In Radical Writing Center Praxis Laura Greenfield calls for a paradigm change in writing centers, imagining a field whose very reason for being is to facilitate justice and peace. The book calls on readers to more critically examine power and agency in writing centers and to imagine new possibilities for the field’s theories and practices.
Large, intersecting systems of oppression manifest in the everyday practices of institutions, classrooms, and writing centers. Local practices in turn influence the surrounding world. Radical Writing Center Praxis therefore challenges the writing center field to resist assumptions of political neutrality and instead to redefine itself in terms of more explicit ethical commitments. In this paradigm it is clear that to engage in anti-oppression work is not merely a special interest but rather a vital interest to all.
Introducing the concepts and vocabulary of radical politics, Radical Writing Center Praxis examines the tensions between the field’s professed beliefs and everyday practices and offers a process by which the writing center discipline as a whole might rebuild itself anew. It will be invaluable to writing center directors, tutors, scholars, and students as well as to administrators and compositionists.
Portraits of self-made men are rife in Western culture, as James V. Catano observes. Positive and negative, admittedly fictional and ostensibly factual, these portraits endure because the general rhetorical practice embodied in the myth of the self-made man enacts both the need and the very means for making oneself masculine: verbal power and prowess. The myth of the self-made man, in short, is part of ongoing rhetorical practices that constitute society, culture, and subjects.
To explain those practices and their effectiveness, Catano argues that the basic narrative achieves much of its effectiveness by engaging and enacting the traditional psychological dynamics of the family romance: preoedipal separation, oedipal conflict, and “ proper” postoedipal self-definition and socialization.
To focus on the combined social, psychological, and rhetorical dynamics that constitute the ongoing activity he calls masculine self-making, Catano emphasizes a particular strand: masculinity and steelmaking. Pursuing that strand, he argues that these representations of masculine self-making are rhetorical enactments of cultural needs and desires, and that they are ongoing and formative arguments about what society and its individuals either are or should be.
Humans have always been fascinated by the workings of the mind and now, more than ever, neuroscience has become a popular area of inquiry. While neuroscience advertises itself as an interdisciplinary field, drawing on biology, physics, engineering, and psychology, to date it has engaged less often with the humanities. In this transdisciplinary work, Jordynn Jack aims to show how the humanities—and in particular, rhetoric—have much to add to the neurosciences, offering rich insights into the ways in which the brain is enmeshed in the body, in culture, and in discourse.
Jack first looks at the problem of “neurohype”—exaggerated or oversimplified claims that essentialize brains and make them “uncritically real”—questioning some of the fundamental assumptions about the brain that experimental protocols and psychological concepts rely on. Then, through examples of research on sex and gender, political orientation, and affect, Jack demonstrates how a rhetorical-material approach can help to generate alternative approaches to studying the brain that might mitigate the problem of neurohype. By raveling out the roots of neurohype and raveling back its use through time, Raveling the Brain shows how rhetoric and neuroscience might be raveled together, or intertwined, to create a stronger transdisciplinary approach that might enrich our understanding of those issues of interest to neuroscientists and humanists alike.
LuMing Mao offers an important discussion of the rhetoric of Chinese American speakers, which has wide implications for the teaching of writing in English and for our understanding of cross-cultural influences in discourse.
Recent scholarship tends to explain such influences as contributing to language hybridity---an advance over the traditional "deficit model." But Mao suggests that the "hybridity" approach is perhaps too arid or sanitized, missing rich nuances of mutual exchange, resistance, or even subversion. Working from Ang's concept of "togetherness in difference," Mao suggests that speakers of hybrid discourse may not be attempting the standard (and failing), but instead may be deliberately importing cultural material to create a distance between themselves and the standard. This practice, over time, becomes a process that transforms English, enriching and enlarging it through the infusion of non-Western discourse features, subverting power structures, and even providing unique humorous touches.
Of interest to scholars in composition, cultural studies, and linguistics as well, Reading Chinese Fortune Cookie leads in an important new direction for both our understanding and our teaching of English.
Edited by Diane Davis University of Illinois Press, 2008 Library of Congress PN75.R65R43 2009 | Dewey Decimal 809
Avital Ronell has won worldwide acclaim for her work across literature and philosophy, psychoanalysis and popular culture, political theory and feminism, art and rhetoric, drugs and deconstruction. In works such as The Test Drive, Stupidity, Crack Wars, and The Telephone Book, she has perpetually raised new and powerful questions about how we think, what thinking does, and how we fool ourselves about the troubled space between thought and action.
In this collection, some of today's most distinguished and innovative thinkers turn their attention to Ronell's teaching, writing, and provocations, observing how Ronell reads and what comes from reading her. By reading Ronell, and reading Ronell reading, contributors examine the ethico-political implications of her radical dislocations and carefully explicate, extend, and explore the paraconcepts addressed in her works.
Imagine a common movie scene: a hero confronts a villain. Captioning such a moment would at first glance seem as basic as transcribing the dialogue. But consider the choices involved: How do you convey the sarcasm in a comeback? Do you include a henchman’s muttering in the background? Does the villain emit a scream, a grunt, or a howl as he goes down? And how do you note a gunshot without spoiling the scene?
These are the choices closed captioners face every day. Captioners must decide whether and how to describe background noises, accents, laughter, musical cues, and even silences. When captioners describe a sound—or choose to ignore it—they are applying their own subjective interpretations to otherwise objective noises, creating meaning that does not necessarily exist in the soundtrack or the script.
Reading Sounds looks at closed-captioning as a potent source of meaning in rhetorical analysis. Through nine engrossing chapters, Sean Zdenek demonstrates how the choices captioners make affect the way deaf and hard of hearing viewers experience media. He draws on hundreds of real-life examples, as well as interviews with both professional captioners and regular viewers of closed captioning. Zdenek’s analysis is an engrossing look at how we make the audible visible, one that proves that better standards for closed captioning create a better entertainment experience for all viewers.
In Reading the East India Company, Betty Joseph offers an innovative account of how archives—and the practice of archiving—shaped colonial ideologies in Britain and British-controlled India during the eighteenth and nineteenth centuries.
Drawing on the British East India Company's records as well as novels, memoirs, portraiture and guidebooks, Joseph shows how the company's economic and archival practices intersected to produce colonial "fictions" or "truth-effects" that strictly governed class and gender roles—in effect creating a "grammar of power" that kept the far-flung empire intact. And while women were often excluded from this archive, Joseph finds that we can still hear their voices at certain key historical junctures. Attending to these voices, Joseph illustrates how the writing of history belongs not only to the colonial project set forth by British men, but also to the agendas and mechanisms of agency—of colonized Indian, as well as European women. In the process, she makes a valuable and lasting contribution to gender studies, postcolonial theory, and the history of South Asia.
Readings from Classical Rhetoric
Edited by Patricia P. Matsen, Philip Rollinson, and Marion Sousa Southern Illinois University Press, 1990 Library of Congress PA3637.R5R4 1990 | Dewey Decimal 808.048
Here, for the first time in one volume, are all the extant writings focusing on rhetoric that were composed before the fall of Rome.
This unique anthology of primary texts in classical rhetoric contains the work of 24 ancient writers from Homer through St. Augustine, including Herodotus, Thucydides, Plato, Aristotle, Cicero, Quintilian, Tacitus, and Longinus.
Along with many widely recognized translations, special features include the first English translations of works by Theon and Nicolaus, as well as new translations of two works by important sophists, Gorgias’ encomium on Helen and Alcidamas’ essay on composition.
The writers are grouped chronologically into historical periods, allowing the reader to understand the scope and significance of rhetoric in antiquity. Introductions are included to each period, as well as to each writer, with writers’ biographies, major works, and salient features of excerpts.
Reagan and Public Discourse in America is a critical assessment of the impact of the administration of President Ronald Reagan on public discourse in the United States. The authors show that more than any president since John F. Kennedy, Reagan’s influence flowed from his rhetorical practices. And he is remembered as having reversed certain trends and cast the U.S. on a new course. The contributors to this insightful collection of essays show that Reagan’s rhetorical tactics were matters of primary concern to his administration’s chief political strategists.
Fake news, alternative facts, post truth—terms all too familiar to anyone in U.S. political culture and concepts at the core of Dana L. Cloud’s new book, Reality Bites, which explores truth claims in contemporary political rhetoric in the face of widespread skepticism regarding the utility, ethics, and viability of an empirical standard for political truths. Cloud observes how appeals to truth often assume—mistakenly—that it is a matter of simple representation of facts. However, since neither fact-checking nor “truthiness” can respond meaningfully to this problem, she argues for a rhetorical realism—the idea that communicators can bring knowledge from particular perspectives and experiences into the domain of common sense.
Through a series of case studies—including the PolitiFact fact-checking project, the Planned Parenthood “selling baby parts” scandal, the Chelsea Manning and Edward Snowden cases, Neil DeGrasse Tyson’s Cosmos, the rhetoric of Thomas Paine and the American Revolution, and the Black Lives Matter movement—Cloud advocates for the usefulness of narrative, myth, embodiment, affect, and spectacle in creating accountability in contemporary U.S. political rhetoric. If dominant reality “bites”—in being oppressive and exploitative—it is time, Cloud argues, for those in the reality-based community to “bite back.”
Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isn't valued isn't assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests don't grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems.
Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change.
Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts.
In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others.
Contributors: Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O’Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed
Reclaiming Queer is an examination of the rhetorical linkage of queer theory in the academy with street-level queer activism in the 1980s and early 1990s.
The late 1980s and early 1990s were a defining historical moment for both queer activism and queer theory in the United States. LGBT communities, confronted with the alarming violence and homophobia of the AIDS crisis, often responded with angry, militant forms of activism designed not merely to promote acceptance or tolerance, but to forge identity and strength from victimization and assert loudly and forcefully their rights to safety and humanity. The activist reclamation of the word “queer” is one marker of this shift in ideology and practice, and it was mirrored in academic circles by the concurrent emergence of the new field of “queer theory.” That is, as queer activists were mobilizing in the streets, queer theorists were producing a similar foment in the halls and publications of academia, questioning regulatory categories of gender and sexuality, and attempting to illuminate the heteronormative foundations of Western thought. Notably, the narrative of queer theory’s development often describes it as arising from or being inspired by queer activism.
In Reclaiming Queer, Erin J. Rand examines both queer activist and academic practices during this period, taking as her primary object the rhetorical linkage of queer theory in the academy with street-level queer activism. Through this strategic conjuncture of activism and academia, Rand grapples with the specific conditions for and constraints on rhetorical agency in each context. She examines the early texts that inaugurated the field of queer theory, Queer Nation’s infamous “Queers Read This” manifesto, Larry Kramer’s polemic speeches and editorials, the Lesbian Avengers’ humorous and outrageous antics, the history of ACT UP, and the more recent appearance of Gay Shame activism. From these activist and academic discourses, Rand builds a theory of rhetorical agency that posits queerness as the very condition from which agency emerges.
Reclaiming Queer thus offers a critical look at the rhetoric of queer activism, engages the history of queer theory’s institutionalization and the politics of its proliferation, suggests a radically contextual understanding of rhetorical agency and form, and argues for the centrality of queerness to all rhetorical action.
Women’s contribution to rhetoric throughout Western history, like so many other aspects of women’s experience, has yet to be fully explored. In pathbreaking discussions ranging from ancient Greece, though the Middle Ages and the Renaissance, to modern times, sixteen closely coordinated essays examine how women have used language to reflect their vision of themselves and their age; how they have used traditional rhetoric and applied it to women’s discourse; and how women have contributed to rhetorical theory. Language specialists, feminists, and all those interested in rhetoric, composition, and communication, will benefit from the fresh and stimulating cross-disciplinary insights they offer.
In Reclaiming the Rural: Essays on Literacy, Rhetoric,and Pedagogy, editors Kim Donehower, Charlotte Hogg,
and Eileen E. Schell bring together a diverse collection of essays that consider literacy, rhetoric, and pedagogy in the United States, Canada, and Mexico. The essays move beyond the typical arguments for preserving, abandoning, or modernizing by analyzing how rural communities sustain themselves through literate action. The contributors explore the rhetorics of water disputes in the western United States, the histories and influences of religious rhetorics
in Mexico, agricultural and rural literacy curricula, the literacies of organizations such as 4-H and Academia de la Nueva Raza, and neoliberal rhetorics.
Central to these examinations are the rural populations themselves, which include indigenous peoples in the rural United States, Canada, and Mexico, as well as those of European or other backgrounds. The strength of the anthology lies in its multiple perspectives, various research sites, and the range of methodologies employed, including rhetorical analyses of economies and environments, media, and public spaces; classroom-based research; historical analysis and archival work; and qualitative research. The researchers engage the duality between the practices of everyday life in rural communities and the practices of reflecting on and making meaning.
Reclaiming the Rural reflects the continually changing, nuanced, context-dependent realities of rural life while acknowledging the complex histories, power struggles, and governmental actions that have affected and continue to affect the lives of rural citizens. This thought-provoking collection demonstrates the value in reclaiming the rural for scholarly and pedagogical analysis.
Reconstructing Argumentative Discourse analyzes argumentation in ordinary disputes. The analysis begins with an ideal model: a theoretical structure of discourse that might be used to resolve a dispute about the merits of two opposing cases. The ideal model does not describe actual argumentative practice. Argumentative discourse does not always seek genuine resolution and, when it does, the participants may not perform as ideal arguers.
A central challenge for argumentation theory is to give an account of argumentation occurring under less-than-ideal conditions and conducted by less-than-ideal participants. The authors offer detailed analysis of argument in such contexts as ordinary conversation, third party dispute mediation, and religious confrontation. An adequate analytic approach to such forms of discourse, the authors argue, must offer critical insight into actual practice; must begin with a defensible normative standard against which practice can be compared; and must also offer an applicable analytic machinery for making the comparison, so its methods can be tailored to empirical circumstances.
The authors position their study of argumentation within a general “normative pragmatics” characterized by a dual commitment to usefulness and adequacy in description. A distinctive set of practical applications and a distinctive view of practicality follow from this approach, characterized not by the search for generalizable means-end relationships but by the development and testing of plans for making real argumentation look as much as possible like ideal argumentation.
This book integrates for the first time the normative interest of dialectical theories of argumentation with the descriptive interests of the empirical study of everyday language use. This ambitious project is achieved by adopting a distinctively social and pragmatic view of argumentation—by seeing argumentation as a language activity structured for the function of resolving disagreements. The authors examine argumentation in a wide variety of contexts—including everyday conversation, campus evangelism, political speeches, newspaper letters to the editor, and the formal mediation of disputes. In doing so, they illustrate how to analyze the details of actual argumentation and tackle a variety of theoretical and methodological puzzles encountered in the effort to apply normative models to real life argumentation.
For about two decades, say Johnson and Pace, the discussion of how to address prose style in teaching college writing has been stuck, with style standing in as a proxy for other stakes in the theory wars.
The traditional argument is evidently still quite persuasive to some—that teaching style is mostly a matter of teaching generic conventions through repetition and practice. Such a position usually presumes the traditional view of composition as essentially a service course, one without content of its own. On the other side, the shortcomings of this argument have been much discussed—that it neglects invention, revision, context, meaning, even truth; that it is not congruent with research; that it ignores 100 years of scholarship establishing composition's intellectual territory beyond "service."
The discussion is stuck there, and all sides have been giving it a rest in recent scholarship. Yet style remains of vital practical interest to the field, because everyone has to teach it one way or another.
A consequence of the impasse is that a theory of style itself has not been well articulated. Johnson and Pace suggest that moving the field toward a better consensus will require establishing style as a clearer subject of inquiry.
Accordingly, this collection takes up a comprehensive study of the subject. Part I explores the recent history of composition studies, the ways it has figured and all but effaced the whole question of prose style. Part II takes to heart Elbow's suggestion that composition and literature, particularly as conceptualized in the context of creative writing courses, have something to learn from each other. Part III sketches practical classroom procedures for heightening students' abilities to engage style, and part IV explores new theoretical frameworks for defining this vital and much neglected territory.
The hope of the essays here—focusing as they do on historical, aesthetic, practical, and theoretical issues—is to awaken composition studies to the possibilities of style, and, in turn, to rejuvenate a great many classrooms.
Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911 examines the work of five female teachers who challenged gendered and cultural expectations to create teaching practices that met the civic and cultural needs of their students.
The volume analyzes Lydia Maria Child’s The Freedmen’s Book, a post–Civil War educational textbook for newly freed slaves; Zitkala Ša’s autobiographical essays published in the Atlantic Monthly in 1900 that questioned the work of off-reservation boarding schools for Native American students; and Jovita Idar, Marta Peña, and Leonor Villegas de Magnón’s contributions to the Spanish-language newspaper La Crónica in 1910 and 1911—contributions that offered language and cultural instruction their readers could not receive in Texas public schools.
Author Jessica Enoch explores the possibilities and limitations of rhetorical education by focusing on the challenges that Child, Zitkala Ša, Idar, Peña, and Villegas made to dominant educational practices. Each of these teachers transformed their seemingly apolitical occupation into a site of resistance, revising debilitating educational methods to advance culture-based and politicized teachings that empowered their students to rise above their subjugated positions.
Refiguring Rhetorical Education considers how race, culture, power, and language are both implicit and explicit in discussions of rhetorical education for marginalized students and includes six major tenets to guide present-day pedagogies for civic engagement.
Yancey explores reflection as a promising body of practice and inquiry in the writing classroom. Yancey develops a line of research based on concepts of philosopher Donald Schon and others involving the role of deliberative reflection in classroom contexts. Developing the concepts of reflection-in-action, constructive reflection, and reflection-in-presentation, she offers a structure for discussing how reflection operates as students compose individual pieces of writing, as they progress through successive writings, and as they deliberately review a compiled body of their work-a portfolio, for example. Throughout the book, she explores how reflection can enhance student learning along with teacher response to and evaluation of student writing.
Reflection in the Writing Classroom will be a valuable addition to the personal library of faculty currently teaching in or administering a writing program; it is also a natural for graduate students who teach writing courses, for the TA training program, or for the English Education program.
In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform.
Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders.
Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education.
Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate.
Public discourse about writing instruction is currently driven by ideas of what instructors and programs “need to do,” “should do,” or “are not doing,” and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help students develop critical thinking, reading, and writing strategies that will form the foundation for their future educations, professional careers, and civic engagement.
Reframing Writing Assessment to Improve Teaching and Learning is grounded in the best of writing assessment research, and focuses on how to communicate it effectively to publics beyond academe.
Lindal Buchanan thoroughly analyzes how antebellum women infiltrated the male-dominated realm of public speaking by adapting elocutionary instruction to subversive ends, developing distinctive delivery styles, and reconciling conflicting public and private roles. By detailing the education and oratorical practices of pioneering female public speakers, Regendering Delivery: The Fifth Canon and Antebellum Women Rhetors theorizes how gender impacted the fifth rhetorical canon of delivery and how cultural constructions of the feminine have shaped public performance.
Buchanan argues that restrictive gender norms encouraged antebellum women rhetors to develop unique styles and methods of rhetorical production and performance. She examines how schoolgirls devised ways to learn and practice elocution in academic settings and how women developed inventive delivery strategies to maintain the appearance of femininity even as they participated in conventionally masculine discursive activities from general public speaking to political lobbying. She also identifies collaborative methods that enabled antebellum women to negotiate conflicts between their domestic and rhetorical commitments and thus reach public platforms
Assessing the calculable impact of gender on rhetorical performance, Buchanan maintains that delivery holds particular sexual and textual connotations for women rhetors. Regendering Delivery notably contributes to ongoing feminist efforts to incorporate women into the rhetorical tradition by probing such gendered—and largely overlooked—aspects of oratorical delivery as cultural context, gender norms, elocutionary education, sexuality, maternity, feminine ethos, and collaboration.
In Rehearsing New Roles: How College Students Develop as Writers, Lee Ann Carroll argues for a developmental perspective to counter the fantasy held by many college faculty that students should, or could, be taught to write once so that ever after, they can write effectively on any topic, any place, any time. Carroll demonstrates in this volume why a one- or two-semester, first-year course in writing cannot meet all the needs of even more experienced writers. She then shows how students’ complex literacy skills develop slowly, often idiosyncratically, over the course of their college years, as they choose or are coerced to take on new roles as writers.
As evidence, Carroll offers a longitudinal study of a group of students and the literacy environment they experienced in a midsize, independent university. Her study follows the experiences that altered their conception of writing in college and fostered their growing capacities as writers.
Carroll’s analysis of the data collected supports a limited but still useful role for first-year composition, demonstrates how students do learn to write differently across the curriculum in ways that may or may not be recognized by faculty, and evaluates the teaching and learning practices that promote or constrain students’ development.
For more than four decades, the dominant model for pedagogy and research in the field of composition has been a how-centered process approach to writing instruction, which involves studying the writing that students produce to expose the various stages of their writing process. By looking at notes, outlines, and multiple drafts, often presented by students together in the form of a portfolio, instructors can identify unproductive habits that students may have and provide techniques that help them improve their writing. In this groundbreaking volume, Kyle Jensen critiques traditional how-centered process instruction and presents a sound, practical methodology by which portfolios and online writing archives—digital interfaces that expose the marks of revision writers make during composition—might be employed to develop theories about what writing is: how it occurs, functions, circulates, creates meaning, and forms its subjects. Offering online writing archives as a way to envision a transdisciplinary approach to writing studies, Reimagining Process does not abandon the prevailing concepts of process pedagogy but rather casts them in wider contexts to conceive new ways of teaching and studying writing.
Reinventing (with) Theory in Rhetoric and Writing Studies collects original scholarship that takes up and extends the practices of inventive theorizing that characterize Sharon Crowley’s body of work. Including sixteen chapters by established and emerging scholars and an interview with Crowley, the book shows that doing theory is a contingent and continual rhetorical process that is indispensable for understanding situations and their potential significance—and for discovering the available means of persuasion.
For Crowley, theory is a basic building block of rhetoric “produced by and within specific times and locations as a means of opening other ways of believing or acting.” Doing theory, in this sense, is the practice of surveying the common sense of the community (doxa) and discovering the available means of persuasion (invention). The ultimate goal of doing theory is not to prescribe certain actions but to ascertain what options exist for rhetors to see the world differently, to discover new possibilities for thought and action, and thereby to effect change in the world.
The scholarship collected in Reinventing (with) Theory in Rhetoric and Writing Studies takes Crowley’s notion of theory as an invitation to develop new avenues for believing and acting. By reinventing the understanding of theory and its role in the field, this collection makes an important contribution to scholarship in rhetorical studies and writing studies. It will be valuable to scholars, teachers, and students interested in diverse theoretical directions in rhetoric and writing studies as well as in race, gender, and disability theories, religious rhetorics, digital rhetoric, and the history of rhetoric.
Publication supported in part by the Texas Tech University Humanities Center.
Contributors: Jason Barrett-Fox, Geoffrey Clegg, Kirsti Cole, Joshua Daniel-Wariya, Diane Davis, Rebecca Disrud, Bre Garrett, Catherine C. Gouge, Debra Hawhee, Matthew Heard, Joshua C. Hilst, David G. Holmes, Bruce Horner, William B. Lalicker, Jennifer Lin LeMesurier, James C. McDonald, Timothy Oleksiak, Dawn Penich-Thacker, J. Blake Scott, Victor J. Vitanza, Susan Wyche
First Amendment rights have been among the most fiercely debated topics in the aftermath of 9/11. In the current environment and fervor for “homeland security,” personal freedoms in exchange for security are coming under more scrutiny. Among these guaranteed freedoms are the protection of religious expression given by the U.S. Constitution and the constitutional prohibitions against behaviors that violate the separation of church and state. The mandate that the government “shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof” is a general principle that has guided American courts in interpreting the original intent of the First Amendment. In Religious Expression and the American Constitution, Haiman focuses on the current state of American law with respect to a broad range of controversial issues affecting religious expression, both verbal and nonverbal, along with a review of the recent history of each issue to provide a full understanding.
Remembering the AIDS Quilt
Charles E. Morris III Michigan State University Press, 2011 Library of Congress NX180.A36R46 2011 | Dewey Decimal 362.196979200973
A collaborative creation unlike any other, the Names Project Foundation’s AIDS Memorial Quilt has played an invaluable role in shattering the silence and stigma that surrounded the epidemic in the first years of its existence. Designed by Cleve Jones, the AIDS Quilt is the largest ongoing community arts project in the world. Since its conception in 1987, the Quilt has transformed the cultural and political responses to AIDS in the U.S. Representative of both marginalized and mainstream peoples, the Quilt contains crucial material and symbolic implications for mourning the dead, and the treatment and prevention of AIDS. However, the project has raised numerous questions concerning memory, activism, identity, ownership, and nationalism, as well as issues of sexuality, race, class, and gender. As thought-provoking as the Quilt itself, this diverse collection of essays by ten prominent rhetorical scholars provides a rich experience of the AIDS Quilt, incorporating a variety of perspectives, critiques, and interpretations.
Jason Palmeri’s Remixing Composition: A History of Multimodal Writing Pedagogy challenges the longheld notion that the study and practice of composition has historically focused on words alone. Palmeri revisits many of the classic texts of composition theory from the 1960s, 1970s, and 1980s, closely examining how past compositionists responded to “new media.” He reveals that long before the rise of personal computers and the graphic web, compositionists employed analog multimedia technologies in the teaching of composition. Palmeri discovers these early scholars anticipated many of our current interests in composing with visual, audio, and video texts.
Using the concept of the remix, Palmeri outlines practical pedagogical suggestions for how writing teachers can build upon this heritage with digital activities, assignments, and curricula that meet the needs of contemporary students. He details a pluralist vision of composition pedagogy that explains the ways that writing teachers can synthesize expressivist, cognitive, and social-epistemic approaches.
Palmeri reveals an expansive history of now forgotten multimodal approaches to composing moving images and sounds and demonstrates how current compositionists can productively remix these past pedagogies to address the challenges and possibilities of the contemporary digital era. A strikingly original take on the recent history of composition, Remixing Composition is an important work for the future of writing instruction in a digital age.
Throughout history, determined individuals have appropriated and reconstructed rhetorical and religious resources to create effective arguments. In the process, they have remade both themselves and their communities. This edited volume offers notable examples of these reconstructions, ranging from the formation of Christianity to questions about the relationship of religious and academic ways of knowing.
The initial chapters explore historic challenges to Christian doctrines and gender roles. Contributors examine Mormon women’s campaigns for the recognition of their sect, women’s suffrage, and the statehood of Utah; the Seventh-day Adventist challenge to the mainstream designation of Sunday as the Sabbath; a female minister who confronted the gendered tenets of early Methodism and created her own sacred spaces; women who, across three centuries, fashioned an apostolic voice of humble authority rooted in spiritual conversion; and members of the Woman’s Foreign Missionary Society of the Methodist Episcopal Church, who redefined notions of women’s intellectual capacity and appropriate fields for work from the Civil War through World War II.
Considering contemporary learning environments, other contributors explore resources that can help faculty and students of composition and rhetoric consider more fully the relations of religion and academic work. These contributors call upon the work of theologians, philosophers, and biblical scholars to propose strategies for building trust through communication.
The final chapters examine the writings of Apostle Paul and his use of Jewish forms of argumentation and provide an overarching discussion of how the Christian tradition has resisted rhetorical renovation, and in the process, missed opportunities to renovate spiritual belief.
Re/Orienting Writing Studies is an exploration of the intersections among queer theory, rhetoric, and research methods in writing studies. Focusing careful theoretical attention on common research practices, this collection demonstrates how queer rhetorics of writing/composing, textual analysis, history, assessment, and embodiment/identity significantly alter both methods and methodologies in writing studies. The chapters represent a diverse set of research locations and experiences from which to articulate a new set of innovative research practices.
While the humanities have engaged queer theory extensively, research methods have often been hermeneutic or interpretive. At the same time, social science approaches in composition research have foregrounded inquiry on human participants but have often struggled to understand where lesbian, gay, bisexual, transgender, and queer people fit into empirical research projects. Re/Orienting Writing Studies works at the intersections of humanities and social science methodologies to offer new insight into using queer methods for data collection and queer practices for framing research.
Contributors: Chanon Adsanatham, Jean Bessette, Nicole I. Caswell, Michael J. Faris, Hillery Glasby, Deborah Kuzawa, Maria Novotny, G Patterson, Stacey Waite, Stephanie West-Puckett
Asian American rhetorics, produced through cultural contact between Asian traditions and US English, also comprise a dynamic influence on the cultural conditions and practices within which they move. Though always interesting to linguists and "contact language" scholars, in an increasingly globalized era, these subjects are of interest to scholars in a widening range of disciplines—especially those in rhetoric and writing studies.
Mao, Young, and their contributors propose that Asian American discourse should be seen as a spacious form, one that deliberately and selectively incorporates Asian “foreign-ness” into the English of Asian Americans. These authors offer the concept of a dynamic “togetherness-in-difference” as a way to theorize the contact and mutual influence. Chapters here explore a rich diversity of histories, theories, literary texts, and rhetorical practices. Collectively, they move the scholarly discussion toward a more nuanced, better balanced, critically informed representation of the forms of Asian American rhetorics and the cultural work that they do.
In Repurposing Composition, Shari J. Stenberg responds to the increasing neoliberal discourse of academe through the feminist practice of repurposing. In doing so, she demonstrates how tactics informed by feminist praxis can repurpose current writing pedagogy, assessment, public engagement, and other dimensions of writing education.
Stenberg disrupts entrenched neoliberalism by looking to feminism’s long history of repurposing “neutral” practices and approaches to the rhetorical tradition, the composing process, and pedagogy. She illuminates practices of repurposing in classroom moments, student writing, and assessment work, and she offers examples of institutions, programs, and individuals that demonstrate a responsibility approach to teaching and learning as an alternative to top-down accountability logic.
Repurposing Composition is a call for purposes of work in composition and rhetoric that challenge neoliberal aims to emphasize instead a public-good model that values difference, inclusion, and collaboration.
Rereading Aristotle's Rhetoric
Edited by Alan G. Gross and Arthur E. Walzer Southern Illinois University Press, 2000 Library of Congress PN173.A7R47 2000 | Dewey Decimal 808.5
In this collection edited by Alan G. Gross and Arthur E. Walzer, scholars in communication, rhetoric and composition, and philosophy seek to “reread” Aristotle’s Rhetoric from a purely rhetorical perspective. So important do these contributors find the Rhetoric, in fact, that a core tenet in this book is that “all subsequent rhetorical theory is but a series of responses to issues raised by the central work.”
The essays reflect on questions basic to rhetoric as a humanistic discipline. Some explore the ways in which the Rhetoric explicates the nature of the art of rhetoric, noting that on this issue, the tensions within the Rhetoric often provide a direct passageway into our own conflicts.
This book is a critically informed challenge to the traditional histories of rhetoric and to the current emphasis on Aristotle and Plato as the most significant classical voices in rhetoric. In it, Susan C. Jarratt argues that the first sophists—a diverse group of traveling intellectuals in the fifth century B.C.—should be given a more prominent place in the study of rhetoric and composition. Rereading the ancient sophists, she creates a new lens through which to see contemporary social issues, including the orality/literacy debate, feminist writing, deconstruction, and writing pedagogy.
The sophists’ pleasure in the play of language, their focus on historical contin-gency, and the centrality of their teaching for democratic practice were sufficiently threatening to their successors Plato and Aristotle that both sought to bury the sophists under philosophical theories of language. The censure of Plato and Aris-totle set a pattern for historical views of the sophists for centuries. Following Hegel and Nietzsche, Jarratt breaks the pattern, finding in the sophists a more progressive charter for teachers and scholars of reading and writing, as well as for those in the adjacent disciplines of literary criticism and theory, education, speech communication, and ancient history.
In tracing the historical interpretations of sophistic rhetoric, Jarratt suggests that the sophists themselves provide the outlines of an alternative to history-writing as the discovery and recounting of a set of stable facts. She sees sophistic use of narrative in argument as a challenge to a simple division between orality and literacy, current discussions of which virtually ignore the sophists. Outlining similarities between écriture féminine and sophistic style, Jarratt shows that contemporary feminisms have more in common with sophists than just a style; they share a rhetorical basis for deployment of theory in political action. In her final chapter, Jarratt takes issue with accounts of sophistic pedagogy focusing on technique and the development of the individual. She argues that, despite its employment by powerful demagogues, sophistic pedagogy offers a resource for today’s teachers interested in encouraging minority voices of resistance through language study as the practice of democracy.
When it was first published in 1989, Susan Miller’ s Rescuing the Subject: A Critical Introduction to Rhetoric and the Writer established a landmark pedagogical approach to composition based on the importance of the writer and the act of writing in the history of rhetoric. Widely used as an introduction to rhetoric and composition theory for graduate students, the volume was the first winner of the W. Ross Winterowd Award from JAC and is still one of the most frequently cited books in the field.
This first paperback edition includes a new introductory chapter in which Miller addresses changes in the field since the first edition, outlines new research, and surveys positions she no longer supports. A new foreword by Thomas P. Miller assesses the proven impact of Rescuing the Subject on the field of rhetoric and composition.
Situating modern composition theory in the historical context of rhetoric, Miller notes that throughout the eighteenth century, rhetoric referred to oral, not written, discourse. By contrast, her history of rhetoric contends oral and written discourse were related from the beginning. Taking a thematic rather than chronological approach, she shows how actual acts of writing comment on both rhetoric and composition.
Miller also asserts that contemporary composition study is the necessary cultural outcome of changing conditions for producing discourse, describing the history of rhetoric as the gradual and unstable relocation of discourse in conventions that only written language can create. She maintains teachers and historians of rhetoric must recognize that the contemporary writing they analyze and teach demands their attention to a “ textual rhetoric” that allows theorizing the writer as always symbolically a student of situated meanings.
Researching Writing is an accessible, informative textbook that teaches undergraduates how to conduct ethical, authentic research in writing studies. The book introduces students to the research approaches used most often and offers a course framework for professors creating or teaching research courses themselves.
Author Joyce Kinkead lays out the research process, including finding and defining questions, planning, and starting the research. Expository content introduces the language and methods of writing research, and specific methods are demonstrated in published examples, illustrating student work using student work and showing that it is possible for students to join the scholarly conversation in writing studies. Other features include student activities, instructor resources, student resources, and links to external content on journal websites, digital publications, YouTube, and similar work.
The first-ever textbook for research methods in writing studies for undergraduates, Researching Writing takes a hands-on approach that excites and engages students in the depth and complexities of research and will influence the creation of courses in new writing majors as the field continues to grow.
Resounding the Rhetorical offers an original critical and theoretical examination of composition as a quasi-object. As composition flourishes in multiple media (digital, sonic, visual, etc.), Byron Hawk seeks to connect new materialism with current composition scholarship and critical theory. Using sound and music as his examples, he demonstrates how a quasi-object can and does materialize for communicative and affective expression, and becomes a useful mechanism for the study and execution of composition as a discipline. Through careful readings of Serres, Latour, Deleuze, Heidegger, and others, Hawk reconstructs key concepts in the field including composition, process, research, collaboration, publics, and rhetoric. His work delivers a cutting-edge response to the state of the field, where it is headed, and the possibilities for postprocess and postwriting composition and rhetoric.
Response to Reform: Composition and the Professionalization of Teaching critiques the politics of labor and gender biases inherent in the composition workplace that prevent literacy teachers from attaining professional status and respect. Scrutinizing the relationship between scholarship and teaching, Margaret J. Marshall calls for a reconceptualization of what it means to prepare for and enter the field of composition instruction.
Interrogating the approach the education system takes to certify teachers without actually “professionalizing” their careers, Marshall contends that these programs rely on outdated rhetorics of labor that only widen the gap between teaching and other professional jobs. Such attempts to re-educate literacy teachers exploit and marginalize their work, and thus prevent them from claiming the status of academic professionals. In providing an overview of the history of and language used to literacy instruction, she also points out that while women are overrepresented in composition instruction, they are underrepresented in tenure track and administrative positions.
To correct and combat these inequities, Marshall advocates an alternate alignment of power structures and rhetorical choices. In a wide-ranging survey that sheds new light on the composition workplace as well as higher education at large, Response to Reform: Composition and the Professionalization of Teaching boldly asks us to do away with the reductive language we inherit from the past that characterize teaching and professionalization, as well as our customary responses to public criticism of education. The result is a new articulation of composition as a meritorious profession.
A Responsive Rhetorical Art explores the risk-ridden realm of wise if always also fallible rhetorical action—the productive knowledge building required to compose and to leverage texts, broadly construed, for the purposes of public life marked by shrinking public resources, cultural conflict, and deferred hope. Here, composition and literacy learning hold an important and distinctive cultural promise: the capacity to invent with other people new ways forward in light of their own interests and values and in the face of obstacles that could not have otherwise been predicted. Distributed across publicly situated strangers, including citizen-educators, this work engages a persistent challenge of early rhetorical uptake in public life: that what might become public and shared is often tacit and contested. The book’s approach combines attention to local cases (with a transnational student organization, the Nipmuck Chaubunagungamaug, and the South Sudanese diaspora in Phoenix) with a revisable guide for taking up wise action and methods for uncovering elusive institutional logics.
From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis.
Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics.
First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education.
Contributors: Matthew Bridgewater, Cristine Busser, Beth Buyserie, Polina Chemishanova, Michael Day, Bruce Feinstein, Patricia Freitag Ericsson, Nathan Garrett, Joanne Baird Giordano, Tawanda Gipson, Sarah E. Harris, Mark Hartlaub, Holly Hassel, Jennifer Heinert, Ashley J. Holmes, Rita Malenczyk, Christopher P. Parker, Cassandra Phillips, Anna Plemons, Pegeen Reichert Powell, Marc Scott, Robin Snead, Sarah Elizabeth Snyder, Sara Webb-Sunderhaus, Susan Wolff Murphy
Labels traditionally ascribed to women—mother, angel of the house, whore, or bitch—suggest character traits that do not encompass the complexities of women’s identities or empower women’s public speaking. Rethinking Ethos: A Feminist Ecological Approach to Rhetoric redefines the concept of ethos—classically thought of as character or credibility—as ecological and feminist, negotiated and renegotiated, and implicated in shifting power dynamics. Building on previous feminist and rhetorical scholarship, this essay collection presents a sustained discussion of the unique methods by which women’s ethos is constructed and transformed.
Editors Kathleen J. Ryan, Nancy Myers, and Rebecca Jones identify three rhetorical maneuvers that characterize ethos in the feminist ecological imaginary: ethe as interruption/interrupting, ethe as advocacy/advocating, and ethe as relation/relating. Each section of the book explores one of these rhetorical maneuvers. An afterword gathers contributors’ thoughts on the collection’s potential impact and influence, possibilities for future scholarship, and the future of feminist rhetorical studies.
With its rich mix of historical examples and contemporary case studies, Rethinking Ethos offers a range of new perspectives, including queer theory, transnational approaches, radical feminism, Chicana feminism, and indigenous points of view, from which to consider a feminist approach to ethos.
What distinguishes the study of rhetoric from other pursuits in the liberal arts? From what realms of human existence and expression, of human history, does such study draw its defining character? What, in the end, should be the purposes of rhetorical inquiry? And amid so many competing accounts of discourse, power, and judgment in the contemporary world, how might scholars achieve these purposes through the attitudes and strategies that animate their work?
Rethinking Rhetorical Theory, Criticism, and Pedagogy: The Living Art of Michael C. Leff offers answers to these questions by introducing the central insights of one of the most innovative and prolific rhetoricians of the twentieth century, Michael C. Leff. This volume charts Leff ’s decades-long development as a scholar, revealing both the variety of topics and the approach that marked his oeuvre, as well as his long-standing critique of the disciplinary assumptions of classical, Hellenistic, renaissance, modern, and postmodern rhetoric.
Rethinking Rhetorical Theory, Criticism, and Pedagogy includes a synoptic introduction to the evolution of Leff ’s thought from his time as a graduate student in the late 1960s to his death in 2010, as well as specific commentary on twenty-four of his most illuminating essays and lectures.
Winner, 2018 Winifred Bryan Horner Outstanding Book Award
Grassroots historiography has been essential in shaping American sexual identities in the twentieth century. Retroactivism in the Lesbian Archives examines how lesbian collectives have employed “retroactivist” rhetorics to propel change in present identification and politics. By appropriating and composing versions of the past, these collectives question, challenge, deconstruct, and reinvent historical discourse itself to negotiate and contest lesbian identity.
Bessette considers a diverse array of primary sources, including grassroots newsletters, place-based archives, experimental documentary films, and digital video collections, to investigate how retroactivists have revised and replaced dominant accounts of lesbian deviance. Her analysis reveals inventive rhetorical strategies leveraged by these rhetors to belie the alienating, dispersing effects of discourses that painted women with same-sex desire as diseased and criminal. Focusing on the Daughters of Bilitis, the Lesbian Herstory Archives, and the June L. Mazer Archives, and on historiographic filmmakers such as Barbara Hammer and Cheryl Dunye, Bessette argues that these retroactivists composed versions of a queer past that challenged then-present oppressions, joined together provisional communities, and disrupted static definitions and associations of lesbian identity.
Retroactivism in the Lesbian Archives issues a challenge to feminist and queer scholars to acknowledge how historiographic rhetoric functions in defining and contesting identities and the historical forces that shape them.
In this precise and provocative treatise, Julie Jung augments the understanding and teaching of revision by arguing that the process should entail changing attitudes rather than simply changing texts. Revisionary Rhetoric, Feminist Pedagogy, and Multigenre Texts proposes and demonstrates alternative ways of reading, writing, and teaching that hear silences in such a way as to generate personal, pedagogical, and professional revisions. As both a challenge to prevailing revision pedagogies and an elaboration of contemporary feminist rhetorics, the volume encourages students and instructors to examine their identities as scholars of rhetoric and composition and to question how and why revision is taught.
Jung analyzes feminist texts to identify a revisionary rhetoric that is, at its core, most concerned with creating a space in which to engage productively with issues of difference. This synthesis of feminist theory and revision studies yields a pedagogically useful definition of feminist rhetoric, through which Jung examines the insights afforded by multigenre texts in various related contexts: the academic essay, the discipline of rhetoric and composition studies, feminist composition, and the subfields of English studies including rhetoric and composition, literature, and creative writing. Jung illustrates how multigenre texts demand innovative methods of inquiry because they do not fit the conventions of any single genre. Because genre is inextricably tied to the construction of social identity, she explains, multigenre texts also offer a means for understanding and revising disciplinary identity.
Boldly making a case for the revisionary power of multigenre texts, Jung retheorizes revision as a process of disrupting textual clarity so that differences can be identified, contended with, and perhaps understood. Revisionary Rhetoric, Feminist Pedagogy, and Multigenre Texts makes great strides towards defining feminist rhetoric and ascertaining how revision can be theorized, not just practiced. Jung also provides a multigenre epilogue that explores the usefulness of reconceiving revision as a progression towards wholeness rather than perfection.
Revisiting Racialized Voice:African American Ethos in Language and Literature argues that past misconceptions about black identity and voice, codified from the 1870s through the 1920s, inform contemporary assumptions about African American authorship and ethos. Tracing elements of racial consciousness in the works of Frederick Douglass, Charles Chesnutt, W. E. B. DuBois, Zora Neale Hurston, and others, David G. Holmes urges a revisiting of narratives from this period to strengthen and advance notions about racialized writing and to shape contemporary composition pedagogies.
Pointing to the intersection of African American identity, literature, and rhetoric, Revisiting Racialized Voice begins to construct rhetorically workable yet ideologically flexible definitions of black voice. Holmes maintains that political pressure to embrace“color blindness” endangers scholars’ ability to uncover links between racialized discourses of the past and those of the present, and he calls instead for a reassessment of the material realities and theoretical assumptions race represents and with which it has been associated.
In Reworking English in Rhetoric and Composition, editors Bruce Horner and Karen Kopelson gather leading scholars and new voices in the field of rhetoric and composition to offer a dynamic new perspective on English as it is used today. This provocative volume explores the myriad ways in which English is constantly redefined, revised, and redirected through specific, located acts of writing, rhetoric, teaching, and learning. Contributors provide insightful contributions to the study of English from both national and international perspectives, revealing the language as a fluid and constantly changing manner of expression that challenges established notions.
In part one, “Reworking Language,” writers call into question the idea of language as a static, stable entity. In part two, “Locations and Migrations: Global/Local Interrogations,” contributors explore the impact of writing and teaching English in both in the United States and abroad, from Arkansas and Oklahoma to China, Jamaica, and Lebanon. Part three, “Pedagogical/Institutional Interventions,” addresses English in institutional settings and the implications for future pedagogical work. Each essay in this revolutionary volume substantiates two key premises for the rethinking of English: first, that languages are susceptible to constant change through the very acts of writing, teaching, and learning, and second, that this reworking occurs as it moves between various temporal and spatial locations.
Throughout the volume, the variety and flexibility of English across the globe are both advocated and revealed, rejecting dominant Anglophone perspectives and instead placing language in cross-cultural contexts. Brimming with informative and thought-provoking insights, Reworking English in Rhetoric and Composition breathes new life into the field and provides direction for scholars and teachers looking to the future of English.
Bruce Horner’s Rewriting Composition: Terms of Exchange shows how dominant inflections of key terms in composition—language, labor, value/evaluation, discipline, and composition itself—reinforce composition’s low institutional status and the poor working conditions of many of its instructors and tutors. Placing the circulation of these terms in multiple contemporary contexts, including globalization, world Englishes, the diminishing role of labor and the professions, the “information” economy, and the privatization of higher education, Horner demonstrates ways to challenge debilitating definitions of these terms and to rework them and their relations to one another.
Each chapter of Rewriting Composition focuses on one key term, discussing how limitations set by dominant definitions shape and direct what compositionists do and how they think about their work. The first chapter, “Composition,” critiques a discourse of composition as lacking and therefore as in need of being either put to an end, renamed, aligned with other fields, or supplemented with work in other disciplines or other forms of composition. Rather than seeing composition as something to be abandoned, replaced, or supplemented, Horner suggests ways of productively engaging with the ordinary work of composition whose ostensible lack is assumed in the dominant discourse. Subsequent chapters apply this reconsideration to other key terms, critiquing dominant conceptions of “language” and English as stable; examining how “labor” in composition is divorced from the productive force of social relations to which language work contributes; rethinking the terms of value by which the labor of composition teachers, administrators, and students is measured; and questioning the application of conventional definitions of professional academic disciplinarity to composition. By exposing limitations in dominant conceptions of the work of composition and by modeling and opening up space for new conceptions of key terms, Rewriting Composition offers teachers of composition and rhetoric, writing scholars, and writing program administrators the critical tools necessary for charting the future of composition studies.
(Re)Writing Craft focuses on the gap that exists in many English departments between creative writers and compositionists on one hand, and literary scholars on the other, in an effort to radically transform the way English studies are organized and practiced today. In proposing a new form of writing he calls "craft criticism," Mayers, himself a compositionist and creative writer, explores the connections between creative writing and composition studies programs, which currently exist as separate fields within the larger and more amorphous field of English studies. If creative writing and composition studies are brought together in productive dialogue, they can, in his view, succeed in inverting the common hierarchy in English departments that privileges interpretation of literature over the teaching of writing.
"Like all writers, intellectuals need to say something new and say it well. But unlike many other writers, what intellectuals have to say is bound up with the books we are reading . . . and the ideas of the people we are talking with."
What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it.
“Like all writers, intellectuals need to say something new and say it well. But for intellectuals, unlike many other writers, what we have to say is bound up with the books we are reading . . . and the ideas of the people we are talking with.”
What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it. The second edition introduces remixing as an additional signature move and is updated with new attention to digital writing, which both extends and rethinks the ideas of earlier chapters.
Re/Writing the Center illuminates how core writing center pedagogies and institutional arrangements are complicated by the need to create intentional, targeted support for advanced graduate writers. Most writing center tutors are undergraduates, whose lack of familiarity with the genres, preparatory knowledge, and research processes integral to graduate-level writing can leave them underprepared to assist graduate students. Complicating the issue is that many of the graduate students who take advantage of writing center support are international students.
The essays in this volume show how to navigate the divide between traditional writing center theory and practices, developed to support undergraduate writers, and the growing demand for writing centers to meet the needs of advanced graduate writers. Contributors address core assumptions of writing center pedagogy, such as the concept of peers and peer tutoring, the emphasis on one-to-one tutorials, the positioning of tutors as generalists rather than specialists, and even the notion of the writing center as the primary location or center of the tutoring process. Re/Writing the Center offers an imaginative perspective on the benefits writing centers can offer to graduate students and on the new possibilities for inquiry and practice graduate students can inspire in the writing center.
Contributors: Laura Brady, Michelle Cox, Thomas Deans, Paula Gillespie, Mary Glavan, Marilyn Gray, James Holsinger, Elena Kallestinova, Tika Lamsal, Patrick S. Lawrence, Elizabeth Lenaghan, Michael A. Pemberton, Sherry Wynn Perdue, Doug Phillips, Juliann Reineke, Adam Robinson, Steve Simpson, Nathalie Singh-Corcoran, Ashly Bender Smith, Sarah Summers, Molly Tetreault, Joan Turner, Bronwyn T. Williams, Joanna Wolfe
In this edited volume, authors seek to document and analyze how state and non-state actors leverage digital rhetoric as a twenty-first-century weapon of war. Rhet Ops offer readers a chance to focus on the human dimension of rhetorical practice within mobile technologies and social networks: to reflect not only on the durable question of what it means to conduct oneself ethically as a speaker or writer, but also what it means to learn the art of rhetoric as a means to engage adversaries in war and conflict.
Bridging the disciplinary divide between writing and literature, Rhetor Response introduces the concept and pedagogical applications of “literary affordances”—the ways in which readers “use” and integrate literature into their own writing or lives. Unconcerned with authorial intent, interpretive meaning, or critical reception, “affordance” signifies a shift in focus from what literary texts mean and do to what one can do with them.
This book presents both opportunities and challenges to writing studies, a field whose burgeoning disciplinary independence ironically relies on a sizable underclass of specialists in literature rather than writing. Incorporating elements of rhetorical theory, literary criticism, pedagogical methodology, political critique, and psychological and philosophical memoir, Peter H. Khost complicates and revives the relevance of literature—from belles lettres to fanfiction—by turning from interpretation to affordance in order to identify readers’ applications of literary textual features to unrelated lived situations.
Rhetor Response theorizes and exemplifies literary affordance as a constructive step toward professional reconciliation, as well as an entry into greater textual power and pleasure for students and readers. It is a one-of-a-kind resource for college writing program administrators, faculty and scholars in English and writing studies, and graduate and advanced undergraduate students across both disciplines.
David G. Levasseur, Lisa M. Gring-Pemble, "Not All Capitalist Stories Are Created Equal: Mitt Romney’s Bain Capital Narrative and the Deep Divide in American Economic Rhetoric"
Stephanie A. Martin, "Recession Resonance: How Evangelical Megachurch Pastors Promoted Fiscal Conservatism in the Aftermath of the 2008 Financial Crash"
Christopher J. Gilbert, "If This Statue Could Talk: Statuary Satire in the Pasquinade Tradition"
Charles E. Morris III, "Introduction"
Bradford Vivian, "The Sight and Sound of Lincoln"
Kirt H. Wilson, "The Intimate and Ugly Politics of Emancipation"
Cara A. Finnegan, "Slave Photographs in Lincoln"
Charles E. Morris III, "Lincoln’s Queer Hands"
Brian J. Snee, "Saving the Emancipator"
Shawn J. Parry-Giles, David S. Kaufer, "Lincoln: The “Double Consciousness” of the Man and the President"
David Zarefsky, "Lincoln and Historical Accuracy"
Erin J. Rand, "Bad Feelings in Public: Rhetoric, Affect, and Emotion"
Kristina Horn Sheeler and Karrin Vasby Anderson, Woman President: Confronting Postfeminist Political Culture, reviewed by Allison M. Prasch
Richard W. Leeman, The Teleological Discourse of Barack Obama, reviewed by Derek Sweet
Andre E. Johnson, The Forgotten Prophet: Bishop Henry McNeal Turner and the African American Prophetic Tradition, reviewed by Theon E. Hill
Michael L. Ondaatje, Black Conservative Intellectuals in Modern America, reviewed by Cynthia King
Kendall R. Phillips and G. Mitchell Reyes, eds., Global Memoryscapes: Contesting Remembrance in a Transnational Age, reviewed by Cynthia Duquette Smith
Samuel McCormick, Letters to Power: Public Advocacy Without Public Intellectuals, reviewed by James H. Collier
Luke Winslow, "The Undeserving Professor: Neoliberalism and the Reinvention of Higher Education"
Allison M. Prasch, "Reagan at Pointe du Hoc: Deictic Epideictic and the Persuasive Power of 'Bringing Before the Eyes'”
Eric C. Miller, "Phyllis Schlafly’s 'Positive' Freedom: Liberty, Liberation, and the Equal Rights Amendment"
Richard Benjamin Crosby, "Toward a Practical, Civic Piety: Mitt Romney, Barack Obama, and the Race for National Priest"
Brett Lunceford, "Armed Victims: The Ego Function of Second Amendment Rhetoric"
Joshua Gunn, "Tears of Refusal: Crying with Collins (and Lundberg), with Reference to Pee-wee Herman"
J. Michael Hogan, Craig Rood, "Rhetorical Studies and the Gun Debate: A Public Policy Perspective"
Amy L. Heyse, "American and Global Perspectives on Conservatism"
Isaac West, Transforming Citizenships: Transgender Articulations of the Law, Reviewed by Anjali Vats
Kimberly Harrison, The Rhetoric of Rebel Women: Civil War Diaries and Confederate Persuasion, Reviewed by Catherine L. Hobbs
Ebony A. Utley, Rap and Religion: Understanding the Gangsta’s God, Reviewed by Rudo Mudiwa
Michelle Ballif, ed., Theorizing Histories of Rhetoric, Reviewed by Mari Lee Mifsud
John T. Gage, ed., The Promise of Reason: Studies in The New Rhetoric, Reviewed by Janice W. Fernheimer
J. Michael Hogan, "The Road Not Taken in Opinion Research: Mass-Observation in Great Britain, 1937–1940"
Jansen B. Werner, "Black America’s Double War: Ralph Ellison and “Critical Participation” during World War II"
Joseph Rhodes, "Imagining Moral Presidential Speech: Barack Obama’s Niebuhrian Nobel"
Jeremy David Engels, "The Trouble with “Public Bodies”: On the Anti-Democratic Rhetoric of The Federalist"
Celebrating the Life and Scholarship of Bruce E. Gronbeck, 1941–2014
Howard H. Martin, "Bruce Gronbeck at Michigan, 1967–1973"
Martin J. Medhurst, "The Man for All Seasons: Bruce Gronbeck"
Celeste M. Condit, "Bruce Gronbeck’s Gift: A Hermeneutics of Hospitality"
A. Susan Owen, "Writing Bruce into Memory"
David J. Depew, "Remembering Bruce Gronbeck"
John M. Sloop, "Bruce Gronbeck and the Lived Experience of Tradition"
Leslie A. Hahner, "'It's always more complicated than that': Bruce Gronbeck on Visual Method"
Kristan Poirot, "Gendered Geographies of Memory: Place, Violence, and Exigency at the Birmingham Civil Rights Institute"
Danielle Endres, "American Indian Permission for Mascots: Resistance or Complicity within Rhetorical Colonialism?"
Robert C. Rowland, John M. Jones, "Redefining the Proper Role of Government: Ultimate Definition in Reagan’s First Inaugural"
Ellen W. Gorsevski, "Letters, Laws, and New (In)Justice: The Rhetoric of Rights in Shaping Democracy"
Paul Stob, William James and the Art of Popular Statement, Reviewed by Joseph Rhodes
Bryan Crable, Ralph Ellison and Kenneth Burke: At the Roots of the Racial Divide, Reviewed by Andrew C. Hansen
Jay P. Childers, The Evolving Citizen: American Youth and the Changing Norms of Democratic Engagement, Reviewed by Kristy Maddux
Samuel Walker, Presidents and Civil Liberties from Wilson to Obama: A Story of Poor Custodians, Reviewed by Zoe Hess Carney
Mark S. Ferrara, Barack Obama and the Rhetoric of Hope, Reviewed by Jason G. Williamson
Burton I. Kaufman, The Post-Presidency from Washington to Clinton, Reviewed by Adam J. Gaffey
Philip Dalton and Eric Kramer, Coarseness in U.S. Public Communication, Reviewed by Ilon Lauer
Amos Kiewe, Confronting Anti-Semitism: Seeking an End to Hateful Rhetoric, Reviewed by David Moscowitz
Karma R. Chávez, Queer Migration Politics: Activist Rhetoric and Coalitional Possibilities, Reviewed by Kirstin Wagner
Anne Marie Todd, Communicating Environmental Patriotism: A Rhetorical History of the American Environmental Movement, Reviewed by James Coleman McGuffey
Jay Timothy Dolmage, Disability Rhetoric, Reviewed by R. Kyle Kellam
Robert B. Hackey, Cries of Crisis: Rethinking the Healthcare Debate, Reviewed by Nathan Stormer
Tasha Dubriwny, The Vulnerable Empowered Woman: Feminism, Postfeminism, and Women’s Health, Reviewed by Bridget Sutherland
Ned O'Gorman, Kevin Hamilton, "The Sensibility of the State: Lookout Mountain Laboratory’s Operation Ivy and the Image of the Cold War 'Super'"
William Rodney Herring, "The Rhetoric of Credit, the Rhetoric of Debt: Economic Arguments in Early America and Beyond"
Laura J. Collins, "Rights Talk and Political Dispositions"
Zoltan P. Majdik, "On Rhetoric between Science and Society"
Kristan Poirot, A Question of Sex: Feminism, Rhetoric, and Differences that Matter, reviewed by Jaclyn Nolan
Leslie J. Harris, State of the Marital Union: Rhetoric, Identity, and Nineteenth-Century Marriage Controversies, reviewed by Eric C. Miller
Marika Seigel, The Rhetoric of Pregnancy, reviewed by Judy Z. Segal
David Gold and Catherine L. Hobbs, Educating the New Southern Woman: Speech, Writing, and Race at the Public Women’s Colleges, 1884–1945, reviewed by Tiffany Lewis
Shawn J. Parry-Giles, Hillary Clinton in the News: Gender and Authenticity in American Politics, reviewed by Karrin Vasby Anderson
Karlyn Kohrs Campbell, The Great Silent Majority: Nixon’s 1969 Speech on Vietnamization, reviewed by Mary E. Stuckey
Roderick P. Hart, Jay P. Childers, and Colene J. Lind, Political Tone: How Leaders Talk and Why, reviewed by Michael J. Bergmaier
Marlia Banning, Manufacturing Uncertainty: Contemporary U.S. Public Life and the Conservative Right, reviewed by Thomas A. Salek
Jeffrey P. Mehltretter Drury, Speaking with the People’s Voice: How Presidents Invoke Public Opinion, reviewed by Jeffrey A. Kurr
James J. Kimble, Prairie Forge: The Extraordinary Story of the Nebraska Scrap Metal Drive of World War II, reviewed by Denise M. Bostdorff
Matthew May, Soapbox Rebellion: The Hobo Orator Union and the Free Speech Fights of the Industrial Workers of the World, 1909–1916, reviewed by Mary Anne Trasciatti
Maegan Parker Brooks, A Voice that Could Stir an Army: Fannie Lou Hamer and the Rhetoric of the Black Freedom Movement, reviewed by Aric Putnam
Saladin Ambar, Malcolm X at Oxford Union: Racial Politics in a Global Era, reviewed by Lisa Corrigan
Ronald C. Arnett, Communication Ethics in Dark Times: Hannah Arendt’s Rhetoric of Warning and Hope, reviewed by Nathan Crick
Stephen J. Hartnett, Eleanor Novek, and Jennifer K. Wood, eds., Working for Justice: A Handbook of Prison Education and Activism, reviewed by L. N. Badger
David D. Cooper, Learning in the Plural: Essays on the Humanities and Public Life, reviewed by William Keith
Kurt T. Lash, The Fourteenth Amendment and the Privileges and Immunities of American Citizenship, reviewed by Jessica Gantt Shafer
Christa J. Olson, Constitutive Visions: Indigeneity and Commonplaces of National Identity in Republican Ecuador, reviewed by Abigail Selzer King
Kathleen S. Lamp, A City of Marble: The Rhetoric of Augustan Rome, reviewed by Jeffrey Walker
Jim A. Kuypers, ed., Purpose, Practice, and Pedagogy in Rhetorical Criticism, reviewed by Antonio de Velasco
William O. Saas, Rachel Hall, "Restive Peace: Body Bags, Casket Flags, and the Pathologization of Dissent"
Bryan Blankfield, “'A Symbol of His Warmth and Humanity': Fala, Roosevelt, and the Personable Presidency"
James J. Kimble, "Rosie’s Secret Identity, Or, How to Debunk a Woozle by Walking Backward through the Forest of Visual Rhetoric"
Paul Stob, "Sacred Symbols, Public Memory, and the Great Agnostic: Robert Ingersoll Remembers the Civil War"
Stephanie Houston Grey, "A Growing Appetite: The Emerging Critical Rhetoric of Food Politics"
Michael J. Lee, Creating Conservatism: Postwar Words that Made an American Movement,Reviewed by Paul Elliot Johnson
C. Damien Arthur, Economic Actors, Economic Behaviors, and Presidential Leadership: The Constrained Effects of Rhetoric, Reviewed by Justin S. Vaughn
Brian Jackson and Gregory Clark, eds., Trained Capacities: John Dewey, Rhetoric, and Democratic Practice, Reviewed by Ira Allen
Josue David Cisneros, The Border Crossed Us: Rhetorics of Borders, Citizenship, and Latina/o Identity, Reviewed by D. Robert Dechaine
Katherine Elizabeth Mack, From Apartheid to Democracy: Deliberating Truth and Reconciliation in South Africa, Reviewed by Lindsay Harroff
Erin J. Rand, Reclaiming Queer: Activist and Academic Rhetorics of Resistance, Reviewed by Michael Warren Tumolo
Jason Edward Black and Charles E. Morris III, eds., An Archive of Hope: Harvey Milk’s Speeches and Writings, Reviewed by Timothy Oleksiak
Sue Curry Jansen, Walter Lippmann: A Critical Introduction to Media and Communication Theory, Reviewed by Peter Simonson
Shannon Walters, Rhetorical Touch: Disability, Identification, Haptics, Reviewed by Amy Vidali
Jordynn Jack, Autism and Gender: From Refrigerator Mothers to Computer Geeks, Reviewed by Jennifer A. Malkowski
Stephen Schneider, You Can’t Padlock an Idea: Rhetorical Education at the Highlander Folk School, 1932–1961, Reviewed by Jessica Enoch & Elizabeth Ellis
Stephen E. Jones, The Emergence of the Digital Humanities, Reviewed by Jessica Rudy
Stephen J. Heidt, "Presidential Power and National Violence: James K. Polk’s Rhetorical Transfer of Savagery"
Stephen Howard Browne, “'Sacred fire of liberty': The Constitutional Origins of Washington’s First Inaugural Address"
Robert C. Rowland, John M. Jones, "Reagan’s Strategy for the Cold War and the Evil Empire Address"
Suhi Choi, "Can a Memorial Communicate Embodied Trauma? Reenacting Civilian Bodies in the No Gun Ri Peace Park"
Kundai Chirindo, "Paradigmatic and Syntagmatic Approaches to the Obama Presidency"
Pat J. Gehrke and William M. Keith, eds., A Century of Communication Studies: The Unfinished Conversation, reviewed by Sara C. Vanderhaagen
Frank Farmer, After the Public Turn: Composition, Counterpublics, and the Citizen Bricoleur, reviewed by Daniel C. Bouwer
Ronald C. Arnett and Pat Arneson, eds., Philosophy of Communication Ethics: Alterity and the Other, reviewed by Melba Velez Ortiz
Lynda Walsh, Scientists as Prophets: A Rhetorical Genealogy, reviewed by John Lynch
Dana Anderson and Jessica Enoch, eds., Burke in the Archives: Using the Past to Transform the Future of Burkean Studies, reviewed by JamesF. Klumpp
Sue Curry Jansen, Walter Lippmann: A Critical Introduction to Media and Communication Theory, reviewed by Peter Simonson
Anthony F. Arrigo, Imaging Hoover Dam: The Making of a Cultural Icon, reviewed by Trischa Goodnow
Bonnie J. Dow, Watching Women’s Liberation 1970: Feminism’s Pivotal Year on the Network News, reviewed by Kristina Horn Sheeler
James J. Kimble, "Spectral Soldiers: Domestic Propaganda, Visual Culture, and Images of Death on the World War II Home Front"
Jay P. Childers, "Transforming Violence into a Focusing Event: A Reception Study of the 1946 Georgia Lynching"
Allison C. Rowland, "Life-Saving Weapons: The Biolegitimacy of Drone Warfare"
Stephen John Hartnett, "Democracy in Decline, as Chaos, and as Hope; or, U.S.–China Relations and Political Style in an Age of Unraveling"
Jeffrey B. Kurtz, "War Had Transformed Them All: Coming to Terms with the Civil War"
Jonathan J. Edwards, Superchurch: The Rhetoric and Politics of American Fundamentalism, reviewed by Paul Stob
Mary E. Stuckey, Voting Deliberatively: FDR and the 1936 Presidential Campaign, reviewed by Amos Kiewe
Timothy Barney, Mapping the Cold War: Cartography and the Framing of America’s International Power, reviewed by Amber Davisson
Thomas W. Benson and Brian J. Snee, eds., Michael Moore and the Rhetoric of Documentary, reviewed by Teresa Bergman
Cheryl Glenn and Andrea Lunsford, eds., Landmark Essays on Rhetoric and Feminism, 1973–2000, reviewed by Rosalyn Collings Eves
Marouf Hasian Jr., Restorative Justice, Humanitarian Rhetorics, and Public Memories of Colonial Camp Cultures, reviewed by Peter Ehrenhaus
Gregory Clark, Civic Jazz: American Music and Kenneth Burke on the Art of Getting Along, reviewed by Raymond Blanton
Amos Kiewe and Davis W. Houck, eds., The Effects of Rhetoric and the Rhetoric of Effects, reviewed by Ryan Neville-Shepard
Nathan S. Atkinson, "Public Exclusions: Garrison State Rhetoric and the Domestic Control of Atomic Energy, 1945–46"
Randall Fowler, "Lion’s Last Roar, Eagle’s First Flight: Eisenhower and the Suez Crisis of 1956"
Travis Cram, “'An Open Door: Responsibility and the Comic Frame in Obama’s Foreign Policy Rhetoric on Iran"
Jansen B. Werner, "Building a 'Dwelling Place' for Justice: Ethos Reinvention in Martin Luther King Jr.’s 'Where Do We Go from Here?'”
Kevin Musgrave, "A Battle for Hearts and Minds: Evangelical Capitalism and Pastoral Power in Bruce Barton’s 'The Public'”
Christine J. Gardner, "Popular Culture and the Evangelical Imagination"
Craig R. Smith, Confessions of a Presidential Speechwriter, reviewed by Diana B. Carlin
Ian Haney López, Dog Whistle Politics: How Coded Racial Appeals Have Reinvented Racism and Wrecked the Middle Class, reviewed by Jonathan P. Rossing
John Oddo, Intertextuality and the 24-Hour News Cycle: A Day in the Rhetorical Life of Colin Powell’s U.N. Address, reviewed by Mark A. Thompson
Raka Shome, Diana and Beyond: White Femininity, National Identity, and Contemporary Media Culture, reviewed by Haneen Shafeeq Ghabra and Bernadette Marie Calafell
Scott Stroud, Kant and the Promise of Rhetoric, reviewed by Ronald C. Arnett
Jessy J. Ohl, "In Pursuit of Light War in Libya: Kairotic Justifications of War That Just Happened"
Jeffrey St. Onge, "Operation Coffeecup: Ronald Reagan, Rugged Individualism, and the Debate over 'Socialized Medicine'”
Sarah Kornfield, "Fixating on the Stasis of Fact: Debating 'Having It All' in U.S. Media"
Stephen J. Hartnett, Bryan R. Reckard, "Sovereign Tropes: A Rhetorical Critique of Contested Claims in the South China Sea"
Ned O'Gorman , Katie P. Bruner, Paul R. McKean, Matthew C. Pitchford, Nikki R. Weickum, "Old Rhetoric and New Media"
Greg Dickinson, Suburban Dreams: Imagining and Building the Good Life, reviewed by Andrew F. Wood
Nathan Crick, Rhetoric and Power: The Drama of Classical Greece, reviewed by Kristine Bruss
Christian Kock and Lisa Villadsen, Contemporary Rhetorical Citizenship, reviewed by Sara R. Kitsch
James Crosswhite, Deep Rhetoric: Philosophy, Reason, Violence, Justice, Wisdom, reviewed by Sarah Burgess
Jenell Johnson, American Lobotomy: A Rhetorical History, reviewed by Jordynn Jack
Nathan Stormer, Signs of Pathology: U.S. Medical Rhetoric on Abortion, 1800s–1960s, reviewed by S. Scott Graham
Risa Applegarth, Rhetoric in American Anthropology: Gender, Genre, and Science, reviewed by Ann George
Stephanie LeMenager, Living Oil: Petroleum Culture in the American Century, reviewed by Kathleen M. De Oníz
Kelly Jakes, "Songs of Our Fathers: Gender and Nationhood at the Liberation of France"
Pamela Conners, "Constructing Economic and Civic Values through Public Policy Debate: The Case of the National Housing Act of 1934"
Stephen M. Underhill, "Prisoner of Context: The Truman Doctrine Speech and J. Edgar Hoover’s Rhetorical Realism"
Karrin Vasby Anderson, "Forum on the 2016 Presidential Primary: Rhetoric, Identity, and Presidentiality in the Post-Obama Era"
Robert E. Terrill, "The Post-Racial and Post-Ethical Discourse of Donald J. Trump"
J. David Cisneros, "Racial Presidentialities: Narratives of Latinxs in the 2016 Campaign"
Karrin Vasby Anderson, "Presidential Pioneer or Campaign Queen? Hillary Clinton and the First-Timer/Frontrunner Double Bind"
Mary E. Stuckey, "Dynasties and Democracy"
Jonathan P. Rossing, "No Joke: Silent Jesters and Comedic Refusals"
Mari Lee Mifsud, Rhetoric and the Gift: Ancient Rhetorical Theory and Contemporary Communication, reviewed by Michele Kennerly
Han Baltussen and Peter J. Davis, The Art of Veiled Speech: Self-Censorship from Aristophanes to Hobbes, reviewed by Trevor C. Meyer
Greg Goodale, The Rhetorical Invention of Man: A History of Distinguishing Humans from Other Animals, reviewed by Mary Trachsel
Robert Hariman and Ralph Cintron, Culture, Catastrophe, and Rhetoric: The Texture of Political Action, reviewed by José G. Izaguirre, III
Allison M. Prasch, Julia Scatliff O’Grady, "Saluting the 'Skutnik': Special Guests, the First Lady’s Box, and the Generic Evolution of the State of the Union Address"
Mike Milford, "Veiled Intervention: Anti-Semitism, Allegory, and Captain America"
Robert C. Rowland, John M. Jones, "Reagan’s Farewell Address: Redefining the American Dream"
Mary E. Stuckey, "American Elections and the Rhetoric of Political Change: Hyperbole, Anger, and Hope in U.S. Politics"
Denise M. Bostdorff, "Obama, Trump, and Reflections on the Rhetoric of Political Change"
Robert L. Ivie, "Trump’s Unwitting Prophecy"
Michael J. Lee, "Considering Political Identity: Conservatives, Republicans, and Donald Trump"
Christy-Dale L. Sims, "Performing Native Rhetorics of Resistance and Identity"
Robert Danisch, Building a Social Democracy: The Promise of Rhetorical Pragmatism, reviewed by Craig Rood
Michael Warren Tumolo, Just Remembering: Rhetorics of Genocide Remembrance and Sociopolitical Judgment, reviewed by Bradley A. Serber
Darrel Wanzer-Serrano, The New York Young Lords and the Struggle for Liberation, reviewed by J. David Cisneros
Janice W. Fernheimer, Stepping into Zion: Hatzaad Harishon, Black Jews, and the Remaking of Jewish Identity, reviewed by Dana Anderson
Monte Harrell Hampton,Storm of Words: Science, Religion, and Evolution in the Civil War Era , reviewed by Thomas M. Lessl
Denise M. Bostdorff and Daniel J. O’Rourke, "Religion, Sport, and the Return of the Prodigal Son: The Postsecular Rhetoric of LeBron James’s 2014 'I’m Coming Home' Open Letter"
G. Mitchell Reyes, David P. Schulz, and Zoe Hovland, "When Memory and Sexuality Collide: The Homosentimental Style of Gay Liberation"
Adam J. Gaffey and Jennifer L. Jones Barbour, “'A Spirit That Can Never Be Told': Commemorative Agency and the Texas A&M University Bonfire Memorial"
Randall Fowler, “'Caliphate' against the Crown: Martyrdom, Heresy, and the Rhetoric of Enemyship in the Kingdom of Jordan"
Eric Scott Jenkins, "Materialism(s) in Recent Visual Rhetorical Histories: A Commentary"
David Greenberg, Republic of Spin: An Inside History of the American Presidency, reviewed by Mary E. Stuckey
Jeffrey S. Ashley and Marla J. Jarmer, eds., The Bully Pulpit, Presidential Speeches, and the Shaping of Public Policy, reviewed by Justin Kirk
Barry Brummett, ed., Clockwork Rhetoric: The Language and Style of Steampunk, reviewed by Andrea J. Severson
Zeynep Gambetti and Marcial Gody-Anativia, eds., Rhetorics of Insecurity: Belonging and Violence in the Neoliberal Era, reviewed by Evan Beaumont Center
Gina L. Ercolini, Kant’s Philosophy of Communication, reviewed by Nathan Crick
Timothy Morton, Dark Ecology: For a Logic of Future Coexistence, reviewed by T. Jake Dionne
Anthony M. Wachs, The New Science of Communication: Reconsidering McLuhan’s Message for Our Modern Moment, reviewed by Corey Anton
Rebecca S. Richards, Transnational Feminist Rhetorics and Gendered Leadership in Global Politics: From Daughters of Destiny to Iron Ladies, reviewed by Tiara R. Na’puti
Laura A. Stengrim, "One World: Wendell Willkie’s Rhetoric of Globalism in the World War II Era"
Harriette Kevill-Davies, "Children Crusading against Communism: Mobilizing Boys as Citizen Soldiers in the Early Cold War State"
Tiffany Lewis, "The Mountaineering and Wilderness Rhetorics of Washington Woman Suffragists"
Davida Charney, "The Short and the Long of It: Rhetorical Amplitude at Gettysburg"
Christopher J. Gilbert, "War Comics"
Cara A. Finnegan, Making Photography Matter: A Viewer’s History from the Civil War to the Great Depression, reviewed by Ekaterina V. Haskins
J. Christian Spielvogel, Interpreting Sacred Ground: The Rhetoric of National Civil War Parks and Battlefields, reviewed by Michael Warren Tumolo
Robert Asen, Democracy, Deliberation, and Education, reviewed by Mark Hlavacik
S. Scott Graham, The Politics of Pain Medicine: A Rhetorical-Ontological Inquiry, reviewed by Lynda Walsh
Mary E. Stuckey, Political Rhetoric, reviewed by Jeffrey P. Mehltretter Drury
Robert E. Terrill, Double-Consciousness and the Rhetoric of Barack Obama: The Price and Promise of Citizenship, reviewed by David A. Frank
Stephen Howard Browne, The Ides of War: George Washington and the Newburgh Crisis, reviewed by Allison M. Prasch
Leroy G. Dorsey, Theodore Roosevelt, Conservation, and the 1908 Governor’s Conference, reviewed by Samuel Perry
James L. Kastely, The Rhetoric of Plato’s Republic: Democracy and the Philosophical Problem of Persuasion, reviewed by John J. Jasso
In response to those who insist that rhetoric and composition should remain only a service discipline, editor Gary A. Olson’s Rhetoric and Composition as Intellectual Work demonstrates that it already is an intellectual discipline, that for at least a quarter of a century the field has developed an impressive tradition of intellectual work in a remarkable assortment of subject areas. Rhetoric and Composition as Intellectual Work suggests the diversity of intellectual projects that have and will continue to make rhetoric and composition more than a service to the university, more than a field devoted solely to improving writing pedagogy, and more than a preliminary to literary studies.
This collection of nineteen essays by some of the most distinguished scholars in the discipline illustrates that rhetoric and composition has much to contribute to the intellectual milieu of the contemporary university, as the field continues to push its disciplinary borders and discover new sites of investigation.
Rhetoric and Demagoguery
Patricia Roberts-Miller Southern Illinois University Press, 2019 Library of Congress P301.5.P67R65 2019 | Dewey Decimal 808.0427
One of Library Journal's Top 20 Best-Selling Language Titles of 2019
In a culture of profit-driven media, demagoguery is a savvy short-term rhetorical strategy. Once it becomes the norm, individuals are more likely to employ it and, in that way, increase its power by making it seem the only way of disagreeing with or about others. When that happens, arguments about policy are replaced by arguments about identity—and criticism is met with accusations that the critic has the wrong identity (weak, treacherous, membership in an out-group) or the wrong feelings (uncaring, heartless).
Patricia Roberts-Miller proposes a definition of demagoguery based on her study of groups and cultures that have talked themselves into disastrously bad decisions. She argues for seeing demagoguery as a way for people to participate in public discourse, and not necessarily as populist or heavily emotional. Demagoguery, she contends, depoliticizes political argument by making all issues into questions of identity. She broaches complicated questions about its effectiveness at persuasion, proposes a new set of criteria, and shows how demagoguery plays out in regard to individuals not conventionally seen as demagogues.
Roberts-Miller looks at the discursive similarities among the Holocaust in early twentieth-century Germany, the justification of slavery in the antebellum South, the internment of Japanese Americans in the United States during World War II, and the U.S.-led invasion of Iraq in 2003, among others. She examines demagoguery among powerful politicians and jurists (Earl Warren, chief justice of the U.S. Supreme Court) as well as more conventional populists (Theodore Bilbo, two-time governor of Mississippi; E. S. Cox, cofounder of the Anglo-Saxon Clubs of America). She also looks at notorious demagogues (Athenian rhetor Cleon, Ann Coulter) and lesser-known public figures (William Hak-Shing Tam, Gene Simmons).
Berlin here continues his unique history of American college composition begun in his Writing Instruction in Nineteenth-Century Colleges (1984), turning now to the twentieth century.
In discussing the variety of rhetorics that have been used in writing classrooms Berlin introduces a taxonomy made up of three categories: objective rhetorics, subjective rhetorics, and transactional rhetorics, which are distinguished by the epistemology on which each is based. He makes clear that these categories are not tied to a chronology but instead are to be found in the English department in one form or another during each decade of the century.
His historical treatment includes an examination of the formation of the English department, the founding of the NCTE and its role in writing instruction, the training of teachers of writing, the effects of progressive education on writing instruction, the General Education Movement, the appearance of the CCCC, the impact of Sputnik, and today’s “literacy crisis.”
Rhetoric and the Digital Humanities
Edited by Jim Ridolfo and William Hart-Davidson University of Chicago Press, 2015 Library of Congress AZ195.R47 2015 | Dewey Decimal 025.060013
The digital humanities is a rapidly growing field that is transforming humanities research through digital tools and resources. Researchers can now quickly trace every one of Issac Newton’s annotations, use social media to engage academic and public audiences in the interpretation of cultural texts, and visualize travel via ox cart in third-century Rome or camel caravan in ancient Egypt. Rhetorical scholars are leading the revolution by fully utilizing the digital toolbox, finding themselves at the nexus of digital innovation.
Rhetoric and the Digital Humanities is a timely, multidisciplinary collection that is the first to bridge scholarship in rhetorical studies and the digital humanities. It offers much-needed guidance on how the theories and methodologies of rhetorical studies can enhance all work in digital humanities, and vice versa. Twenty-three essays over three sections delve into connections, research methodology, and future directions in this field. Jim Ridolfo and William Hart-Davidson have assembled a broad group of more than thirty accomplished scholars. Read together, these essays represent the cutting edge of research, offering guidance that will energize and inspire future collaborations.
Casts a revealing light on modern cultural conflicts through the lens of rhetorical education.
Contemporary efforts to revitalize the civic mission of higher education in America have revived an age-old republican tradition of teaching students to be responsible citizens, particularly through the study of rhetoric, composition, and oratory. This book examines the political, cultural, economic, and religious agendas that drove the various—and often conflicting—curricula and contrasting visions of what good citizenship entails. Mark Garrett Longaker argues that higher education more than 200 years ago allowed actors with differing political and economic interests to wrestle over the fate of American citizenship. Then, as today, there was widespread agreement that civic training was essential in higher education, but there were also sharp differences in the various visions of what proper republic citizenship entailed and how to prepare for it.
Longaker studies in detail the specific trends in rhetorical education offered at various early institutions—such as Yale, Columbia, Pennsylvania, and William and Mary—with analyses of student lecture notes, classroom activities, disputation exercises, reading lists, lecture outlines, and literary society records. These documents reveal an extraordinary range of economic and philosophical interests and allegiances—agrarian, commercial, spiritual, communal, and belletristic—specific to each institution. The findings challenge and complicate a widely held belief that early-American civic education occurred in a halcyon era of united democratic republicanism. Recognition that there are multiple ways to practice democratic citizenship and to enact democratic discourse, historically as well as today, best serves the goal of civic education, Longaker argues.
Rhetoric and the Republic illuminates an important historical moment in the history of American education and dramatically highlights rhetorical education as a key site in the construction of democracy.
This collection of essays investigates the historiography of rhetoric, global perspectives on rhetoric, and the teaching of writing and rhetoric, offering diverse viewpoints. Addressing four major areas of research in rhetoric and writing studies, contributors consider authorship and audience, discuss the context and material conditions in which students compose, cover the politics of the field and the value of a rhetorical education, and reflect on contemporary trends in canon diversification. Providing both retrospective and prospective assessments, Rhetoric and Writing Studies in the New Century offers original research by important figures in the field.
In response to the pervasiveness of emerging communication technologies, Rhetoric as a Posthuman Practice argues that information be understood as an embodied, material practice. The guiding proposition for this book is that digital rhetoric now concerns how bodies, broadly construed, become informed through practice that includes not only traditional communication activities between bodies but also how information technologies organize and exercise those varying bodies.
Through case studies of the media art of glitch, urban explorers’ use of social media, and DIY digital networks, this book then reconsiders how practice/exercise functions when the once essential bodies of the individual and a society—the two primary categories authorized by a humanist paradigm—become less reliable categories from which we might orient rhetorical action. In sum, the book argues that rhetorical practice is irreducible to the traditions and categories of humanism and must now exercise its posthuman capacities.
Originally published in English in 1980, Rhetoric as Philosophy has been out of print for some time. The reviews of that English edition attest to the importance of Ernesto Grassi’s work.
By going back to the Italian humanist tradition and aspects of earlier Greek and Latin thought, Ernesto Grassi develops a conception of rhetoric as the basis of philosophy. Grassi explores the sense in which the first principles of rational thought come from the metaphorical power of the word. He finds the basis for his conception in the last great thinker of the Italian humanist tradition, Giambattista Vico (1668–1744). He concentrates on Vico’s understanding of imagination and the sense of human ingenuity contained in metaphor. For Grassi, rhetorical activity is the essence and inner life of thought when connected to the metaphorical power of the word.
Rhetoric at the Margins: Revising the History of Writing Instruction in American Colleges, 1873-1947 examines the rhetorical education of African American, female, and working-class college students in the late nineteenth and early twentieth centuries. The rich case studies in this work encourage a reconceptualization of both the history of rhetoric and composition and the ways we make use of it.
Author David Gold uses archival materials to study three types of institutions historically underrepresented in disciplinary histories: a black liberal arts college in rural East Texas (Wiley College); a public women's college (Texas Woman's University); and an independent teacher training school (East Texas Normal College). The case studies complement and challenge previous disciplinary histories and suggest that the epistemological schema that have long applied to pedagogical practices may actually limit our understanding of those practices.
Gold argues that each of these schools championed intellectual and pedagogical traditions that differed from the Eastern liberal arts model—a model that often serves as the standard bearer for rhetorical education. He demonstrates that by emphasizing community uplift and civic participation and attending to local needs, these schools created contexts in which otherwise moribund curricular features of the era—such as strict classroom discipline and an emphasis on prescription—took on new possibilities.
Rhetoric at the Margins describes the recent revisionist turn in rhetoric and composition historiography, argues for the importance of diverse institutional microhistories, and argues that the nineteenth and early twentieth centuries offer rich lessons for contemporary classroom practice. The study brings alive the voices of black, female, rural, Southern, and first-generation college students and their instructors, effectively linking these histories to the history of rhetoric and writing. Appendices include excerpts of important and rarely seen primary source material, allowing readers to experience in fuller detail the voices captured in this work.
In the early twentieth century, the field of anthropology transformed itself from the “welcoming science,” uniquely open to women, people of color, and amateurs, into a professional science of culture. The new field grew in rigor and prestige but excluded practitioners and methods that no longer fit a narrow standard of scientific legitimacy. In Rhetoric in American Anthropology, Risa Applegarth traces the “rhetorical archeology” of this transformation in the writings of early women anthropologists. Applegarth examines the crucial role of ethnographic genres in determining scientific status and recovers the work of marginalized anthropologists who developed alternative forms of scientific writing.
Applegarth analyzes scores of ethnographic monographs to demonstrate how early anthropologists intensified the constraints of genre to define their community and limit the aims and methods of their science. But in the 1920s and 1930s, professional researchers sidelined by the academy persisted in challenging the field’s boundaries, developing unique rhetorical practices and experimenting with alternative genres that in turn greatly expanded the epistemology of the field. Applegarth demonstrates how these writers’ folklore collections, ethnographic novels, and autobiographies of fieldwork experiences reopened debates over how scientific knowledge was made: through what human relationships, by what bodies, and for what ends. Linking early anthropologists’ ethnographic strategies to contemporary theories of rhetoric and composition, Rhetoric in American Anthropology provides a fascinating account of the emergence of a new discipline and reveals powerful intersections among gender, genre, and science.
Rhetoric in Antiquity
Laurent Pernot Catholic University of America Press, 2005 Library of Congress PA3038.P46 2005 | Dewey Decimal 808.00938
Originally published as La Rhétorique dans l'Antiquité (2000), this new English edition provides students with a valuable introduction to understanding the classical art of rhetoric and its place in ancient society and politics
Rhetoric in European and World Culture traces the position of rhetoric in cultural and educational systems from ancient times to the present. Here, Jirí Kraus examines rhetoric’s decline in importance in a period of rationalism and enlightenment, presents the causes of negative connotations of rhetoric, and explains why rhetoric in the twentieth century regained its prestige.
Kraus demonstrates that the reputation of rhetoric falls when it is reduced to a refined method for deceiving the public and increases when it is seen as a scientific discipline that is used throughout all of the fields of the humanities. In this sense, the author argues, rhetoric strives for universal recognition and the cultivation of rhetorical expression, spoken and written, including not only its production but also reception and interpretation.
Rhetoric in the European Tradition provides a comprehensive, chronological survey of the basic models of rhetoric as they developed from the early Greeks through the twentieth century. Discussing rhetorical theories and practices in the context of the times of political and intellectual crisis that gave rise to them, Thomas M. Conley chooses carefully from a vast pool of rhetorical literature to give voice to those authors who exercised the greatest influence in their own and succeeding generations. This book is valuable as both an introduction for students and a reference and resource for scholars in fields including literature, cultural history, philosophy, and speech and communication studies.
We tend to think of rhetoric as a solely human art. After all, only humans can use language artfully to make a point, the very definition of rhetoric.
Yet when you look at ancient and early modern treatises on rhetoric, what you find is surprising: they’re crawling with animals. With Rhetoric in Tooth and Claw, Debra Hawhee explores this unexpected aspect of early thinking about rhetoric, going on from there to examine the enduring presence of nonhuman animals in rhetorical theory and education. In doing so, she not only offers a counter-history of rhetoric but also brings rhetorical studies into dialogue with animal studies, one of the most vibrant areas of interest in humanities today. By removing humanity and human reason from the center of our study of argument, Hawhee frees up space to study and emphasize other crucial components of communication, like energy, bodies, and sensation.
Drawing on thinkers from Aristotle to Erasmus, Rhetoric in Tooth and Claw tells a new story of the discipline’s history and development, one animated by the energy, force, liveliness, and diversity of our relationships with our “partners in feeling,” other animals.
Since antiquity, philosophy and rhetoric have traditionally been cast as rivals, with the former often lauded as a search for logical truth and the latter usually disparaged as empty speech. But in this erudite intellectual history, Nancy S. Struever stakes out a claim for rhetoric as the more productive form of inquiry.
Struever views rhetoric through the lens of modality, arguing that rhetoric’s guiding interest in what is possible—as opposed to philosophy’s concern with what is necessary—makes it an ideal tool for understanding politics. Innovative readings of Hobbes and Vico allow her to reexamine rhetoric’s role in the history of modernity and to make fascinating connections between thinkers from the classical, early modern, and modern periods. From there she turns to Walter Benjamin, reclaiming him as an exemplar of modernist rhetoric and a central figure in the long history of the form. Persuasive and perceptive, Rhetoric, Modality, Modernity is a novel rewriting of the history of rhetoric and a heady examination of the motives, issues, and flaws of contemporary inquiry.
2016 CCCC Best Book Award in Technical and Scientific Communication
In the past ten years, we have seen great changes in the ways government organizations and media respond to and report on emerging global epidemics. The first outbreak to garner such attention was SARS (severe acute respiratory syndrome). In Rhetoric of a Global Epidemic, Huiling Ding uses SARS to explore how various cultures and communities made sense of the epidemic and communicated about it. She also investigates the way knowledge production and legitimation operate in global epidemics, the roles that professionals and professional communicators, as well as individual citizens, play in the communication process, points of contention within these processes, and possible entry points for ethical and civic intervention.
Focusing on the rhetorical interactions among the World Health Organization, the United States, China, and Canada, Rhetoric of a Global Epidemic investigates official communication and community grassroots risk tactics employed during the SARS outbreak. It consists of four historical cases, which examine the transcultural risk communication about SARS in different geopolitical regions at different stages. The first two cases deal with risk communication practices at the early stage of the SARS epidemic when it originated in southern China. The last two cases move to transcultural rhetorical networks surrounding SARS.
With such threats as SARS, avian flu, and swine flu capturing the public imagination and prompting transnational public health preparedness efforts, the need for a rhetoric of global epidemics has never been greater. Government leaders, public health officials, health care professionals, journalists, and activists can learn how to more effectively craft and manage transcultural risk communication from Ding’s examination of the complex and varied modes of communication around SARS. In addition to offering a detailed case study, Rhetoric of a Global Epidemic provides a critical methodology that professional communicators can use in their investigations of epidemics and details approaches to facilitating more open, participatory risk communication at all levels.
Explore Romans 4 from a sociorhetorical perspective
Andrew Kimseng Tan examines Romans using sociorhetorical interpretation to determine how Paul attempted to alleviate dissension between Judean (or “Jewish”) and non-Judean (or “gentile”) Christians. Through his analysis of Paul’s rhetoric, Tan reveals that Paul used Abraham’s faith in Genesis to demonstrate that the both groups were equally children and heirs of Abraham whose acceptance by God was through the same kind of faith that Abraham possessed, not through the Mosaic law, which Judean Christians claimed gave them a special honored status with God.
A model for the application of sociorhetorical interpretation for analyzing close readings of biblical texts
A demonstration of the persuasive power of Romans 4 through the use of sociorhetorical interpretation
Exploration of the relationships between important theological topics such as resurrection, the Mosaic law, the Holy Spirit, righteousness, ethical living, and eschatological salvation
Hugh Blair, George Campbell, and Richard Whately, whose works were first published in the late 18th and early 19th centuries, constituted the great triumvirate of British Rhetoricians. For 20 years, earlier printings of this book, which contains substantial excerpts comprising the most significant portions of their writings, have been widely used as textbooks in history-of-rhetoric courses. An increasing interest in rhetoric at the college level has created a renewed demand for reprints of such classic primary texts.
The Preface places the three rhetoricians within the context of the rhetorical tradition, which began in 5th-century BCE Greece. The bibliographies have been updated to include 20th-century scholarly work on Blair, Campbell, and Whately, and on the 18th- and 19th-century rhetorical movement. Biographical sketches of Blair, Campbell, and Whately are also provided.
What Is the Third Estate? was the most influential pamphlet of 1789. It did much to set the French Revolution on a radically democratic course. It also launched its author, the Abbé Sieyes, on a remarkable political career that spanned the entire revolutionary decade. Sieyes both opened the revolution by authoring the National Assembly’s declaration of sovereignty in June of 1789 and closed it in 1799 by engineering Napoleon Bonaparte’s coup d’état. This book studies the powerful rhetoric of the great pamphlet and the brilliant but enigmatic thought of its author. William H. Sewell’s insightful analysis reveals the fundamental role played by the new discourse of political economy in Sieyes’s thought and uncovers the strategies by which this gifted rhetorician gained the assent of his intended readers—educated and prosperous bourgeois who felt excluded by the nobility in the hierarchical social order of the old regime. He also probes the contradictions and incoherencies of the pamphlet’s highly polished text to reveal fissures that reach to the core of Sieyes’s thought—and to the core of the revolutionary project itself. Combining techniques of intellectual history and literary analysis with a deep understanding of French social and political history, Sewell not only fashions an illuminating portrait of a crucial political document, but outlines a fresh perspective on the history of revolutionary political culture.
During the middle of the twentieth century, the religiously informed communitarianism that had guided the Supreme Court’s decisions regarding the relationship between church and state was partially displaced by a new secular individualist discourse. In The Rhetoric of Church and State, Frederick Mark Gedicks argues that this partial and incomplete shift is the key to understanding why the Court has failed—and continues today to fail—to provide a coherent doctrine on church/state separation. Gedicks suggests that the Supreme Court’s inconsistent decisions mirror a divergence in American society between an increasingly secular public culture and the primarily devout private lives of the majority of Americans. He notes that while the Court is committed to principles of secular individualism, it has repeatedly endorsed government actions that violate those principles—actions that would be far more justifiable under the discourse of religious communitarianism. The impossibility of reconciling the two discourses leaves the Court no choice but to efface—often implausibly—the religious nature of practices it deems permissible. Gedicks concludes that the road to a coherent religion clause doctrine lies neither in a return to religious communitarianism nor in its complete displacement by secular individualism, but in a yet-to-be-identified discourse that would attract popular support while protecting a meaningful measure of religious freedom.
The Rhetoric of Cool: Composition Studies and New Media offers a historical critique of composition studies’ rebirth narrative, using that critique to propose a new rhetoric for new media work. Author Jeff Rice returns to critical moments during the rebirth of composition studies when the discipline chose not to emphasize technology, cultural studies, and visual writing, which are now fundamental to composition studies. Rice redefines these moments in order to invent a new electronic practice. The Rhetoric of Cool addresses the disciplinary claim that composition studies underwent a rebirth in 1963. At that time, three writers reviewed technology, cultural studies, and visual writing outside composition studies and independently used the word cool to describe each position. Starting from these three positions, Rice focuses on chora, appropriation, commutation, juxtaposition, nonlinearity, and imagery— rhetorical gestures conducive to new media work-- to construct the rhetoric of cool.
An innovative work that approaches computers and writing issues from historical, critical, theoretical, and practical perspectives, The Rhetoric of Cool challenges current understandings of writing and new media and proposes a rhetorical rather than an instrumental response for teaching writing in new media contexts.
Concerned with both the nature and the practice of discourse, the eighteen essays collected here treat rhetoric as a dynamic enterprise of inquiry, exploration, and application, and in doing so reflect James L. Kinneavy’s firm belief in the vital relationship between theory and practice, his commitment to a spirit of accommodation and assimilation that promotes the development of ever more powerful theories and ever more useful practices.
A thorough introduction provides the reader with clear summaries of the essays by leading-edge theorists, researchers, and teachers of writing and rhetoric. A "field context" for the ideas presented in this book is provided through the division of the various chapters into four major sections that focus on classical rhetoric and rhetorical theory in historical contexts; on dimensions of discourse theory, aspects of discourse communities, and the sorts of knowledge people access and use in producing written texts; on writing in school-related contexts; and on several dimensions of nonacademic writing. A fifth section contains a bibliographic survey and an appreciation of James Kinneavy’s work. The exceptional range of these essays makes A Rhetoric of Doing an ecumenical examination of the current state of mind in rhetoric and written communication, a survey and description of what discourse and those in the field of discourse are, in fact, doing.
The Rhetoric of Economics
Deirdre N. McCloskey University of Wisconsin Press, 1998 Library of Congress HB71.M38 1998 | Dewey Decimal 330
A classic in its field, this pathbreaking book humanized the scientific rhetoric of economics to reveal its literary soul. Economics needs to admit that it, like other sciences, works with metaphors and stories. Its most mathematical and statistical moments are properly dominated by comparison and narration, that is to say, human persuasion. The book was McCloskey's opening move in the development of a "humanomics," and unification of the sciences and the humanities on the field of ordinary business life.
The white man's burden, darkest Africa, the seduction of the primitive: such phrases were widespread in the language Western empires used to talk about their colonial enterprises. How this language itself served imperial purposes--and how it survives today in writing about the Third World--are the subject of David Spurr's book, a revealing account of the rhetorical strategies that have defined Western thinking about the non-Western world. Despite historical differences among British, French, and American versions of colonialism, their rhetoric had much in common. The Rhetoric of Empire identifies these shared features—images, figures of speech, and characteristic lines of argument—and explores them in a wide variety of sources. A former correspondent for the United Press International, the author is equally at home with journalism or critical theory, travel writing or official documents, and his discussion is remarkably comprehensive. Ranging from T. E. Lawrence and Isak Dineson to Hemingway and Naipaul, from Time and the New Yorker to the National Geographic and Le Monde, from journalists such as Didion and Sontag to colonial administrators such as Frederick Lugard and Albert Sarraut, this analysis suggests the degree to which certain rhetorical tactics penetrate the popular as well as official colonial and postcolonial discourse. Finally, Spurr considers the question: Can the language itself—and with it, Western forms of interpretation--be freed of the exercise of colonial power? This ambitious book is an answer of sorts. By exposing the rhetoric of empire, Spurr begins to loosen its hold over discourse about—and between—different cultures.