Heidi Yoston Lawrence The Ohio State University Press, 2020 Library of Congress QR189.L39 2020 | Dewey Decimal 614.47
Debates over vaccination run rampant in the US—from the pages of medical journals, to news coverage about the latest outbreak, to vehement messages passed back and forth online. From the professional level to the personal one, almost everyone has an opinion on vaccinations—and often conversations around this issue pit supporters of vaccinations against “anti-vaxxers.” In Vaccine Rhetorics, Heidi Yoston Lawrence turns a critical eye toward such conversations—proposing a new approach that moves us beyond divisive rhetoric and seeks to better understand the material conditions underlying the debate.
Starting with a key question—If vaccines work, why are they controversial?—and using an approach she calls “material exigence,” Lawrence seeks to understand the material conditions of disease and injury associated with vaccination. Examining four primary motivations—the exigency of disease at the heart of physician views, the desire for eradication from policymakers, concern over injury expressed by parents and patients in online confessionals, and questions about the unknown surrounding potential recipients of the flu vaccine, Lawrence demonstrates the complexity of vaccination skepticism and the need for more nuanced public discourse. In bringing together the voices of those who oppose, question, and support vaccines, Vaccine Rhetorics unearths the material circumstances that lead to differing viewpoints and brings important attention not just to what is said but how and why it is said—providing a useful framework for studying other controversial issues.
Winner of the 2015 CPTSC Award for Excellence in Program Assessment
Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education.
Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals.
Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.
Beginning as a grassroots organizer in the 1950s, Vicente Ximenes was at the forefront of the movement for Mexican American civil rights through three presidential administrations, joining Lyndon B. Johnson’s Great Society and later emerging as one of the highest-ranking appointees in Johnson’s administration. Ximenes succeeded largely because he could adapt his rhetoric for different audiences in his speeches and writings. Michelle Hall Kells elucidates Ximenes’s achievements through a rhetorical history of his career as an activist.
Kells draws on Ximenes’s extensive archive of speeches, reports, articles, and oral interviews to present the activist’s rhetorical history. After a discussion of Ximenes’s early life, the author focuses on his career as an activist, examining Ximenes’s leadership in several key civil rights events, including the historic 1967 White House Cabinet Committee Hearings on Mexican American Affairs. Also highlighted is his role in advancing Mexican Americans and Latinos from social marginalization to greater representation in national politics.
This book shows us a remarkable man who dedicated the majority of his life to public service, using rhetoric to mobilize activists for change to secure civil rights advances for his fellow Mexican Americans.
Through careful analysis of Jack Kerouac’s On the Road, Omar Swartz argues that Kerouac’s influence on American society is largely rhetorical. Kerouac’s significance as a cultural icon can be best understood, Swartz asserts, in terms of traditional rhetorical practices and principles.
To Swartz, Kerouac is a rhetor who symbolically reconstructs his world and offers arguments and encouragements for others to follow. Swartz proposes that On the Road constitutes a “rhetorical vision,” a reality-defining discourse suggesting alternative possibilities for growth and change. Swartz asserts that the reader of Kerouac’s On theRoadbecomes capable of responding to the larger, confusing culture in a strategic manner. Kerouac's rhetorical vision of an alternative social and cultural reality contributes to the identity of localized cultures within the United States.
In this innovative volume, Kristie S. Fleckenstein explores how the intersection of vision, rhetoric, and writing pedagogy in the classroom can help students become compassionate citizens who participate in the world as they become more critically aware of the world. Fleckenstein argues that all social action—behavior designed to increase human dignity, value, and quality of life—depends on a person’s repertoire of visual and rhetorical habits. To develop this repertoire in students, the author advocates the incorporation of visual habits—or ways of seeing—into a language-based pedagogical approach in the writing classroom. According to Fleckenstein, interweaving the visual and rhetorical in composition pedagogy enables students to more readily perceive the need for change, while arming them with the abilities and desire to enact it.
The author addresses social action from the perspective of three visual habits: spectacle, which fosters disengagement; animation, or fusing body with meaning; and antinomy, which invites the invention of new realities. Fleckenstein then examines the ways in which particular visual habits interact with rhetorical habits and with classroom methods, resulting in the emergence of various forms of social action. To enhance the understanding of the concepts she discusses, the author represents the intertwining relationships of vision, rhetoric, and writing pedagogy graphically as what she calls symbiotic knots. In tracing the modes of social action privileged by a visual habit and a teacher’s pedagogical choices, Fleckenstein attends particularly to the experiences of students who have been traditionally barred from participation in the public sphere because of gender, race, or class. The book culminates in a call for visually and rhetorically robust writing pedagogies.
In Vision, Rhetoric, and Social Action in the Composition Classroom, Fleckenstein combines classic methods of rhetorical teaching with fresh perspectives to provide a unique guide for initiating important improvements in teaching social action. The result is a remarkable volume that empowers teachers to best inspire students to take part in their world at that most crucial moment when they are discovering it.
A history of contemporary rhetoric, Visions and Revisions: Continuity and Change in Rhetoric and Composition examines the discipline’s emergence and development from the rise of new rhetoric in the late 1960s through the present. Editor James D. Williams has assembled nine essays from leading scholars to trace the origins of new rhetoric and examine current applications of genre studies, the rhetoric of science, the rhetoric of information, and the influence of liberal democracy on rhetoric in society.
Given the field’s diversity, a historical sketch cannot adopt a single perspective. Part one of Visions and Revisions therefore offers the detailed reminiscences of four pioneers in new rhetoric, while the essays in part two reflect on a variety of issues that have influenced (and continue to influence) current theory and practice. In light of the recent shift in focus of scholarly investigation toward theory, Williams’s collection contextualizes the underlying tension between theory and practice while stressing instruction of students as the most important dimension of rhetoric and composition today. Together, these chapters from some of the most influential scholars in the field provide a range of perspectives on the state of rhetoric and composition and illuminate the discipline’s development over the course of the last forty years.
Images of poverty shape the debate surrounding it. In 1996, then President Bill Clinton signed welfare reform legislation repealing the principal federal program providing monetary assistance to poor families, Aid to Families with Dependent Children (AFDC). With the president's signature this originally non-controversial program became the only title of the 1935 Social Security Act to be repealed. The legislation culminated a retrenchment era in welfare policy beginning in the early 1980s.
To understand completely the welfare policy debates of the last half of the 20th Century, the various images of poor people that were present must be considered. Visions of Poverty explores these images and the policy debates of the retrenchment era, recounting the ways in which images of the poor appeared in these debates, relaying shifts in images that took place over time, and revealing how images functioned in policy debates to advantage some positions and disadvantage others. Looking to the future, Visions of Poverty demonstrates that any future policy agenda must first come to terms with the vivid, disabling images of the poor that continue to circulate. In debating future reforms, participants-whose ranks should include potential recipients-ought to imagine poor people anew.
This ground breaking study in policymaking and cultural imagination will be of particular interest to scholars in rhetorical studies, political science, history, and public policy.
How do we understand the lives of nonhuman animals and our relationship with and responsibilities to them? What are the artifacts or things that help configure such perceived responsibility? And what does it mean to practice conservation in the Anthropocene? Amy D. Propen seeks to answer these questions in Visualizing Posthuman Conservation in the Age of the Anthropocene, which brings a visual-material rhetorical approach into conversation with material feminisms and environmental humanities to describe how technologies, environments, bodies, and matter work together to shape and reshape how we coexist with our nonhuman kin.
Through case studies in which visual technologies and science play a prominent role in arguments to protect threatened marine species—from photographs showing the impact of ocean plastics on vulnerable sea birds, to debates about seismic testing and its impact on marine species, to maps created from GPS tracking projects—Propen advances a notion of posthuman environmental conservation that decenters the human enough to consider ideas about the material world from the vantage point of the nonhuman animal. In so bringing together work in environmental humanities, animal studies, human geography, and visual-material rhetoric, Propen further shows how interdisciplinary ways of knowing can further shape and illuminate our various lived and embodied experiences.
This critically acclaimed collection is both a passionate celebration of teaching as a vocation and an argument for rhetoric as the center of liberal education. While Booth provides an eloquent personal account of the pleasures of teaching, he also vigorously exposes the political and economic scandals that frustrate even the most dedicated educators.
"[Booth] is unusually adept at addressing a wide variety of audiences. From deep in the heart of this academic jungle, he shows a clear eye and a firm step."—Alison Friesinger Hill, New York TimesBook Review
"A cause for celebration. . . . What an uncommon man is Wayne Booth. What an uncommon book he has provided for our reflection."—James Squire, Educational Leadership
"This book stands as a vigorous reminder of the traditional virtues of the scholar-teacher."—Brian Cox, Times LiterarySupplement
It has become commonplace these days to speak of "unpacking" texts. Voice and Vision is a book about packing that prose in the first place. This book is for those who wish to understand the ways in which literary considerations can enhance nonfiction writing. Stephen Pyne, an experienced and skilled writer himself, explores the many ways to understand what makes good nonfiction, and explains how to achieve it. His counsel and guidance will be invaluable to experts as well as novices in the art of writing serious and scholarly nonfiction.
What has gone wrong with discourse and deliberation in the United States? It remains monologic, argues Patricia Roberts-Miller in Voices in the Wilderness, which traces America’s dominant form of argumentation back to its roots in the rhetorical tradition of 17th-century American Puritans. A work of composition theory, rhetorical theory, and cultural criticism, this volume ultimately provides not only new approaches to argumentation and the teaching of rhetoric, composition, and communication but also an original perspective on the current debate over public discourse
Both Jürgen Habermas and Wayne Booth—two of the most influential theorists in the domain of public discourse and good citizenry—argue for an inclusive public deliberation that involves people who are willing to listen to one another, to identify points of agreement and disagreement, and to make good faith attempts to validate any disputed claims. The Puritan voice crying in the wilderness, Roberts-Miller shows, does none of these things. To this individual of conscience engaged in a ceaseless battle of right and wrong against greedy philistines, all inclusion, mediation, and reciprocity are seen as evil, corrupting, and unnecessary. Hence, the voice in the wilderness does not in any real sense participate in public deliberation, only in public pronouncement.
Arguing that our culture’s continuing affection for the ethos of the voice crying in the wilderness is one of our more troubling inheritances from the early American ambivalence to public discourse—including the Puritan denigration of rhetoric—Roberts-Miller contends that the monologic discourse of the Puritans in fact contains within it arguments for dialogism. Thus, the history of rhetoric can provide much richer fields for reimagining discourse than heretofore credited. Roberts-Miller concludes by extending her findings into their practical applications for argumentation in the public sphere and in the composition classroom.
Wendy B. Sharer explores the rhetorical and pedagogical practices through which two prominent postsuffrage organizations—the League of Women Voters and the Women’s International League for Peace and Freedom—challenged the conventions of male-dominated political discourse and trained women as powerful rhetors.
Vote and Voice is the first book-length study to address the writing and speaking practices of members of women’s political organizations in the decade after the suffrage movement. During those years, women still did not have power within deliberative and administrative organs of politics, despite their recent enfranchisement. Because they were largely absent from diplomatic circles and political parties, post-suffrage women’s organizations developed rhetorical practices of public discourse to push for reform within traditional politics.
Vote and Voice is historically significant as well as pedagogically beneficial for instructors who connect rhetorical education with public participation by integrating writing and speaking skills into a curriculum that aims to prepare educated students and active citizens.