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This comparative study aims to investigate the rhetorical organization of Korean and English argumentative texts. In previous studies, the rhetorical organization of such texts has been categorized as either direct or indirect depending on the placement of the thesis statement (Chien, 2011). The present study attempts to document more specific rhetorical patterns using Swales (1990) concept of moves and steps.

Ten Korean EFL students with similar L1 and L2 literacy backgrounds were selected, and, adopting a within-subject design, the students wrote two argumentative essays, one in Korean and one in English, in response to two different topics. The students’ essays were analyzed at both the macro and micro levels. The focus of the macro-level analysis was on the placement of the thesis statement and of topic sentences in each of the body paragraphs. Once the macro-level analysis was done, the essays were analyzed at the micro level using Swales (1990) move analysis.

The findings suggest that both texts were organized in a similar way at the macro level, constituting a typical paper structure (i.e. introduction, body and conclusion). However, a difference appears at the micro level: the students used a variety of steps to create a move when writing in Korean, whereas little variation was found in the English texts. An analysis of the data suggests the possibility that the standardized moves and steps in the English texts may be due not to culture-specific rhetoric, but to a lack of practice with rhetorical thinking in English.

In previous studies, the rhetorical organization of texts has been categorized as either direct or indirect depending on the placement of the thesis statement. The present study uses the framework of move analysis to describe more specific organizational patterns of Korean and English writing to determine the extent to which Korean and English writing is similar in the genre of argumentative writing. Another significance of the study lies in the choice of Korean writing as a reference point for comparison with English writing. It has been widely noted that there is a dearth of research of Korean students’ writing in contrastive rhetoric. To the best of the author’s knowledge, most of the contrastive rhetoric studies were conducted with Chinese or Japanese student writers.

This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices.

This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom.

The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place.

Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions.

This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning.

Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

This study aims to examine how systems for organizing information may present an authorial voice and shows how the mechanism of voice may work to persuasively communicate a point of view on the materials being collected and described by the information system.

The paper synthesizes a conceptual framework from the field of rhetoric and composition and uses that framework to analyze how existing organizational schemes reveal authorial voice.

Through textual analysis, the mechanism of authorial voice is described in three example information systems. In two of the examples, authorial voice is shown to function as a persuasive element by enabling identification, the rhetorical construct defined by the literary critic Kenneth Burke. In one example, voice appears inconsistently and does not work to facilitate persuasion.

This study illustrates the concept of authorial voice in the context of information systems, but it does not claim to comprehensively catalog all potential manifestations of authorial voice.

By analyzing how information systems work as a form of document, we can better understand how information systems communicate to their users, and we can use this understanding to facilitate design.

By creating designs that incorporate an enhanced conceptual grasp of authorial voice and other rhetorical properties of information systems, the construction of information systems that systematically and purposefully communicate original, creative points of view regarding their assembled collections can be facilitated, and so enable learning, discovery, and critical engagement for users.

The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors for the implementation of information literacy instruction into English composition courses.

In order to find relevant resources for the bibliography, the author consulted a library catalog, the WorldCat database, to find books not available in the local library, and databases to find journal articles. Databases consulted include a general database, an information science‐related database, and a library and information science‐related database.

Whenever librarians collaborate with English composition faculty for information literacy, students' information literacy skills are improved.

This bibliography is limited to the time period 1998‐2007. Articles and books published before 1998 are not included. Also, popular magazines articles and newspapers articles are not included.

This paper will be helpful to academic librarians who want to collaborate with English composition faculty members for information literacy instruction. Several examples of this type of collaboration are provided.

This paper is a useful contribution on this topic to the library literature. Particularly, it contributes to the library literature pertaining to information literacy. Also, a database search indicates that this paper is the first annotated bibliography on its topic.

The paper's principal focus of analysis is an equalities framework introduced into the UK National Health Service in April 2000. This framework, called “The Vital Connection” is first contextualised against the background of long standing concerns and debates relating to equal opportunities within the NHS. In going on to examine the framework document the paper conducts a rhetorical analysis of the document which this paper treats as a piece of instrumental discourse. In doing this, the intent of the paper is an examination of how the rhetoric of the document attempts to generate support and identification in attempting to move equal opportunities further up the managerial agenda.

The article focuses on the regeneration section of the National Health Service (NHS) document The Vital Connection. Regeneration is an issue new to the NHS and so the article examines the manner in which the text on regeneration is rhetorically constructed. Specifically the article's argument is that the rhetorical dimensions of the document are important in the attempt to convince an audience that the NHS is serious in its regeneration aims. The article goes on to rhetorically analyse the talk of two senior NHS human resource managers talking together about their NHS organisation's capacity and capability in relation to regeneration. In both the analysis of the framework document and the managers' talk. the rhetorical analysis focuses on the importance of the use of the example, the appeal through ethos and the trope of synecdoche in constructing the rhetoric of the text and talk of each.

This paper is about marketing accounting. It is about reading marketing writing and writing marketing reading and what calls them into being. It is about our “ab‐outing” practices; those signifying practices by means of which we week to capture a piece of the world and show it off, wrapped in a suitable tale of discovery, in a cabinet in the museum of marketing knowledge. You may wonder why should we bother, since without those representation practices and textual conventions how could we be sure that the objects on display were real, not fakes; that our representations were true images of objects in the real world, not mere simulations of simulations? Do you find comfort in the view that marketing discourse organizes in such a way as to sustain the convention that objects in the marketing world “out there” are antecedent to our images of them? And does it discomfort you to recognize the ideas of Garfinkel (1967) being used to suggest that marketing accounts are constituent features of the settings we make observable? Whatever your answers, how textual organization persuades and makes real is a point worth considering. I think this is a timely project, as we warm to qualitative methods, especially ethnography, on the (mis)understanding that they can reveal truer, deeper, thicker insights into the real world. For it is not possible to avoid the problem of representation in this way, as Geertz (1973) reminds us in his invitation to reflexive ethnographic inquiry.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Points out the similarities and differences between library instruction and writing instruction in the higher education curriculum. Notes that information literacy librarians can learn from the experiences of composition instructors regarding curricular revision and reform. Suggests that one of the keys to information literacy reaching its potential is to find common ground with programs like Writing across the Curriculum.

In response to the large number of students needing library instruction, the Digital Information Literacy Office at the University of Texas at Austin created TILT (Texas Information Literacy Tutorial). Designed to teach a progression of skills, students learn and practice basic information literacy concepts through problem‐based interactions. Integrating TILT into the existing freshman library instruction programs required adjustments by both faculty and library staff. Composition students take the tutorial before attending an assignment‐driven library session; as a result they are more prepared for advanced research. TILT is promoted by the administration as a library initiative to support both undergraduate and distance education. While there have been some drawbacks, overall benefits and positive impacts are discussed. Suggestions for future development of the tutorial in collaboration with other individuals and institutions are included.