QQC2

1. Royster asks, "How can we teach, engage in research, write about, and talk across boundaries with others, instead of for, about, and around them?" A related boundary, unmentioned in Royster's article, the US is a geography comprised of multiple competing languages other than English. How might we better create what I'll call porous boundaries in the classroom such that no one language is privileged? How can technology contribute to a classroom with no dominant language?

2. Bitzer discusses multiple aspects of the rhetorical situation at length, but perhaps leaves room for expansion on the notion of an influenced audience. Certainly in the fishing analogy one can easily see how "Pass me that net" would inevitably affect change in the audience. To what extent do you believe the same can be said about the audience of a larger-scale rhetorical statement? Can we measure, for instance, the influence of the Gettysburg Address? How? When?