Kategoria BISAC: Language Arts & Disciplines >> Rhetoric

Defining a rhetoric as a social invention arising out of a particular time, place, and set of circumstances, Berlin notes that -no rhetoric--not Plato's or Aris-totle's or Quintilian's or Perelman's--is permanent.- At any given time several rhetorics vie for supremacy, with each attracting adherents representing vari-ous views of reality expressed through a rhetoric.

Traditionally rhetoric has been seen as based on four interacting elements: -re-ality, writer or speaker, audience, and language.- As emphasis shifts from one element to another, or as the interaction between elements...

The act of inventing relates to the process of inquiry, to creativity, to poetic and aesthetic invention.

Building on the work of rhetoricians, philosophers, linguists, and theorists in other disciplines, Karen Burke LeFevre challenges a widely-held view of rhetorical invention as the act of an atomistic individual. She proposes that invention be viewed as a social act, in which individuals interact dialectically with society and culture in distinctive ways.

Even when the primary agent of invention is an individual, invention is pervasively affected by relationships of that individual...

Berlin here continues his unique history of American college com-position 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 writ-ing classrooms Berlin introduces a taxonomy made up of three cate-gories: 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...

Winifred Bryan Horner argues that an understanding of the changes that occurred in the content of nineteenth-century courses in logic, rhetoric, and belles lettres taught in Scottish universities provides important critical insight into the development of the twentieth-century American composition course, as well as courses in English literature and critical theory.

Because of the inaccessibility of primary materials documenting the changes in courses taught at Scottish universities, the impression remains that the nineteenth century represents a break with the traditional school...

The audiencethe community of readers who will use the texts a writer producesmust be an important influence on the writer for his or her work to be effective.

Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade.

The authors describe in detail a particular writing class, taught by Brooke and observed by Hendricks, that attempted to teach writing for an audience. By combining the experiences from their study with student reactions to the class,...

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...

Besides the editors, the essayists are Lori Chamberlain, Michael Clark, Dennis A. Foster, Jon Klancher, Randall Knoper, Elaine O. Lees, Mariolina Salvatori, and Nina Schwartz.

Donahue and Quandahl present accessible and exciting efforts to explore composition teaching in a new mode perhaps, a pristine paradigm of cultural criticism. Approximately half of the essays investigate the pedagogical agenda implied in the theories of a particular writer Barthes, Lacan, or Burke, for exampleand place such theories in the classroom.

The remaining essays examine pedagogy as a critical practice....

This book articulates an ethics for reading that places primary responsibility for the social influences of a text on the response of its readers.

We write and read as participants in a process through which we negotiate with others whom we must live or work with and with whom we share values, beliefs, and actions. Clark draws on current literary theory, rhetoric, philosophy, communication theory, and composition studies as he builds on this argument.

Because reading and writing are public actions that address and direct matters of shared belief, values, and action, reading and writing...

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...

How do college writing teachers learn new ways to teach? Most current composition research focuses almost exclusively on student writers, ignoring the role the teacher plays in classroom development. Here is the first book to focuson college writing teachers and the ways in which they are affected by graduate rhetoric pedagogy courses.

Wendy Bishop observed teachers enrolled in a doctoral seminar, titled "Teaching Basic Writing," and then conducted case studies of five of those teachers in their college writing classrooms to investigate how their teaching practices changed and how...

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...

Johnson argues that nineteenth-century rhetoric was primarily synthetic, derived from the combination of classical elements and eighteenth-century belletristic and epistemological approaches to theory and practice. She reveals that nineteenth-century rhetoric supported several rhetorical arts, each conceived systematically from a similar theoretical foundation.

In original essays, fourteen nationally known scholars examine the practical, philosophical, and epistemological implications of a variety of research traditions. Included are discussions of historical, theoretical, and feminist scholarship; case-study and ethnographic research; text and conversation analysis; and cognitive, experimental, and descriptive research. Issues that cross methodological boundaries, such as the nature of collaborative research and writing, methodological pluralism, the classification and coding of research data, and the politics of composition research, are also...

In nineteen essays illustrating its many aspects, this book offers an argument for what it takes to construct a complete rhetorical education.

The editors take an approach that is pragmatic and pluralistic, based as it is on the assumptions that a rhetorical education is not limited to teaching freshman composition (or any specific writing course) and that the contexts in which such an education occurs are not limited to classrooms. This thought-provoking volume stresses that while a rhetorical education results in the growth of writing skills, its larger goal is to foster critical...