergraduate Research Program featured researcher. She is now a Georgetown Law 1L and intends to specialize in human rights law.Cecily A. Duffie is a PhD student in English literature at Howard University. She graduated cum laude from the University of Florida with a BA in African American studies with a concentration in journalism. Her master's thesis was on cycles of postmodernism in the work of contemporary Black women writers, particularly Terry McMillan and Toni Morrison. She has been selected as an UC/HBCU Initiative scholar, NeMLA panelist, and Howard University Research Week panelist and presenter. She has also been published by the Miami Herald. She writes Tudor-era historical fiction and southern Black gothic fiction.Jeremy Edwards is a PhD candidate in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. His research examines higher-education practices and policies that impact college access and student development. His dissertation explores the relationships between Black students and the UC system in thinking about levels of support and advocacy for Black students on recruitment, retention, and postgraduation career plans. He was a co-instructor for the UCSB Engaging Humanities Initiative, was a 2019 graduate fellow of the Andrew W. Mellon Foundation, and served as a coordinator and mentor of the UCSB-HBCU Scholars in Linguistics Program.Jenn Fishman, associate professor of English and codirector of the Ott Memorial Writing Center at Marquette University, is a widely published, award-winning scholar and teacher whose current work addresses community writing and listening, longitudinal writing research, and undergraduate research in writing studies. She has edited special issues of CCC Online, Peitho, and Community Literacy Journal, as well as The Naylor Report on Undergraduate Research in Writing Studies (2020), and contributed national professional leadership through various roles, including inaugural cochair of the CCCC Committee on Undergraduate Research and president of the Coalition of Feminist Scholars in the History of Rhetoric and Composition.Lauren Fitzgerald is professor of English and director of the Wilf Campus Writing Center at Yeshiva University where she recently chaired the Yeshiva College English Department. With Melissa Ianetta, she edited Writing Center Journal (2008–13) and its first undergraduate research issue (2012) and wrote The Oxford Guide for Writing Tutors: Practice and Research (2015). She has also published on writing center undergraduate research in Writing Center Journal (2014) and the edited collection How to Get Started in Arts and Humanities Research with Undergraduates (2014).Hannah Franz is the Program Associate for Graduate Advisement at the Jack Kent Cooke Foundation. Her scholarship focuses on equity and inclusion in high-impact practices, such as undergraduate research and writing-intensive courses. She is coauthor of The Indispensable Guide to Undergraduate Research: Success in and beyond College (2017) and has published in Scholarship and Practice of Undergraduate Research.Collie Fulford is professor of English at North Carolina Central University. Her recent work on writing program development, writing across the curriculum, and the scholarship of teaching and learning has appeared in Pedagogy, Composition Studies, Across the Disciplines, and Journal of Effective Teaching in Higher Education.John S. Garrison is professor of English at Grinnell College, where he teaches courses on early modern literature and culture. He is coeditor of three essay collections: Sexuality and Memory in Early Modern England: Literature and the Erotics of Recollection (2015), Ovid and Masculinity in English Renaissance Literature (2020), and Making Milton (forthcoming). His books include Shakespeare at Peace (2018), Shakespeare and the Afterlife (2019), and Performing Gods in Classical Antiquity and the Age of Shakespeare (2020).Ian Golding is an assistant professor of English at the University of Cincinnati, Blue Ash. He is the editor of Queen City Review, an international journal of undergraduate research. His research addresses student agency, archival practices, and visual media.Kay Halasek is professor of English and director of the Michael V. Drake Institute for Teaching and Learning at Ohio State University. Halasek's research spans a range of topics within rhetoric and writing studies: feminist historiography, teaching writing at scale, collaborative learning, writing program administration, portfolio assessment, and basic writing. She is the author of A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies (1999), which received the CCCC Outstanding Book award. As director of the Drake Institute, she leads enterprise initiatives in instructional support for faculty and graduate students and research on and policy development related to teaching and learning.Abigail Harrison graduated from the University of North Carolina at Greensboro (UNCG) in 2020. Her area of focus is English with minors in rhetoric and public advocacy and communication studies. While at UNCG, she participated in hands-on undergraduate research highlighting rhetoric in both historical and contemporary media. Her scholarship on rhetorical theory within university media centers can be found in the Communication Center Journal.Rachel Herzl-Betz (she/her) is the Writing Center Director and assistant professor of English at Nevada State College. She earned her PhD at the University of Wisconsin–Madison and began her writing center career at Carleton College. Her research focuses on intersections between disability, writing center studies, and educational access. Most recently, she has pursued projects centered on equity in Writing Center recruitment and the impact of “access negotiation moments” for disabled writing instructors. In 2017, her first novel, Hold (2016), received the Tofte/Wright Children's Literature Award from the Council for Wisconsin Writers.Katherine Hovland is an undergraduate student at Marquette University, double-majoring in writing-intensive English and data science. She was a member of a research team in the Ott Memorial Writing Center that studied the accessibility of writing on Marquette's campus.Kristine Johnson is associate professor of English at Calvin University, where she directs the university rhetoric program and teaches courses in linguistics, composition pedagogy, and first-year writing. Her work has been published in College Composition and Communication, Composition Studies, Rhetoric Review, WPA: Writing Program Administration, and Teaching/Writing: The Journal of Writing Teacher Education. An associate editor of Pedagogy since 2019, her research interests include writing program administration, teacher preparation, and undergraduate research.Rachael Scarborough King is associate professor of English at the University of California, Santa Barbara (UCSB). She is the author of Writing to the World: Letters and the Origins of Modern Print Genres (2018) and editor of After Print: Eighteenth-Century Manuscript Cultures (2020). She is also principal investigator for the Ballitore Project, a project combining archival research and digital analysis at UCSB Library's Special Research Collections.Joyce Kinkead is Distinguished Professor of English at Utah State University. In 2012, she was named a Fellow of the Council on Undergraduate Research. As associate vice president for research, overseeing undergraduate research, she instituted University Undergraduate Research Fellows, the Utah Conference on Undergraduate Research, and Research on Capitol Hill. Dr. Kinkead is a scholar of writing studies and undergraduate research; her titles on undergraduate research include the following: Researching Writing: An Introduction to Research Methods Undergraduate Research Offices and Programs (2016), Advancing Undergraduate Research: Marketing, Communications, and Fundraising (2010), Undergraduate Research in English Studies (2010), and Valuing and Supporting Undergraduate Research (2003).Danielle Knox is a Black creative writer who graduated from Howard University with a bachelor's degree in English. A prospective graduate student, her research interests include gender and sexuality across the African diaspora while noting the ways Black queer communities define and express themselves outside of a white Western context. She also desires to help challenge systemic inequalities, promote funding for public libraries, and support all forms of Black literature and art.Addison Koneval (she/her) is a doctoral candidate at The Ohio State University. Her work in rhetoric, literacy, and composition primarily focuses on culturally sustaining pedagogies. Most recently, she has been working with grammar education in first-year writing settings.Susan Lang (she/her) is director of the Center for the Study and Teaching of Writing and professor of English at The Ohio State University. Lang has extensive experience in teaching online and hybrid courses in technical communication at both undergraduate and graduate levels. She and colleagues at Texas Tech also developed Raider Writer, program-management software for large writing programs. Her research examines aspects of writing program administration, writing analytics, and technical communication. Her work has been published in College English, College Composition and Communication, Writing Program Administration, and Technical Communication, among others. She is the recipient of the 2016 Kenneth Bruffee Award for Best Article in Writing Program Administration and the editor-in-chief of the Journal of Writing Analytics.Bishop Lawton is a PhD student in history at the University of Illinois, Urbana-Champaign. His research interests include Pan-African Intellectual History, the history of precolonial African civilizations, and twentiethth-century Black movements. In further pursuit of his interests, in June 2020, Bishop became a writer for blackpast.org, the largest online encyclopedia of African American history.Ali Leonhard is an undergraduate at Marquette University, double-majoring in forensic science and philosophy. She was a part of the Ott Memorial Writing Center's research team that looked at the accessibility of writing on Marquette's campus.Hayden McConnell is an Elon University alumna. She graduated with a major in professional writing and rhetoric as part of the English Honor Society. Her research addresses the lack of video content that addresses the topic of rhetoric in an engaging manner while also using successful rhetorical strategies. Her work has many intentions, but the overarching goal is to begin providing more visually stimulating content that discusses rhetoric and its many branches for both new and current members of the field.John Henry Merritt is a senior English major and Mellon Mays fellow at Howard University. His research interests include African American fiction, postmodernism, literary theory, and the digital humanities. Currently, he is interested in using Twitter data to develop reader-response based analyses of blockbuster movies. His senior thesis examines the function of the underground as a setting throughout African American fiction. In his free time he likes to write code and study languages. After graduation, he hopes to pursue a PhD in English literature and get a puppy.deandre miles-hercules (they/them), MA, is a doctoral student in the Department of Linguistics at the University of California, Santa Barbara. They are originally from Prince George's County, Maryland, and obtained a BA in linguistics with minors in anthropology and African American studies from Emory University. Their research focuses on language as a nexus for the performance of race, gender, and sexuality in the domains of sociality and power, specifically as it pertains to Black, femme, queer, and trans communities. deandre currently holds a National Science Foundation Graduate Research Fellowship.Jessie L. Moore is director of the Center for Engaged Learning and professor of professional writing and rhetoric in the Department of English at Elon University. She is the coeditor of three books, including Excellence in Mentoring Undergraduate Research (2018). Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, the writing lives of university students, and high-impact pedagogies. She served as Secretary of the CCCC, founded the CCCC Undergraduate Researcher Poster Session, and currently cochairs the CCCC's Committee on Undergraduate Research.Jamaal Muwwakkil (he/him), MA, is a PhD candidate in the department of linguistics at the University of California, Santa Barbara. Jamaal is originally from Compton, California, and transferred from Los Angeles City College to University of California, Los Angeles, where he earned a BA in linguistics. Jamaal's research focuses on political discourse, African American language and culture, and linguistic practices in educational and university contexts.Angela Myers is a professional writing and rhetoric alumna of Elon University. She was an honors fellow and a Lumen scholar, a two-year, competitive grant award earned by only fifteen Elon students each year. Her research addresses the rhetorical strategies of sexual violence prevention courses for undergraduate students.Sunaina Randhawa is a Marquette University alumna. She graduated in 2020 with a BA in English literature and minors in writing-intensive English, anthropology, and digital media. Along with a team of researchers from Marquette's Ott Memorial Writing Center, she worked in conjunction with the Office of Disability Services at Marquette. With their help, she and her team determined both the ways in which they could make writing more and the ways in which the writing center could help that Michael associate professor of English at the University of North as codirector of first-year composition and senior faculty fellow with Center for and He The Writing of (2018) and coedited Perspectives on and Writing He is currently and with undergraduate students that are on curriculum and is a of 2020 graduate of Grinnell College, with a major in English. He is a Undergraduate a research project on of by contemporary of the of the of the he has presented at and participated in a research at the University of in He to pursue a PhD in has a PhD in literary and studies from Mellon University, where she teaches courses on literature, and gender studies. Her current research explores can writing in the humanities. Her work on literature examines the ways in which and discourse the of gender as a modern of has a PhD in rhetoric and composition from Texas University. She Emory University as director of the Writing She has also been associate professor at College, associate professor and chair of English and language at University, and associate professor and chair of communication studies at King University. Her research in the intersections between literature and rhetoric as well as in teaching and She is a book on the in the She also coedited the Journal of the on Perspectives on Learning for is an undergraduate student in and in English and at Nevada State College. As an undergraduate writing and his work and code is professor of English and dean of the College of Arts at University. He taught undergraduate writing and graduate in the Rhetoric and Composition His scholarship focuses on writing program and the teaching of writing.

Subtitling this 578-page book as an "introduction" may be a misnomer; the book is broad in scope and deep in coverage of its subject. It fills a need for current texts on the topic of technical editing and is grounded in modern technical communication workflows, practices, and approaches. This book is an invaluable teaching aid for classrooms and a welcome reference resource for practicing professionals. Throughout the book, the authors address issues of modern technical communication workflows. They acknowledge that the dedicated editor role has become increasingly rare and that many technical writers are responsible for editing their own or their peers’ documents. They also address workplace considerations, including people, budgets, and schedules, in both planning and executing editing projects. The book includes a thorough 30-page glossary of grammar terms, 33 pages of notes and references, and a thorough index.

ABSTRACT Fallacies are traditionally defined as potentially deceptive failures of rationality or reasonableness. Fallacy theories seek to model this failure by formulating standards of rationality or reasonableness that arguers must observe when engaging in argumentative interaction. Yet it remains relatively easy to reject or avoid fallacy judgments even in the most clear-cut cases. In this article, I argue for a pluralist approach to criticism in which the fallacy accusation is only the starting point for a more complex form of criticism. In a pluralist approach, the identification of fallacies works as a first step precisely because it can be so easily set aside. In doing so, the evaluator seeks other evaluative angles that depart from the original one. As a case in point, I exemplify the approach on a piece of argumentative discourse in the scientific context. I conclude by spelling out some of the methodological consequences of the present approach.

While A Rhetoric of Motives remains one of the most well-known works on rhetoric, few realize that it was at one point intended to comprise two volumes. In a curious footnote on page 294, Burke states briefly that the sentences concluding the section on “Pure Persuasion”—one of his knottier concepts—were meant as a transition to a “section on The War of Words. But that must await publication in a separate volume” (Burke 1950/1969, 294). This never before published “separate volume” is now available. In it Burke names, describes, and analyzes transhistorical rhetorical devices that he discovers in journalism, bureaucratism, the news, and other media to emphasize how symbol users can, under the guise of peace, subtly incite readers to hold attitudes of acquiescence to states of war.After publishing Attitudes toward History, Burke began conceiving of a third book to conclude what he at first hoped would be a trilogy that began with Permanence and Change, but that third volume, first called “On Human Relations,” developed into yet another trilogy: the motivorum project that began with A Grammar of Motives and was also to include A Rhetoric of Motives and A Symbolic of Motives. In a 1946 letter to James Sibley Watson, the “W. C. Blum” on the dedication page of and in the introduction to A Rhetoric of Motives, Burke states that the “War of Words” would “deal with all the variants of malice and the lie, the thumbs-down side of rhetoric,” and would also include “our specialty, analysis of rhetorical devices (operated about the ambiguities of competition and cooperation),” plus “analysis of news, literary polemic, etc.” (qtd. in Burke, Jensen, and Selzer 2018, 17). The title, The War of Words, certainly alludes to the motto and epigraph of A Grammar of Motives: ad bellum purificandum, toward the “purification” of war, an epigraph that hopes for war to be acted out symbolically rather than actually, and an epigraph that helps to explain the “thumbs-down side of rhetoric” that one sees in The War of Words. The War of Words includes an editors' introduction, four chapters (two complete, two incomplete), three appendices, explanatory notes, and an index.Because Burke's plan for “The War of Words” kept changing, the editors focus on its composition history in their indispensable introduction, which I discuss below. The first and by far the longest chapter, “The Devices,” lists, analyzes, and describes formal patterns instantiated in journalism and the news. In Burke's own words, the chapter discusses “characteristic rhetorical forms employed in the struggle for advantage that is essential to the Human Comedy” (2018, 43). While Burke worries that his political examples might stir up either strong passions in readers or assumptions that particular devices are fleeting, the purpose is not to do either; rather, it is to “isolate the universal ingredient,” one that can be applied to multiple situations, contexts, and time periods (45). In other words, while “yesterday's sneeze” might be “gone forever,” Burke states, “the ‘principles’ of that sneeze are eternal” (46). These transhistorical patterns reflect personality states and states of motivation. Therefore, they “are primarily matters of style” (135). These devices include the Bland Strategy, Shrewd Simplicity, Undo by Overdoing, Yielding Aggressively, Deflection, Spokesman, Reversal, Say the Opposite, Spiritualization (the Nostrum), Making the Connection, and Say Anything, each of which Burke discusses. The transdisciplinarity and transhistoricality of the devices enable them to be discovered and analyzed in contemporary logomachies so that readers and listeners can see the subtle attempts that are made to invite them to hold attitudes of war under the guises of peace.One device, Deflection, has “so general an end that nearly all of the Logomachy could be included under it,” even as the discussion of that device also looks toward the later-developed concept of terministic screens. Burke gives an example of Franklin Roosevelt enacting deflection when responding to a question about some (unfavorable) election results by saying that he was only paying attention to the (favorable) results from the battlefront (73). Yet, while “The Devices” catalogues and classifies many of these patterns, Burke did not intend “The Devices” to be a method for symbolic weapons distribution, nor as “a rhetorical manual for instructing students in their use” (159). The principles discussed in The War of Words are useful, “not as a device for throwing at an enemy, but for purposes of solace and placement, and for the cultivation of mental states that make one less likely to be hurt by enemies” (159). Rather, Burke is more interested in “an ethical approach … a method of meditation or contemplation that should be part of a ‘way of life’” (159). The devices can also be understood as Aristotelian topoi; and just as Aristotle defines rhetoric as a capacity for seeing the available means of persuasion in any situation, so a contemplation of the devices enables a person, not just to see or even to use them, but also to be able to listen cautiously, carefully, and critically so as to recognize their use. There is deception only when readers think they are “reading ‘facts’ as distinct from rhetorical manipulation” (191), Burke goes on to say in the next chapter.Chapter 2, “Scientific Rhetoric,” assumes a broad interpretation of science (broader than most would define it today) as it focuses on “the typical rhetorical resources available to journalism and other mediums that deal in the distributing of information” (43). The first section, “‘Facts’ Are Interpretations,” anticipates the scientific turn in rhetorical studies by mentioning how reports are “implicitly rhetorical” (169). Burke's emphasis in the chapter, however, is on reporting in news and journalism. Since “facts” are interpretations, they are also selections that assume standards of judgment. Therefore, the act of reporting assumes an underlying philosophy. In other words, rather than being antithetical to philosophy, a news or media source “is itself the uncritical and unsystematic, or implicit, philosophy” (172). In the relevant words of the prospectus for A Rhetoric of Motives, helpfully reprinted in the editors' introduction, Burke states that he wanted to show “why Rhetoric is not just a matter for specialists, but goes to the roots of psychology and ethics, including man's relation to his political and economic background” (qtd. in Burke, Jensen, and Selzer 2018, 14). Statements in The War of Words about people as philosophers add to Burke's arguments elsewhere about human beings as poets, symbol-using animals, and bodies that learn language. However they are defined, human beings demand drama, a demand that media and news sources attempt to satisfy but necessarily do so selectively, reductively, and tonally using what Burke calls Headline Thinking. Burke's discussion makes The War of Words essential reading for students and scholars interested in analyzing contemporary rhetoric found in clickbait and on social media.While chapters 1 and 2 are more polished, the editors have added the words “[Notes toward]” to the titles of both chapters 3 and 4 to signify that these inclusions are preliminary drafts of other documents that Burke at one point planned to include in “The War of Words.” Nevertheless, these incomplete chapters still provide much insight into rhetoric and the relationship between war and words. While chapters 1 and 2 emphasize the verbal aspects of rhetoric, chapter 3, “[Notes toward] The Rhetoric of Bureaucracy” discusses nonverbal rhetoric in “instances where administrative or organizational factors are exceptionally prominent” (43). The chapter adds to previous notions about pentadic agency, including an insightful analysis of an Agency-Purpose ratio in its descriptions of how corporate identification and corporate boasting lead to corporate thinking. Highly reminiscent of the Grammar, Burke shows how bureaucratic Agencies not only deem actions appropriate and inappropriate but also provide people with attitudes, attributes, and goods that enable them to obtain a Purpose that is understood and achieved only in relation to those Agencies.Continuing the trajectory of the discussion that began verbally and then expanded to the nonverbal, chapter 4, “[Notes toward] The Rhetorical Situation,” discusses the extraverbal that “concerns what we consider to be the ground of the Logomachy today” (43). Largely reminiscent of Thomas Hobbes's (and others') bellum omnium contra omnes, this chapter describes “the essential rhetorical situation” as a constant “invitation to war” (242). Here, Burke wrestles with some “essentials of present conditions implied in the characteristic rhetoric of social relations, the press, and administrative persuasion” (43). For example, Burke shows how a thing's identity can be understood as being twofold: the “universal nature in which it is grounded” and the “part distinct from other parts”—a “part distinct” that is also in some sense “an exclusion” (242). As soon as one recognizes that war is “everywhere,” one can also recognize that peace is “everywhere,” given the ambiguities between war and peace, cooperation and competition. Burke warns against the dangerous self-aggrandizement tragically inherent in American culture as he critiques the atrocious treatment of Native Americans by white settlers who exploited natural resources to the point that, symbolically, “exploitation” became synonymous with “progress,” while culturally it became the “American way” (255). Here, Burke obviously foreshadows his later work on hypertechnologism and ecological rhetoric. Burke's critique also shows how this rhetoric projects an ethical standard that influences Americans to assume that their material purchases are what provide them with evidence of their freedom and propriety. In order for this kind of materialistic “progress” to continue, people are led to passionately desire things that they do not need and cannot use (255–56). Here, the war of words also hints at a war of desires; logomachy quietly shades into eromachy.The editors of The War of Words also include three appendices. Appendix 1, “Facsimile of the Outline of ‘The Rhetorical Situation,’” shows Burke's plan for what appears as chapter 4. Appendix 2 is a transcription of “Foreword (to end on),” a document that was intended to conclude a future published version of The War of Words, while appendix 3 is a facsimile of the “Foreword (to end on).” These last two appendices reveal Burke's struggle to decide where “The Devices” should be placed in relation to the Grammar and the Rhetoric. While stating that he wrote “most of this material” before the Grammar and Rhetoric as a foundation for those books, he wishes here that the books had been “published exactly in the order in which they were written, with the Devices as preparation for what followed” (265, 270). The Devices, a “poor man's Machiavelli,” began as Burke compiled the “signs of plotting, deviousness, and duplicity” that he saw in the news, but as he continued to write, however, he “sometimes felt downright mean” (266). Since the Devices can be used for “ulterior purposes,” they find themselves in the realm of rhetoric; but since they also can become “implicit self-portraits, in representing the character of the user,” they also impinge on the realm of ethics (266). However, insofar as they relate to self-expression and identity, they find themselves in the realm of poetics, which was to be discussed in the Symbolic of Motives. In other words, The War of Words includes material that spans rhetoric, ethics, and aesthetics.After praising A Rhetoric of Motives, discussing the cryptic footnote on page 294, and summarizing The War of Words, the editors in their informative introduction discuss Burke's social and professional circles in a post–World War II context of 1945–50. This context provides a background for the main focus of the introduction: a composition history of The War of Words. After publishing the Grammar, Burke turned his attention to the Rhetoric. The word-for-word transcription of his 1946 prospectus to Prentice Hall for the Rhetoric shows a vastly different book than the one that was later published in 1950, with “Part One (on the War of Words, the ‘Logomachy’)” being “designed to show just how deeply the militaristic ingredient in our vocabulary goes” (qtd. in Burke, Jensen, and Selzer 2018, 14). But as Burke wrote the Rhetoric, he kept moving and expanding his work on the Logomachy until it became a separate volume. The editors include a helpful facsimile of part of Burke's 1946 letter to Watson, which shows Burke saying that the Rhetoric, as it was then being drafted with “The War of Words” as a central part, “was becoming too negativistic” because of Burke's depression brought on by the contemporary press's corruption “which is doing almost as much as is humanly possible to prepare us for a cult of devastation and desolation that will leave practically noone in a position to attain even rudimentary amenities” (qtd. in Burke, Jensen, and Selzer 2018, 17). The editors also chronicle Burke's thinking in five episodes during Burke's writing of 1946 and 1948: his research and studies of myth, his search for commonalities between rhetoric and poetic, his orienting the Rhetoric around the concept of identification, his wrestling with the “Landmarks of Rhetoric” (Aristotle's Rhetoric, Cicero's De Oratore, Quintilian's Institutio Oratoria, Augustine's De Doctrina Cristiana, and Longinus's On the Sublime), and the placement of the concept of identification within the dialectical framework of the “Upward Way” in the final section of A Rhetoric of Motives, “Order” (Burke, Jensen, and Selzer 2018, 20–24). After the “Upward Way,” Burke then worked furiously on “The Downward Way” consisting of “The Devices” and “Scientific Rhetoric,” grateful that he could treat the material less polemically than he had during his earlier drafting process (27). At this point, however, Burke realized that A Rhetoric of Motives had grown into two volumes instead of one, so he added the footnote on page 294 and sent the first volume to Prentice Hall without even telling them that the second existed (30–31). This close connection between “The War of Words” and A Rhetoric of Motives, leads the editors to state that people often misunderstand A Rhetoric of Motives because it is missing what was once its central part. In other words, because parts of “The War of Words” were at one point intended to be the “first half” of the book that became A Rhetoric of Motives, and because “The War of Words” was later intended to be published as a separate volume, A Rhetoric of Motives “remains incomplete” (Burke, Jensen, and Selzer 2018, 30). Hence the import of The War of Words to contemporary rhetorical theory.Such an intriguing emphasis on the composition history of The War of Words naturally invites readers to ask several questions about it. While the introduction emphasizes the relationship between “The War of Words” and A Rhetoric of Motives, Burke states in the “Foreword (to end on)” that he finished “most of this material” before he wrote the Grammar and Rhetoric, which were intended to be “preparatory grounding” for it (270). What should be made of these and other statements that suggest that parts of The War of Words may have been drafted before the Grammar as Burke worked on what he thought was to be the final volume in the trilogy that began with Permanence and Change? In addition, if A Rhetoric of Motives remains incomplete without The War of Words, as the editors argue, then, given the incompleteness of both chapters 3 and 4 of The War of Words, does this then mean that A Rhetoric of Motives itself remains perpetually incomplete? If so, why did Burke tell Watson that it was “finished”? And finally, readers who underscore Burke's statement that “‘Facts’ are Interpretations” (169) would appreciate a clarification of the editors' assertion that they explain the composition history and evolution of The War of Words “without our advancing interpretation of the work” (4). In sum, scholars of Burke would greatly benefit from a longer, additional work about The War of Words and its relationship to A Rhetoric of Motives comparable to what Ann George has done for Permanence and Change (see George 2018).In sum, it certainly sounds alluring to say that the original unpublished second volume—if not the very core—of “the most intriguing, original, and stimulating contribution to rhetorical theory since Aristotle” (Burke, Jensen, and Selzer 2018, 1) has recently been discovered and published. Yet even for those who hesitate when they notice an attempt at allurement, it is nevertheless clear that Burke's study of contemporary rhetorical devices, still in use by journalists, bureaucrats, and other media writers, could not be more timely. It is hard to overstate the value of The War of Words in an age of seemingly endless logomachies that include much misinformation and disinformation, heated attacks, drama, “Tithing by Tonality,” and the like. The War of Words is a remarkable work, multifaceted, admirably edited, worthy of attention, and one that will be essential to the study of philosophy and rhetoric in the years, and in the logomachies, to come.

The present study evaluated the effects of a combined form of written corrective feedback (WCF) on English as a foreign language (EFL) students’ writing accuracy. The combined WCF consisted of unfocused error-code WCF and focused metalinguistic explanation. Different forms of WCF were administered to two groups of Japanese EFL students in two consecutive years, and the effects of the feedback were compared based on the number of grammatical errors that the students made before and after receiving feedback. The original version (single combined WCF) provided metalinguistic explanation only once for each of eight target grammatical forms, whereas the intensive version (repeated combined WCF) provided metalinguistic explanation repeatedly. The results showed that combined WCF facilitated the students’ accurate use of the target forms overall, and repeated combined WCF was more effective than single combined WCF, but its efficacy weakened over time. Repeated combined WCF had a positive effect on students’ accurate use of verb tense and the avoidance of informal usage; single combined WCF had a significant effect only on verb tense. Repeated combined WCF also served to reduce the total number of errors, including errors for which no metalinguistic explanation was given, implying that coded WCF had its own contribution to the students’ writing accuracy.

This reflection offers an example of how one Writing Center director decided to approach antiracism through practices of mindfulness. Rather than a “how-to guide,” it encourages practitioners to think about what would work best for their contexts and offers a couple flexible activities one could adapt for their center at any given time. On June 19, 2020, Babson College in Wellesley, Massachusetts observed Juneteenth for the very first time in its 100-year history. There was music, guest speakers, and about 300 virtual attendees who not only listened but also participated in challenging break-out discussions. Although I had only been hired as the Director of the Writing Center for less than a year at the time, I could tell it was an important historic moment for the Babson community, and it further cemented my commitment to ensuring that our Writing Center be an explicitly antiracist space on campus. Essentially, like many of us have felt over the course of 2020, it was another one of those “What can I do?” moments, and it felt incredibly urgent. With so much feeling out of my control and so much energy going towards immediate concerns over funding and safety, I turned to practices of mindfulness to ground the clouds of thought that were continually generating questions of what and how . I turned to breathing and writing, eventually making lists of the steps I could take: review the literature, talk to colleagues, survey my staff’s interest in pursuing this work with me, and reflect on my own position and motivations. For each task on the list, I broke it down into smaller steps I could take, realizing that, while the exigence was there, it didn’t have to happen in a day. That’s when it hit me: perhaps mindfulness could be the key. When hearing the word mindfulness, one might imagine a practice of “clearing your mind”; however, rather than pushing thoughts away, the goal of mindfulness is to be fully present—to be fully aware of one’s thoughts, feelings, and sensations of the body. This can be difficult, especially when experiencing difficult emotions, but our bodies are built with internal rhythms to help us relax and reduce spikes in cortisol (the stress hormone). Certainly, tools like guided meditation and movement can help when we cannot focus, but mindfulness offers something much simpler and accessible: slowing down and allowing space for your mind and body to connect, which could involve taking three intentional breaths or pausing for a few minutes to notice the sound outside your window. Mindfulness involves an intention and a goal to self-regulate—to honor one’s embodied thoughts and feelings before acting. Theories and practices of mindfulness complement many of the tenets of writing center work in important ways regarding student emotion (see Johnson, 2018; Kervin & Barrett, 2018), mentoring current tutors (see Concannon et al., 2020; Mack & Hupp, 2017), and training new tutors (see Emmelhainz, 2020; Featherstone, Barrett, & Chandler, 2019; Godbee, Ozias, & Tang, 2015). Although the scholarship cited here paints a picture of something relatively new, we understand that contemplative practices have been a part of human existence for millennia. In times of trouble, it is not uncommon for a person to deeply reflect on a situation whether through breathing, meditation, prayer, writing, or other modes of thought. Similarly, a review of the literature may suggest that attention paid to writing centers and antiracism is relatively new (see especially the International Writing Centers Association’s antiracism annotated bibliography prepared by Godbee, Olson, & the SIG Collective, 2014) though we’ve long known in this field that the same systems that have allowed writing centers to flourish are some of the very same systems that perpetuate oppression. As a POC, I have had to think about my own complacency in such systems and consider how I can do better. Can we have a “cathartic repudiation of white supremacy” at Babson (Coenen et al., 2019)? How do I embrace the “willingness to be disturbed” (Diab et. al, 2013)? What informs an explicitly antiracist center? Given this topic explicitly centers around bodies, and thoughts and emotions associated with bodies, a potential entrance into this conversation could start from within our own bodies. In their article “Reflections on/of Embodiment: Bringing Our Whole Selves to Class,” Trixie Smith et al. (2017) explain that embodiment scholarship “works to continually remind readers, writers, researchers, and pedagogues that bodies matter to the paradigms, perspectives, relations, and decisions one has in a given situation” (p. 46). Like with teaching—and perhaps even more given the interpersonal proximity and less hierarchical relationship—tutoring professionals cannot separate the mind from the body in this work. Since bodies feel and then act on those emotions, it is important to reiterate Micciche’s (2007) argument that bodies do emotions; emotions do not just happen. Moreover, Micciche (2002) reminds us that writing projects are “a training ground for emotional dispositions that coincide with gender, race, class, and other locations in the social structure” (p. 438). In essence, writing tutors are always engaging in an emotional space when collaborating with students, which has only furthered my thinking that perhaps mindfulness could be a way to honor our emotions and work together through both the joys and difficulties. As Christie I. Wenger (2020) writes in her chapter on mindfulness from The Things We Carry: Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration , “Mindfulness helps develop resilience because it emphasizes agency; we practice mindfulness to cultivate resilience as a rhetorical choice and action in collective and communal networks” (p. 262). While I’m certainly not the first to do so, I do find an emphasis on embodiment and mindfulness to be a radical move for our writing center, which I view as a fruitful place for social justice work for reasons articulated by Laura Greenfield (2019) given the ways we are able to question ideas of power, negotiate identities and experiences, and have meaningful engagements wherein we recognize, particularly when working with multilingual students, that “we all stand in some kind of relationship to each other—indeed that our experiences are mutually constituted—but that our experiences differ because we are positioned differently within the systems of power in which we all operate (globally and locally)” (p. 123). That being said, I do think this is easier said than done and that we need more spaces that allow for students and administrators to start from within. In Integrating Mindfulness into Anti-Oppression Pedagogy: Social Justice in Higher Education , Beth Berila (2016) discusses the necessity for embodying knowledge. She writes, “One can be an expert on the sociopolitical factors that cause something to happen and still not know how it manifests deep in one’s body or why it produces certain responses in others” (p. 45). In order to undo systemic issues, we need both knowledge and presence; we need both body and mind. We can read articles from scholars like Romeo Garcia (2017) and Asao B. Inoue (2016); we can try to understand the “new racism” that scholars like Laura Greenfield and Karen Rowan (2011) have put forth for us; but how do we embody the work especially as non-BIPOCs? Could, as Berila suggests, we make room to excavate ourselves in order to begin to recognize the power dynamics that we benefit from or that sustain our oppression? I started developing a way to do just that—to help our students look inward, perhaps uncomfortably, at the self in relation to our larger goals and communities. This ongoing project draws from practices of mindfulness to engage tutors and students in more-holistic approaches to antiracism in the writing center. It’s based on the idea that shifting a culture takes time, and I share its goals here now—in the middle of it all—not to showcase the findings of such a project but to perhaps inspire those who, like I had been, just aren’t sure where to start (particularly of the mind that we already try to design writing centers to be some of the most welcoming, most inclusive spaces). What are some small, concrete steps we could take based on the contexts of our own centers given the constraints of a global pandemic? As we weren’t building an antiracist center from the ground up, my first step was to get a sense of how my writing consultants viewed race in the Writing Center. When creating the fall schedule, in addition to the typical questions I ask about preferences for hours and if they’d be interested in visiting first-year writing classrooms, I asked consultants to freewrite on a few questions relevant to Fall 2020. Here are the instructions and questions I gave: Please freewrite on the following questions for 2-3 minutes each. With freewriting, I want you to just jot down what comes to your mind—no need to worry about spelling, grammar, or getting it “perfect”; rather, I just want to get a sense of where your head is at before we start working together this fall. Please set a timer so that you don’t spend too much time on this! That being said, if you feel particularly compelled to keep writing, that is fine with me. The answers to the social question elicited some very thoughtful responses as one might imagine when thinking of their own thoughtful consultants, and, as suspected, there seemed to be a spectrum of students who were clearly interested in talking more and some who weren’t sure what to say. With Berila’s idea of embodying knowledge for social justice in mind, I planned to have consultants look inward by examining their own thoughts on race before moving our way to examining the larger forces at work within our institutional context. I had my first decision to make: do I fold this work into our regularly scheduled staff meetings, or should this be a separate series of workshops? As no one was studying abroad or otherwise taking time away from the Writing Center, I had already decided that having more small-group staff meetings for our much larger staff would be helpful in keeping a sense of community and giving everyone the space to speak, and I took my own advice to start small. When creating our small groups that would meet every other week to talk about tutoring, I asked for preferences on foci, which included antiracism, marketing, and online tutoring strategies. We had a core group of students who wanted to talk about antiracism and the Writing Center, and I figured we could co-construct ways to talk about race on a larger level with the whole staff eventually. Inspired by the article “Talking Justice: The Role of Antiracism in the Writing Center” (Coenen et al., 2019), I recreated a version of an activity from the antiracist workshop the authors described. I asked my consultants to freewrite on when they first became aware of race as a concept. After the time was up, I then asked that everyone turn their writing into a six-word story (or thereabouts) that we would share anonymously. In the workshop described by Coenen et. al (2019), participants wrote their six-word stories anonymously on sticky notes, which were stuck along the walls of the room; participants then walked around the room and responded to the stories, again anonymously with sticky notes, before having a larger conversation. Given our online environment, I used Pinup , a free online sticky note generator that allowed participants to be anonymous . Each participant typed their story onto their own individual sticky note. Then I let them comment on each other’s posts by simply typing below the original story. With permission, here are some of the stories we shared: Again, imagining your own consultants, you might have a sense of how compassionate they were with one another’s words and how much thought these short, gentle excavations could reveal when we started thinking about them more deeply. While my intention was to simply talk about what we noticed overall, some students took ownership over their stories—“Okay, that one was mine”—and generously answered questions. As my main goal for this project is to start by meeting consultants where they are in terms of their discomfort with looking inward and gently excavating to better understand the larger systems of oppression that most likely benefit the majority of our staff and students, my expected goal is for all individuals involved with the Writing Center to take one small step forward in being mindful of their current contexts. To meet this goal, we’ll continue integrating writing and discussion activities to investigate the role that race plays in writing and interpersonal communication. Although we do need staff meeting time to talk about tutoring, I have to prioritize these types of discussions to slowly shift the culture of students currently working there. The end goal is to gently excavate our embodied experiences surrounding social justice issues in order to challenge our own practices while potentially also implementing more structural shifts in our center. I see this happening on three levels to start—in our ongoing professional development (staff meetings) for current tutors, in our sessions with students, and in our training for new tutors—though I could see this being of interest to those beyond the center’s immediate reach. In addition to the steps outlined above for current consultants, for students coming in to work on writing assignments, another goal will be to see if a mindful turn inward to thinking of self (i.e. excavating on the fly) will complement their writing processes especially as we see an increase in assignments grounded in social justice. Based on what we learn from our consultants and students, we should eventually be in position to implement changes into the tutor-training practicum—a full semester, advanced course—thus developing an antiracist curriculum that comes from the ongoing experiences of those living and working within the context of our institution as opposed to assuming a one-size-fits-all approach. As a team, we will keep reading, writing, discussing, and excavating in order to develop the kind of center that continually looks in and mindfully builds out.

This paper examines whether use of computer-mediated communication (CMC) and non-standard informal written language therein harms youths' literacy skills.An experiment was conducted with 500 Dutch youths of different educational levels and age groups to assess if social media use affects their school writings.It was measured if chatting via WhatsApp directly impacts youths' performance on a narrative writing task, in terms of writing quality and spelling, or their ability to detect and correct deviations from the standard language in a grammaticality judgement task.WhatsApp use had a direct effect on the story writing task, but only on participants' spelling: adolescents who were primed with WhatsApp immediately beforehand produced significantly fewer misspellings in their narratives.The present study thus gives no cause for concern about negative transfer from social media to school writing: if anything, CMC use may provide youths with greater orthographic awareness and positively affect their spelling performance.

This study examined the role of error-type and working memory (WM) in the effectiveness of direct-metalinguistic and indirect written corrective feedback (WCF) on self error-correction in first-language writing. Fifty-one French first-year psychology students volunteered to participate in the experiment. They carried out a first-language error-correction task after receiving WCF on typographical, orthographic, grammatical, and semantic errors. Results indicated that error-type affected the efficacy of WCF. In both groups, typographical error-correction was performed better than the others; orthographic and grammatical error-correction were not different, but both were corrected more frequently than semantic errors. Between-group comparisons showed no difference between the two groups in correcting typographical, orthographic, and grammatical errors, while semantic error-correction was performed significantly better for the direct group. Results revealed that WM was not involved in correcting typographical, orthographic, and grammatical errors in both groups. It did, however, predict semantic error-correction only in response to direct-metalinguistic WCF. In addition, the processing component of WM was predictive of semantic error-correction in the direct WCF group. These findings suggest that error-type mediates the effectiveness of WCF on written error-correction at the monitoring stage of writing, while WM does not associate with all WCF types efficacy at this stage.

This essay examines rhetorical education for children of immigrants at North Bennet Street Industrial School (NBSIS) during the late nineteenth and early twentieth centuries. NBSIS, located in the predominantly Italian neighborhood of Boston’s North End, taught children of elementary and grammar school age through a manual training pedagogy and specifically, the Sloyd method of handiwork. I analyze archival documents using frameworks of Sloyd, the Arts and Crafts Movement, and usability theories to argue that products made during manual training and Sloyd taught children of immigrants how to become citizen workers as defined by white, middle-class values. Students’ material works were products of US performance intended to develop students into industrious, moral workers; influence immigrants’ households and other users of products; and direct students to self-correct and strive to become better workers. This essay highlights that materials help define, assess, and regulate learning, especially for young learners, within complex historical contexts.

Research problem: Discourse bridges between the speakers and the audience in product launches. However, how the verbals and the visuals work together in the construction of interpersonal meanings in such communication remains largely underexplored. Research question: How were interpersonal meanings constructed via verbal and visual semiotics in the iPhone 1 product launch presentation?. Literature review: Despite the recognized importance of innovation communication, communication at the launch phase is underexplored. Moreover, communication and management studies have generally neglected the role of grammar-based discourse in promoting innovation, while linguistic studies have paid inadequate attention to language's implications for innovation communication and management. Thus, we address the discursive building of interpersonal meanings in product launch presentations to fill such gaps. Methodology: Integrating Halliday's Systemic Functional Grammar and Kress and van Leeuwen's Systemic Visual Grammar, we conduct both verbal and visual analyses to explore the construction of interpersonal meanings in Steve Jobs' iPhone 1 launch presentation. Results: Analysis of the verbal strategies suggests that Jobs built different interactive roles as an authority innovation leader and as a close “friend” willing to engage with the audience. Moreover, by combining verbal semiotics with the delicate arrangement of image act, size of frame, and angle, the presentation video was carefully planned to create offer contact, produce close social distance, and present equal and objective attitudes to further enhance the construction of interpersonal meanings, thus contributing to the audience's understanding and recognition of the innovative product. Conclusions: This article offers insights into innovation discourse and communication by investigating the semiotic features of the iPhone 1 product launch presentation, thus adding to the extant literature on professional communication and innovation management.