PWR Self-Study and Review, by Andrea Lunsford

Teaching your Students the "Moves that Matter" Through Research Mad Libs by Mark Feldman

Context, Conversation, and Community; or, How I Learned the Meaning of Rhetoric, by Melissa Leavitt

The Golden Age of Innovation and Research in PWR by Chris Gerben

Hej! That’s Swedish for Hello

By Alyssa O’Brien

It’s 9 am Monday morning, and a group of PWR 2 students are preparing to give their research proposal presentations. But why are they clustered around plasma screens affixed with echo-canceling microphones and wide-angle webcams? Why are there sound partitions between groups? Why are the students uploading the PPT images into cyberspace through a web server program?

 
In Ho Lee presents her research to students at the University of Örebro, Sweden.

Maybe because the audience for their research proposal presentations is sitting in a similar classroom on the other side of the globe, at the University of Örebro, Sweden. There, six students have webcams and speakers . The presentations are about to begin, and the students in both classrooms will learn first-hand about the complexities and challenges of presenting research to a cross-cultural audience.

This is PWR, international style. This is active learning in real time, with real stakes: a live audience listening and giving feedback about content and delivery. This is collaboration across continents, where pedagogy is put into practice and we try to advance the field’s understanding of cross-cultural communication.

Funded by the Wallenbergs

Welcome to Cross-Cultural Rhetoric.

This PWR 2 course is part of a grant-funded project sponsored by the Wallenberg Global Learning Network (WGLN). Andrea Lunsford is PI (Principle Investigator) here at Stanford; her colleague Brigitte Mral is PI at Örebro. Alyssa O’Brien and Chris Alfano are the instructional team here, with our friends Anders Eriksson and Eva Magnusson leading the instructional team in Sweden. In Wallenberg Hall, we are supported by Bob Smith, Dan Gilbert, and the indispensable team: Justin, Eric, Adelaide. In Sweden, Stefan, Christer, and Matz provide the technology while Maya and Linda will make the classroom activities possible.

Örebro students Dennis and Eliska give feedback to Stanford student Chris Bowen on his research proposal – on the scope and significance of his idea, on his choice of visual rhetoric, on how his translation strategies for communicating with an international audience, and on his method of delivery through webcast technology. “Work on dispositio and make more eye contact,” Dennis told him.

The students here at Stanford and in a rhetoric class at the University of Örebro, Sweden, have been presenting research proposals to each other, working in globally distributed teams on rhetorical analysis of cultural texts, and doing peer review on written research-based arguments across the ocean.

The goal of this innovative teaching experience is to enable students to work collaboratively with a real audience such that they might develop an understanding of cross-cultural differences first-hand.

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