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It draws on Rhetorical Genre Studies and public sphere theories to connect widely dispersed and narrowly dispersed genres, showing how genres enable public uptake and participation. The article uses a case study, then offers teaching strategies: mobilizing known genres, selecting concrete locations, and tapping an ecology, while addressing civic participation and emerging public forms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/expanding-communicative-possibilities-public-writing-classroom-pedagogy/599460/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/expanding-communicative-possibilities-public-writing-classroom-pedagogy/599460.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s core goal for public writing instruction?","Question",{"text":112,"@type":113},"It aims to increase students’ ability to locate and (re-)create publics connected to the issues they care about, by understanding how genres support public uptake and participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the approach connect genre studies with public sphere theory?",{"text":117,"@type":113},"It uses public sphere theories to show that boundaries between widely dispersed and narrowly dispersed genres blur when genres encourage public uptake, allowing genres to contribute to public (re-)creation.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching strategies does the article recommend?",{"text":121,"@type":113},"It highlights strategies such as mobilizing known genres, selecting concrete locations, and tapping into an ecology to support how students engage emergent publics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599460,1792191271,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","“Expanding Communicative Possibilities” in the Public Writing Classroom  \nAlisa Russell  \nThis article develops a pedagogical approach to increase students’ ability to locate and (re-)create publics for the issues about which they care most. By drawing Rhetorical Genre Studies into public sphere theories, this approach blurs the boundaries between widely-dispersed genres (those with large readerships across communities) and narrowly-dispersed genres (those with smaller readerships within singular communities) to show that almost any genre can contribute to public (re-)creation when it encourages public uptakes. The article first explores how these public uptakes work with a case example before turning to pedagogical examples, which include the strategies of (1) mobilizing known genres, (2) selecting concrete locations, and (3) tapping into an ecology. Expanding our understanding of how genres across blurred dispersions can (re-)create publics ultimately expands our students’ possibilities for authentically locating, engaging, and (re-)creating these publics.  \nRhetoricians, rather than advocating for ideals of citizenship rooted in idealized historical models, may be more effective in keeping open the possibilities of citizenship by noting the current opportunities for civic participation, the consequences of those forms of participations, and the protean shape of the several and evolving public spheres … in this way, we may be able to make local suggestions about expanding communicative possibilities.  \nCharles Bazerman,“Genre and Identity,” p. 34  \nAcroimsasgithneed ptuhbelicwrtuitirnng  \nin rhetoric and composition, instructors have reclassroom as a space for civic participation, com-  \nmunity partnerships, and authentic engagement (Ackerman and Coogan; Burns; Cushman; Farmer; Holmes; Kuebrich; Mathieu; Weisser; Welch; Wells) . Although written in 2002, Charles Bazerman’s call in the epigraph to keep “open the possibilities of citizenship” has never felt so pressing; perhaps this is how every individual on the edge of history feels, but the need for rhetorical engagement seems more abundant than ever. On any given day, our students face a host of public issues that compel them to speak up on behalf  \nComposition Studies 50.3 (2022): 81–104  \nof their communities. Just in the last semester, some of these public issues my students have chosen to write about include:  \n• Hijab as choice  \n• LGBTQ+ representation in media  \n• Discriminatory dress codes  \n• Disparate education funding across gerrymandered districts  \n• Teen mental health crises in competitive academic environments  \n• Communicating climate change to children  \n• Oil spill legislation  \n• Sanitary napkin vending machines  \n• Poverty gaps and food insecurity  \n• Monopolies driving up prices  \nHowever, finding the “forms of participation,” in Bazerman’s words, that allow students to authentically engage these public conversations is perhaps easier said than done (“Genre and Identity” 34). Jenny Edbauer explains that one cannot rely on the usual sender-receiver models of the rhetorical situation for publics because those models connote a “scene of already-formed, already-discrete individuals” (7) . Instead, when it comes to publics,“the elements of the rhetorical situation simply bleed” (9, emphasis in original) . If we understand these bleeding publics as multiple, dynamic, and emergent, how do students locate and situate themselves among those publics that most affect their lived experiences? How do they authentically engage “the invisible presence of these publics that flit around us like large, corporate ghosts”(Warner, Publics 7)?  \nWriting instructors have responded to the challenge of locating and authentically engaging publics primarily in two ways: The first is to introduce students to public genres that they can reasonably author and distribute. For example, a student may not have the authorial power to publish an opinioneditorial in a national newspaper, ","cbCaiq72r1dE2uXT","https://ap.wps.com/l/cbCaiq72r1dE2uXT","pdf",291301,24,"English","# Expanding Communicative Possibilities in Public Writing\n## Pedagogical approach and public uptake\n## Dispersed genres and (re-)creating publics\n## Civic participation and evolving public spheres\n## Challenges in locating publics\n## Two common pedagogical responses\n## Drawbacks and a proposed additional drawback\n## Genre selection and emergent publics","[{\"question\":\"What is the article’s core goal for public writing instruction?\",\"answer\":\"It aims to increase students’ ability to locate and (re-)create publics connected to the issues they care about, by understanding how genres support public uptake and participation.\"},{\"question\":\"How does the approach connect genre studies with public sphere theory?\",\"answer\":\"It uses public sphere theories to show that boundaries between widely dispersed and narrowly dispersed genres blur when genres encourage public uptake, allowing genres to contribute to public (re-)creation.\"},{\"question\":\"What teaching strategies does the article recommend?\",\"answer\":\"It highlights strategies such as mobilizing known genres, selecting concrete locations, and tapping into an ecology to support how students engage emergent publics.\"}]","Expanding Communicative Possibilities - Public Writing Classroom Pedagogy | PDF",1792088809]