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Honorable Mention, 2025 NCA Public Address Division’s Marie Hochmuth Nichols Award

Human trafficking has generated intense global concern, with stories of sex slavery and images of women forced into prostitution so persuasive that states have raced to respond ahead of empirical data and clear definitions of the crime. In Trafficking Rhetoric, Annie Hill analyzes the entanglement of state veneration and state violence by tracking how the United Kingdom points to the alleged crimes of others in order to celebrate itself and conceal its own aggression. Hill compares the UK’s acclaimed rescue approach to human trafficking with its hostile approach to migration, arguing that they are two sides of the same coin—one that relies on rhetorical constructions of “trafficked women” and “illegal migrants” to materialize the UK as an Anglo-white space.

Drawing from official estimates, policy papers, NGO reports, news stories, and awareness campaigns and situating them in the broader EU context, Hill accounts for why the UK’s antitrafficking agenda emerged with such rhetorical force in the early twenty-first century. Trafficking Rhetoric reframes controversies over labor, citizenship, and migration while challenging the continued traction of race-baiting and gender bias in determining who has the right to live, work, and belong in the nation.

Throughout the first half of the nineteenth century, America was captivated by a muddled notion of “etymology.” New England Transcendentalism was only one outcropping of a nationwide movement in which schoolmasters across small-town America taught students the roots of words in ways that dramatized religious issues and sparked wordplay.

Shaped by this ferment, our major romantic authors shared the sensibility that Friedrich Schlegel linked to punning and christened “romantic irony.” Notable punsters or etymologists all, they gleefully set up as sages, creating jocular masterpieces from their zest for oracular wordplay. Their search for a primal language lurking beneath all natural languages provided them with something like a secret language that encodes their meanings. To fathom their essentially comic masterpieces we must decipher it.

Interpreting Thoreau as an ironic moralist, satirist, and social critic rather than a nature-loving mystic, Transcendental Wordplay suggests that the major American Romantics shared a surprising conservatism. In this award-winning study, Professor West rescues the pun from critical contempt and allows readers to enjoy it as a serious form of American humor.

Transiciones is a thorough ethnography of seven Latino students in transition between high school and community college or university. Data gathered over two years of interviews with the students, their high school English teachers, and their writing teachers and administrators at postsecondary institutions reveal a rich picture of the conflicted experience of these students as they attempted to balance the demands of schooling with a variety of personal responsibilities.

Todd Ruecker explores the disconnect between students’ writing experiences in high school and higher education and examines the integral role that writing plays in college. Considering the almost universal requirement that students take a writing class in their critical first year of college, he contends that it is essential for composition researchers and teachers to gain a fuller understanding of the role they play in supporting and hindering Latina and Latino students’ transition to college.

Arguing for situating writing programs in larger discussions of high school/college alignment, student engagement, and retention, Transiciones raises the profile of what writing programs can do while calling composition teachers, administrators, and scholars to engage in more collaboration across the institution, across institutions, and across disciplines to make the transition from high school to college writing more successful for this important group of students.

While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education.

Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational.

This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

Talk is of central importance to politics of almost every kind—it’s no accident that when the ancient Greeks first attempted to examine politics systematically, they developed the study of rhetoric. In Tropes of Politics, John Nelson applies rhetorical analysis first to political theory, and then to politics in practice. He offers a full and deep critical examination of political science and political theory as fields of study, and then undertakes a series of creative examinations of political rhetoric, including a deconstruction of deliberation and debate by the U.S. Senate prior to the Gulf War.
    Using the neglected arts of argument refined by the rhetoric of inquiry, Nelson traces how everyday words like consent and debate construct politics in much the same way that poets such as Mamet and Shakespeare construct plays, and he shows how we are remaking our politics even as we speak. Tropes of Politics explores how politicians take stands and political scientists probe representation, how experts become informed even as citizens become authorities, how students actually reinvent government while professors merely model politics, how senators wage war yet keep comity among themselves.
    The action, Nelson shows, is in the tropes: these figures of speech and images of deed can persuade us to turn from ideologies like liberalism toward spectacles about democracy or movements into environmentalism and feminism. His argument is that inventive attention to tropes can mean better participation in politics. And the argument is in the tropes—evidence itself as sights or citations, governments as machines or men, politics as hardball or softball, deliberations as freedoms or constraints, borders as fringes or friends.

The United States dropped atomic bombs on Japan in 1945 to end World War II as quickly and with as few casualties as possible. That is the compelling and elegantly simple argument Newman puts forward in his new study of World War II's end, Truman and the Hiroshima Cult. According to Newman: (1) The U.S. Strategic Bombing Survey conclusions that Japan was ready to surrender without "the Bomb" are fraudulent; (2) America’s "unconditional surrender" doctrine did not significantly prolong the war; and (3) President Harry S. Truman’s decision to use atomic weapons on Japanese cities was not a "racist act," nor was it a calculated political maneuver to threaten Joseph Stalin’s Eastern hegemony. Simply stated, Newman argues that Truman made a sensible military decision. As commander in chief, he was concerned with ending a devastating and costly war as quickly as possible and with saving millions of lives. 
     Yet, Newman goes further in his discussion, seeking the reasons why so much hostility has been generated by what happened in the skies over Hiroshima and Nagasaki in early August, 1945. The source of discontent, he concludes, is a "cult" that has grown up in the United States since the 1960s. It was weaned on the disillusionment spawned by concerns about a military industrial complex, American duplicity and failure in the Vietnam War, and a mistrust of government following Watergate. The cult has a shrine, a holy day, a distinctive rhetoric of victimization, various items of scripture, and, in Japan, support from a powerful Marxist constituency. "As with other cults, it is ahistorical," Newman declares. "Its devotees elevate fugitive and unrepresentative events to cosmic status. And most of all, they believe." Newman’s analysis goes to the heart of the process by which scholars interpret historical events and raises disturbing issues about the way historians select and distort evidence about the past to suit special political agendas.

Tutoring Second Language Writers, a complete update of Bruce and Rafoth’s 2009 ESL Writers, is a guide for writing center tutors that addresses the growing need for tutors who are better prepared to work with the increasingly international population of students seeking guidance at the writing center.

Drawing upon philosopher John Dewey’s belief in reflective thinking as a way to help build new knowledge, the book is divided into four parts. Part 1: Actions and Identities is about creating a proactive stance toward language difference, thinking critically about labels, and the mixed feelings students may have about learning English. Part 2: Research Opportunities demonstrates writing center research projects and illustrates methods tutors can use to investigate their questions about writing center work. Part 3: Words and Passages offers four personal stories of inquiry and discovery, and Part 4: Academic Expectations describes some of the challenges tutors face when they try to help writers meet readers’ specific expectations.

Advancing the conversations tutors have with one another and their directors about tutoring second language writers and writing, Tutoring Second Language Writers engages readers with current ideas and issues that highlight the excitement and challenge of working with those who speak English as a second or additional language.

Contributors include Jocelyn Amevuvor, Rebecca Day Babcock, Valerie M. Balester, Shanti Bruce, Frankie Condon, Michelle Cox, Jennifer Craig, Kevin Dvorak, Paula Gillespie, Glenn Hutchinson, Pei-Hsun Emma Liu, Bobbi Olson, Pimyupa W. Praphan, Ben Rafoth, Jose L. Reyes Medina, Guiboke Seong, and Elizabeth (Adelay) Witherite.