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Rhetoric and composition is an academic discipline that informs all other fields in teaching students how to communicate their ideas and construct their arguments. It has grown dramatically to become a cornerstone of many undergraduate courses and curricula, and it is a particularly dynamic field for scholarly research. This book offers an accessible introduction to teaching and studying rhetoric and composition. By combining the history of rhetoric, explorations of its underlying theories, and a survey of current research (with practical examples and advice), Steven Lynn offers a solid foundation for further study in the field. Readers will find useful information on how students have been taught to invent and organize materials, to express themselves correctly and effectively, and how the ancient study of memory and delivery illuminates discourse and pedagogy today. This concise book thus provides a starting point for learning about the discipline that engages writing, thinking, and argument.
Composition, Rhetoric, and Disciplinarity by Rita Malenczyk,Susan Miller-Cochran,Elizabeth Wardle,Kathleen Yancey Pdf
Edited by four nationally recognized leaders of composition scholarship, Composition, Rhetoric, and Disciplinarity asks a fundamental question: can Composition and Rhetoric, as a discipline, continue its historical commitment to pedagogy without sacrificing equal attention to other areas, such as research and theory? In response, contributors to the volume address disagreements about what it means to be called a discipline rather than a profession or a field; elucidate tensions over the defined breadth of Composition and Rhetoric; and consider the roles of research and responsibility as Composition and Rhetoric shifts from field to discipline. Outlining a field with a complex and unusual formation story, Composition, Rhetoric, and Disciplinarity employs several lenses for understanding disciplinarity—theory, history, labor, and pedagogy—and for teasing out the implications of disciplinarity for students, faculty, institutions, and Composition and Rhetoric itself. Collectively, the chapters speak to the intellectual and embodied history leading to this point; to questions about how disciplinarity is, and might be, understood, especially with regard to Composition and Rhetoric; to the curricular, conceptual, labor, and other sites of tension inherent in thinking about Composition and Rhetoric as a discipline; and to the implications of Composition and Rhetoric’s disciplinarity for the future. Contributors: Linda Adler-Kassner, Elizabeth H. Boquet, Christiane Donahue, Whitney Douglas, Doug Downs, Heidi Estrem, Kristine Hansen, Doug Hesse, Sandra Jamieson, Neal Lerner, Jennifer Helene Maher, Barry Maid, Jaime Armin Mejía, Carolyn R. Miller, Kelly Myers, Gwendolynne Reid, Liane Robertson, Rochelle Rodrigo, Dawn Shepherd, Kara Taczak
Author : Robert Connors Publisher : University of Pittsburgh Pre Page : 386 pages File Size : 43,9 Mb Release : 1997-06-05 Category : Language Arts & Disciplines ISBN : 9780822971825
Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today’s practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life. Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts. This important book proves that American composition-rhetoric is a genuine, rhetorical tradition with its own evolving theria and praxis. As such it is an essential reference for all teachers of English and students of American education.
Post-Truth Rhetoric and Composition by Bruce Mccomiskey Pdf
Post-Truth Rhetoric and Composition is a timely exploration of the increasingly widespread and disturbing effect of “post-truth” on public discourse in the United States. Bruce McComiskey analyzes the instances of bullshit, fake news, feigned ethos, hyperbole, and other forms of post-truth rhetoric employed in recent political discourse. The book frames “post-truth” within rhetorical theory, referring to the classic triad of logos, ethos, and pathos. McComiskey shows that it is the loss of grounding in logos that exposes us to the dangers of post-truth. As logos is the realm of fact, logic, truth, and valid reasoning, Western society faces increased risks—including violence, unchecked libel, and tainted elections—when the value of reason is diminished and audiences allow themselves to be swayed by pathos and ethos. Evaluations of truth are deferred or avoided, and mendacity convincingly masquerades as a valid form of argument. In a post-truth world, where neither truth nor falsehood has reliable meaning, language becomes purely strategic, without reference to anything other than itself. This scenario has serious consequences not only for our public discourse but also for the study of composition.
Author : John R Gallagher,Dànielle Nicole DeVoss Publisher : University Press of Colorado Page : 348 pages File Size : 51,5 Mb Release : 2019-09-06 Category : Language Arts & Disciplines ISBN : 9781607328834
Explanation Points by John R Gallagher,Dànielle Nicole DeVoss Pdf
Explanation Points is a curated collection of disciplinary knowledge and advice for publishing in rhetoric and composition. Covering a variety of topics in an approachable, conversational tone, the book demonstrates how writing faculty from diverse career trajectories and institutions produce, prepare, edit, revise, and publish scholarship. Rhetoric and composition is a uniquely democratic field, made of a group of scholars who, rather than competing with one another, lift each other up and work together to move the field forward. This lively, engaging, story-anchored book offers advice from a range of authors—including emeritus faculty, prolific authors, and early career researchers. Organized by various stages in the writing and publishing process, Explanation Points presents the advice shared between colleagues, passed along from professor to student, or offered online in abbreviated tweets and updates. The best advice book on writing and publishing in the field, Explanation Points is a useful resource for rhetoric and composition scholars including faculty, graduate students, and advanced undergraduate students; writing center administrators, staff, and consultants; graduate pratica and seminars; writing workshop classes; and editors, associate editors, assistant editors, and other academic journal staff. Contributors: Tim Amidon, Chris Anson, Nancy G. Barron, Ellen Barton, Michael Baumann, Steve Bernhardt, Kristine L. Blair, David Blakesley, Lynn Z. Bloom, Marcia Bost, James Brown, Amber Buck, Rebecca Burnett, Joyce Carter, Kate Comer, Janice Cools, Marilyn Cooper, Craig Cotich, Ellen Cushman, Gabriel Cutrufello, Courtney Danforth, Sid Dobrin, William Duffy, Norbert Elliot, Jessica Enoch, Doug Eyman, Michael Faris, Jenn Fishman, Linda Flower, Brenda Glasscot, Laura Gonzales, Jeffrey T. Grabill, Laurie Gries, Bump Halbritter, Joseph Harris, Byron Hawk, Douglas Hesse, Troy Hicks, Bruce Horner, Asao Inoue, Darin L. Jensen, Erin Jensen, Johndan Johnson-Eilola, Gesa E. Kirsch, Sarah Kornfield, Ashanka Kumari, Christina M. LaVecchia, Donna LeCourt, Barbara L’Eplattenier, Heather Lettner-Rust, Justin Lewis, Julie Lindquist, Tara Lockhart, Andrea Abernethy Lunsford, Katie Manthey, Lisa Mastrangelo, Ben McCorkle, Heidi McKee, Cruz Medina, Laura R. Micciche, Holly Middleton, Lilian Mina, Janine Morris, Joan Mullin, Kim Hensley Owens, Jason Palmeri, Mike Palmquist, Steve Parks, Juli Parrish, Staci Perryman-Clark, Mya Poe, Jacqueline Rhodes, Jeff Rice, Jim Ridolfo, Shirley K Rose, Stuart A. Selber, Jody Shipka, Naomi Silver, Ryan Skinnell, Trixie Long Smith, Kyle Stedman, Patrick Sullivan, Carrie Strand Tebeau, Christie Toth, John Trimbur, Chris Warnick, Kathleen Blake Yancey
First-year composition became the most common course in American higher education not because it could “fix” underprepared student writers, but because it has historically served significant institutional interests. That is, it can be “conceded” in multiple ways to help institutions solve political, promotional, and financial problems. Conceding Composition is a wide-ranging historical examination of composition’s evolving institutional value in American higher education over the course of nearly a century. Based on extensive archival research conducted at six American universities and using the specific cases of institutional mission, regional accreditation, and federal funding, this study demonstrates that administrators and faculty have introduced, reformed, maintained, threatened, or eliminated composition as part of negotiations related to nondisciplinary institutional exigencies. Viewing composition from this perspective, author Ryan Skinnell raises new questions about why composition exists in the university, how it exists, and how teachers and scholars might productively reconceive first-year composition in light of its institutional functions. The book considers the rhetorical, political, organizational, institutional, and promotional options conceding composition opened up for institutions of higher education and considers what the first-year course and the discipline might look like with composition’s transience reimagined not as a barrier but as a consummate institutional value.
Encyclopedia of Rhetoric and Composition by Theresa Enos Pdf
This reference guide surveys the field, covering rhetoric's principles, concepts, applications, practical tools, and major thinkers. Drawing on the scholarship and expertise of 288 contributors, the Encyclopedia presents a long-needed overview of rhetoric and its role in contemporary education and communications, discusses rhetoric's contributions to various fields, surveys the applications of this versatile discipline to the teaching of English and language arts, and illustrates its usefulness in all kinds of discourse, argument, and exchange of ideas.
Composition and the Rhetoric of Science by Michael J Zerbe Pdf
Composition and the Rhetoric of Science: Engaging the Dominant Discourse calls for instructors of first-year writing courses to employ primary scientific discourse in their teaching and for rhetoricians of science to think about teaching scientific discourse as a literacy skill. Author Michael J. Zerbe argues that inclusion of scientific discourse is crucial because of this rhetoric’s status as the dominant discourse in western culture. The volume draws on Lyotard, Žižek, Foucault, and Althusser to argue that while important theorists such as these have recognized the dominance of scientific discourse, rhetoric and composition has not—to its detriment. The textillustrates that scientific discourse remains a miniscule part of the enterprise of rhetoric and composition and thus the field is not fulfilling its mission of providing students with the writing and reading skills they need to live and work in a science- and technology-dependent society. Zerbe provides an analysis of science popularizations and demonstrates how these works can be used to contextualize primary scientific research. He also presents three pedagogical scenarios, each built around a carefully chosen, accessible example of scientific discourse, that demonstrate how articles from scientific journals can be used in writing courses. Only by gaining a meaningful fluency in this discourse—one that is not offered by science textbooks—can a more sophisticated scientific literacy be assured. Composition and the Rhetoric of Science effectively explores the relatively limited amount of work done in rhetoric and composition on scientific discourse and questions this state of affairs. Zerbe presents for the first time cultural studies and science literacy as gateways for incorporating scientific discourse into first-year writing courses.
Invention in Rhetoric and Composition by Janice M. Lauer Pdf
Invention in Rhetoric and Composition examines issues that have surrounded historical and contemporary theories and pedagogies of rhetorical invention, citing a wide array of positions on these issues in both primary rhetorical texts and secondary interpretations. It presents theoretical disagreements over the nature, purpose, and epistemology of invention and pedagogical debates over such issues as the relative importance of art, talent, imitation, and practice in teaching discourse.
The Language of Composition by Renée Hausmann Shea,Lawrence Scanlon,Robin Dissin Aufses,Megan Harowitz Pankiewicz Pdf
Achieve success in AP® English Language as you prepare to entier college composition coures with the inviting instruction and reading selections featured in Language of Composition.
Gender Roles and Faculty Lives in Rhetoric and Composition by Theresa Enos Pdf
Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data, Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts. Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized. As Enos notes in her preface: "The rhetoric of our institutional lives is connected especially to the negotiations of gender roles in rhetoric and composition." Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions. Enos points out that fields in which women exceland are acknowledgedreceive less prestige than other fields. On the university level, those genres in which women have demonstrated competence are not taken as seriously as those dominated by men. In practical terms, academia affords more glory for teaching literature than for teaching rhetoric and composition. Within the field of rhetoric and composition, however, Enos finds it difficult to determine why the accomplishments of women receive less credit than those of men. She speculates as to whether it is part of the larger pattern in societyand in academiato value men more than women or something in the field itself that keeps women from real power, even though women make up the majority of composition and rhetoric teachers. Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines."
Translingual and Transnational Graduate Education in Rhetoric and Composition by Nancy Bou Ayash,Carrie Byars Kilfoil Pdf
Translingual and Transnational Graduate Education in Rhetoric and Composition investigates the implications of composition studies’ changing terminological and ideological landscape around language and nation for the professionalization of future university writing teacher-scholars. As the collection editors argue, incorporating translingual and transnational theories into graduate pedagogy and curricular structures is necessary if they are to shape professional practices in rhetoric and composition long term. Contributors to the collection articulate the need for translingual and transnational sensibilities in rhetoric and composition graduate programs in light of the material conditions of graduate students’ lives and labor. They further present pathways for rethinking the design of graduate-level coursework, foreign language learning policies and labor, mentoring practices, writing teacher and writing center tutor training, and other professionalization initiatives. Offering a range of conceptually and empirically driven pieces, the collection brings together the voices and lived experiences of graduate students, faculty advisors, and administrators involved in the constant, necessary reworking of rhetoric and composition graduate education in a variety of institutional locales. Translingual and Transnational Graduate Education in Rhetoric and Composition provides inspiration for graduate programs working to enact well-grounded curricular and pedagogical changes to counter the long-standing effects of the dominant racist and monolingualist ideologies in higher education generally, and rhetoric and composition studies specifically. Contributors: Lucía Durá, Patricia Flores, Joe Franklin, Moisés Garcia-Renteria, Bruce Horner, Aimee Jones, Corina Lerma, Kate Mangelsdorf, Brice Nordquist, Madelyn Pawlowski, Christine Tardy, Amy Wan, Alex Way, Anselma Widha Prihandita, Joe Wilson, Xiaoye You, Emily Yuko Cousins, Michelle Zaleski
