Abstract
ABSTRACT This article introduces “rhetorical body work” as a framework for understanding professional embodiment in health provider education and technical and professional communication (TPC) pedagogy. Using the case study of clinical nursing simulations and drawing on sociological theory, I provide a detailed analysis of three components of rhetorical body work as they manifest in three simulation scenarios: physical, emotional, and discursive. I conclude by considering the implications of these findings for the embodied teaching of TPC.
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