No abstract

In their edited collection, 21st Century Sexualities, Herdt and Howe (2007b) discuss the effective and sometimes ineffective ways people acquire sexual literacy-that is, ways of coming to know about healthy sexual practices, for example, conducting internet research about sex, viewing various forms of media that represent sex and sexualized subjects, and listening to folklore about sex. Through and because of these multiple genres, audiences must learn how to navigate competing discourses about sex, sexual education, and being represented sexually; one way they navigate is to understand notions ethos, or the credibility of a writer or speaker. Through a rhetorical-theoretical lens, this paper analyzes some of the connections between notions of ethos and ways of learning and being represented by sexual rhetorics.

This article reviews three articles that add to the debate on the terminology that is used to represent people who are blind. It argues that authority is not limited to just one person or one organization, but is shared through an intertextuality, or utterance, of other authorities, and that conflict within blind discourse communities does not dissolve the notion of community—as exemplified by the attempts by several organizations for people who are blind to express individual and competing desires for “appropriate” terminology.

The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital formats for free download at wac.colostate.edu.