Un-Rapunzeling Communication
Rhetorical Equity and Rhet/Comp Journal Practices

abstract, reading the webtext, about the authors, & interface citations


In order to be more inclusive in how they engage audience members in a disciplinary field already heavy with specialized languages and concepts, Rhet/Comp journals should begin practicing rhetorical equity. Rhetorical equity is an ethic for composing accessible texts that meets an array of audience members needs and preferences beyond technological (e.g., alt-text and closed captioning) and circulative (e.g., sharing texts through social media). Rather than creating one primary text to communicate a particular idea or convey an argument, rhetorical equity promotes transtextuality or a constellation of text, which communicate the “heart” of a concept to audience members varying knowledges and reading preferences.

reading the webtext

This webtext practices rhetorical equity and comes in a variety of versions to accommodate audience readability needs and preferences. Explanations of each version follow.

in alphabetical order-> 

academicky is traditional. It's the argument presented as an article written as a text you'd find in print journal. It's more for readers in the field of digital rhet/comp who want to engage in more “nitty gritty” details.

faqs is frequently asked questions. This gist-in-time version is for those who need a quick refresher or want to understand the concept without all the academicky stuff.        

how to  is a how-to guide infographic for using rhetorical equity and un-Rapunzeling. It's the argument presented in a more visual format. It's more for readers to catch up on the primary arguments and/or for those who prefer a visual presentation and/or those who may not be as involved in digital rhet/comp looking for gist, understanding, inspiration, and even presentation materials.

interview is more reflective. It's the authors discussing what they did, why they did it, and what they hope readers get out of rhetorical equity. It's designed for readers who'd prefer to “know” the authors and experience their ideas in a more embodied way.

lyrically is more style-meshing. It's a rap designed to challenge what's considered scholarship and connect with readers who might prefer linguistic play and an approach that invites a broader audience outside rhet/comp to listen and appreciate clever wordplay and a catchy tune.

about the authors

Paul Muhlhauser (Ph.D., Washington State University) is associate professor of English at McDaniel College in Westminster, Maryland. Zis work has appeared in Harlot: A Revealing Look at the Arts of Persuasion, Women and Language, The Journal of Popular Culture, Computers and Composition Online, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Paul likes writing about digital technologies, interface design, zombies, The Avengers, and dating apps. Ze makes beautiful webtexts and loves zis chickens. Correspondence can be directed to pmuhlhauser[at]mcdaniel[dot]edu. Paul also has a sweet website: DoctaMuhlhauser.

Tara Salvati just graduated as an English and Writing and Publishing double major at McDaniel College in Westminster, Maryland. She enjoys traveling across Europe and watching Marvel movies in chronological order with her roommates. Her hobbies include yelling at the TV while watching New York Rangers hockey and educating herself on social justice issues. Recently, Tara was accepted to the Publishing and Writing program at Emerson College.

interface citations

Menu Background Design

Coyier, C. (2014). Stripes in css. CSS Tricks. https://css-tricks.com/stripes-css/

Pop Up Fair Use Box

How to create a modal box. W3Schools. https://www.w3schools.com/howto/howto_ css_modals.asp

Social Media Share Buttons

Simple sharing buttons generator. https://simplesharingbuttons.com/

Speciality Typefaces for Web Interface

GLUK Fonts. (2012). Znikomitno24. Font Squirrel. http://www.fontsquirrel.com/fonts /znikomitno24.

Nymphont. (2009). Caviar dreams. Font Squirrel. http://www.fontsquirrel.com/fonts/caviar-dreams.