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In Political Literacy in Composition and Rhetoric, Donald Lazere calls for revival of NCTE resolutions in the 1970s for teaching the “critical reading, listening, viewing, and thinking skills necessary to enable students to cope with the persuasive techniques in political statements, advertising, entertainment, and news,” and explores the reasons these goals have been eclipsed in composition studies over recent decades.  Obstacles to those goals have included the emphasis in the profession on basic and first year writing at the expense of more advanced study in argumentative rhetoric, and on the privileging of students’ personal writing over critical study of both academic and political discourse.  Lazere further argues that theorists who legitimately champion students’ pluralistic local communities sometimes fail to recognize that liberal education can enable students to grow beyond their home cultures to critical awareness of national and international politics. Finally, he argues that the fixation in recent composition studies on liberally-inclined students and communities “on the margins” has eclipsed attention to the conservative conformity long prevalent in mainstream American society and education. His proposals for curriculum and pedagogy seek to introduce students to a more highly-informed, cogent, and open-ended level of debate between the political left and right.

Walter H. Beale offersthe most coherent treatment of the aims and modes of discourse to be presented in more than a decade. His development of a semiotic “grammar of motives” that re­lates the problems of meaning in discourse both to linguistic structure and ways of construct­ing reality stands as a pro­vocative new theory of rhetoric sharply focused on writing.

He includes a comprehensive treatment of rhetoric, its classes and varieties, modes, and stra­tegies. In addition, he demon­strates the importance of the purpose, substance, and social context of discourse, at a time when scholarly attention has be­come preoccupied with process. He fortifies and extends the Aristotelian approach to rhetoric and discourse at a time when much theory and pedagogy have yielded to modernist assump­tions and methods. And finally, he develops a theoretical framework that illuminates the relationship between rhetoric, the language arts, and the hu­man sciences in general.