Reprogrammable Rhetoric offers new inroads for rhetoric and composition scholars’ past and present engagements with critical making. Moving beyond arguments of inclusion and justifications for scholarly legitimacy and past historicizations of the “material turn” in the field, this volume explores what these practices look like with both a theoretical and hands-on “how-to” approach. Chapters function not only as critical illustrations or arguments for the use of reprogrammable circuits but also as pedagogical instructions that enable readers to easily use or modify these compositions for their own ends. This collection offers nuanced theoretical perspectives on material and cultural rhetorics alongside practical tutorials for students, researchers, and teachers to explore critical making across traditional areas such as wearable sensors, Arduinos, Twitter bots, multimodal pedagogy, Raspberry Pis, and paper circuitry, as well as underexplored areas like play, gaming, text mining, bots, and electronic monuments. Designed to be taught in upper division undergraduate and graduate classrooms, these tutorials will benefit non-expert and expert critical makers alike. All contributed codes and scripts are also available on Utah State University Press’s companion website to encourage downloading, cloning, and repurposing. Contributors: Aaron Beveridge, Kendall Gerdes, Kellie Gray, Matthew Halm, Steven Hammer, Cana Uluak Itchuaqiyaq, John Jones, M.Bawar Khan, Bree McGregor, Sean Morey, Ryan Omizo, Andrew Pilsch, David Rieder, David Sheridan, Wendi Sierra, Nicholas Van Horn

Practices and Implementation of Gamification in Higher Education is a comprehensive book that explores the integration of gamification in tertiary education as an innovative approach to teaching and learning. By leveraging the mechanics of games, educators are able to achieve enhanced results, foster critical thinking, and promote positive behavior among students. This book compiles a collection of practical lesson proposals from experienced educators at the university level, providing detailed instructions and necessary materials for implementing gamification in the classroom. By presenting a diverse range of examples across various fields of higher education, the book illustrates the effectiveness of gamification in engaging students and catering to their specific needs. Whether it is fostering motivation, nurturing commitment, or encouraging excellence, the book highlights the positive impact of gamification on student learning outcomes. Ideal for researchers, department chairs, university professors, and lead course developers, this book appeals to those invested in innovative teaching methodologies and seeking to implement them successfully. It also caters to graduate studies programs in higher education, teaching and instruction, humanities, English, and foreign languages.

The Rhetoric of Videogames as Embodied Practice offers a critical reassessment of embodiment and materiality in rhetorical considerations of videogames. Holmes argues that rhetorical and philosophical conceptions of "habit" offer a critical resource for describing the interplay between thinking (writing and rhetoric) and embodiment. The book demonstrates how Aristotle's understanding of character (ethos), habit (hexis), and nature (phusis) can productively connect rhetoric to what Holmes calls "procedural habits": the ways in which rhetoric emerges from its interactions with the dynamic accumulation of conscious and nonconscious embodied experiences that consequently give rise to meaning, procedural subjectivity, control, and communicative agency both in digital game design discourse and the activity of play.

This collection provides an accessible yet rigorous survey of the rhetorical study of historical and contemporary social movements and promotes the study of relations between strategy, symbolic action, and social assemblage. Offering a comprehensive collection of the latest research in the field, The Rhetoric of Social Movements: Networks, Power, and New Media suggests a framework for the study of social movements grounded in a methodology of "slow inquiry" and the interconnectedness of these imminent phenomena. Chapters address the rhetorical tactics that social movements use to gain attention and challenge power; the centrality of traditional and new media in social movements; the operations of power in movement organization, leadership, and local and global networking; and emerging contents and environments for social movements in the twenty-first century. Each chapter is framed by case studies (drawn from movements across the world, ranging from Black Lives Matter and Occupy to Greek anarchism and indigenous land protests) that ground conceptual characteristics of social movements in their continuously unfolding reality, furnishing readers with both practical and theoretical insights. The Rhetoric of Social Movements will be of interest to scholars and advanced students of rhetoric, communication, media studies, cultural studies, social protest and activism, and political science.

David J. Tietge examines the place and influence of scientific discourse in the popular consciousness of contemporary American society, offering critical strategies for recognizing, decoding, and understanding scientific language as it is used by both scientific and a-scientific agents and agencies.

The future of writing studies is fundamentally tied to advancing technological development—writing cannot be done without a technology and different technologies mediate writing differently. In Rhetorical Speculations, contributors engage with emerging technologies of composition through “speculative modeling” as a strategy for anticipatory, futural thinking for rhetoric and writing studies. Rhetoric and writing studies often engages technological shifts reactively, after the production and reception of rhetoric and writing has changed. This collection allows rhetoric and writing scholars to explore modes of critical speculation into the transformative effect of emerging technologies, particularly as a means to speculate on future shifts in the intellectual, pedagogical, and institutional frameworks of the field. In doing so, the project repositions rhetoric and writing scholars as proprietors of our technological future to come rather than as secondary receivers, critics, and adjusters of the technological present. Major and emerging voices in the field offer a range of styles that include pragmatic, technical, and philosophical approaches to the issue of speculative rhetoric, exploring what new media/writing studies could be—theoretically, pedagogically, and institutionally—as future technologies begin to impinge on the work of writing. Rhetorical Speculations is at the cutting edge of the subject of futures thinking and will have broad appeal to scholars of rhetoric, literacy, futures studies, and material and popular culture. Contributors: Bahareh Brittany Alaei, Sarah J. Arroyo, Kristine L. Blair, Geoffrey V. Carter, Sid Dobrin, Kristie S. Fleckenstein, Steve Holmes, Kyle Jensen, Halcyon Lawrence, Alexander Monea, Sean Morey, Alex Reid, Jeff Rice, Gregory L. Ulmer, Anna Worm

In Transforming Ethos Rosanne Carlo synthesizes philosophy, rhetorical theory, and composition theory to clarify the role of ethos and its potential for identification and pedagogy for writing studies. Carlo renews focus on the ethos appeal and highlights its connection to materiality and place as a powerful instrument for writing and its teaching—one that insists on the relational and multimodal aspects of writing and makes prominent its inherent ethical considerations and possibilities. Through case studies of professional and student writings as well as narrative reflections Transforming Ethos imagines the ethos appeal as not only connected to style and voice but also a process of habituation, related to practices of everyday interaction in places and with things. Carlo addresses how ethos aids in creating identification, transcending divisions between the self and other. She shows that when writers tell their experiences, they create and reveal the ethos appeal, and this type of narrative/multimodal writing is central to scholarship in rhetoric and composition as well as the teaching of writing. In addition, Carlo considers how composition is becoming compromised by professionalization—particularly through the idea of “transfer”—which is overtaking the critical work of self-development with others that a writing classroom should encourage in college students. Transforming Ethos cements ethos as an essential term for the modern practice and teaching of rhetoric and places it at the heart of writing studies. This book will be significant for students and scholars in rhetoric and composition, as well as those interested in higher education more broadly.