Now in its Second Edition, Landmark Essays on Rhetoric of Science: Case Studies presents fifteen iconic essays in science studies, rhetorical criticism, and argumentation. Integral to the launch of the Landmark Essays series and renowned for its impact on the then-nascent field of rhetoric of science, this volume returns with a revised introduction and updated contributions to the field, including the work of Leah Ceccarelli, James Wynn, Ashley Rose Mehlenbacher, and Carolyn R. Miller.
Landmark Essays in Rhetoric of Science: Issues and Methods compiles the essential readings of the vibrant field of rhetoric of science, tracing the growth and core concerns of the field since its development in the 1970s. A companion to Randy Allen Harris’s foundational Landmark Essays in Rhetoric of Science: Case Studies, this volume includes essays by such luminaries as Carolyn R. Miller, Jeanne Fahnestock, and Alan G. Gross, along with an early prophetic article by Charles Sanders Pierce. Harris’s detailed introduction puts the field into its social and intellectual context, and frames the important contributions of each essay, which range from reimagining classical concepts like rhetorical figures and topical invention to Modal Materialism and the Neomodern hybridization of Actor Network Theory with Genre Studies. Race, revolution, and Daoism come up along the way, and the empirical recalcitrance of the moon. This collection serves as a textbook for graduate and advanced undergraduate courses in science studies, and is an invaluable resource for researchers concerned with science not as a special, autonomous, sacrosanct enterprise, but as a set of value-saturated, profoundly influential rhetorical practices.
Landmark Essays on Rhetorical Genre Studies gathers major works that have contributed to the recent rhetorical reconceptualization of genre. A lively and complex field developed over the past 30 years, Rhetorical Genre Studies is central to many current research and teaching agendas. This collection, which is organized both thematically and chronologically, explores genre research across a range of disciplinary interests but with a specific focus on rhetoric and composition. With introductions by the co-editors to frame and extend each section, this volume helps readers understand and contextualize both the foundations of the field and the central themes and insights that have emerged. It will be of particular interest to students and scholars working on topics related to composition, rhetoric, professional and technical writing, and applied linguistics.
Rhetoric and Incommensurability examines the complex relationships among rhetoric, philosophy, and science as they converge on the question of incommensurability, the notion jointly (though not collaboratively) introduced to science studies in 1962 by Thomas Kuhn and Paul Feyerabend. The incommensurability thesis represents the most profound problem facing argumentation and dialogue—in science, surely, but in any symbolic encounter, any attempt to cooperate, find common ground, get along, make better knowledge, and build better societies. This volume brings rhetoric, the chief discipline that studies argumentation and dialogue, to bear on that problem, finding it much more tractable than have most philosophical accounts.
Landmark Essays in Rhetoric of Science: Issues and Methods compiles the essential readings of the vibrant field of rhetoric of science, tracing the growth and core concerns of the field since its development in the 1970s. A companion to Randy Allen Harris's foundational Landmark Essays in Rhetoric of Science: Case Studies, this volume includes essays by such luminaries as Carolyn R. Miller, Jeanne Fahnestock, and Alan G. Gross, along with an early prophetic article by Charles Sanders Pierce. Harris's detailed introduction puts the field into its social and intellectual context, and frames the important contributions of each essay, which range from reimagining classical concepts like rhetorical figures and topical invention to Modal Materialism and the Neomodern hybridization of Actor Network Theory with Genre Studies. Race, revolution, and Daoism come up along the way, and the empirical recalcitrance of the moon. This collection serves as a textbook for graduate and advanced undergraduate courses in science studies, and is an invaluable resource for researchers concerned with science not as a special, autonomous, sacrosanct enterprise, but as a set of value-saturated, profoundly influential rhetorical practices.
Scientific Writing in a Second Language investigates and aims to alleviate the barriers to the publication of scientific research articles experienced by scientists who use English as a second language. David Ian Hanauer and Karen Englander provide a comprehensive meta-synthesis of what is currently known about the phenomenon of second language scientific publication and the ways in which this issue has been addressed.
Science communication has become increasingly popular in journalism and mass communication as the media offer more scientific and technological information to the public. This volume explores the evolution of science communication, addressing key issues and offering substance for future study. Harnessing the energies of junior scholars on the forefront of science communication, this work pushes the boundaries of research forward, allowing scholars to sample the multiple paradigms and agendas that will play a role in shaping the future of science communication. Editors LeeAnn Kahlor and Patrici.
Re-crafting Rationalization contributes to debates relating to the public understanding of science, regarding the conceptualization of the relationship between 'science' and 'the public'. It challenges the prevailing science-centred or 'top-down' framework that currently informs notions of 'public engagement' and 'knowledge-transfer', offering an alternative that remains firmly grounded in the discourse of classical social theory. By proposing an alternative version of rationalization to the standard interpretation of Weber's disenchantment thesis, this book establishes the public understanding of science as a matter of fundamental sociological concern. As such, it redefines this field to emphasize public meanings of science, engaging with a range of topics of major interest to the public and popular meaning of science, including science and religion, science fiction and fantasy, 'fringe' science and media representations of science. Combining rhetorical analysis with ethnomethodology and membership categorization analysis, the book outlines the basis of a new approach to the sociology of knowledge, in the light of which Weber's rationalization thesis is radically re-crafted in relation to studies of scientists' discourse, the rhetoric of science popularization and public usages of science. This re-crafted rationalization is applied in a series of detailed empirical studies of enchanted science (creationism and intelligent design, Scientology and reflexive spirituality, superhero comics) and mundane mysteries (Fortean discourse, conspiracy theory and media representations of 'the scientist' in the case of Jack the Ripper). Re-crafting Rationalization therefore redresses a significant shortcoming in contemporary social theory, which currently overlooks or misrepresents important public meanings of science, whilst excluding popular culture from attention. With profound implications for the ways in which we make sense of developments involving science, this book will be of interest not only to sociologists and social theorists, but also to those interested in popular culture and subcultures and the history, philosophy and sociology of science.
The quality of the academics who undertake the work of teaching and research is critical to the significance, status and relevance of our universities. There is widespread evidence that doctoral students are not being properly prepared for the changing face of higher education and that once they take up academic positions, they often experience many frustrations and tensions. This book, based on a four-year-long research program conducted by four academics and four graduate students, investigates the experiences of doctoral students, new academics and senior academics as they engage in their work related to doctoral education. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators offers research-based strategies for improving doctoral education in a non-technical and conversational way. Those strategies include learning to be a new supervisor alongside other academic work, developing an intellectual network during the doctoral journey, giving and receiving feedback on scholarly writing, and preparing for the oral defence. Also, based on research evidence, the book challenges taken-for-granted practices and policies surrounding doctoral education, including the gendered nature of disciplinary practices, the paradox of writing in doctoral education and the public oversight of more and more aspects of academic work. Intended for doctoral students, academics, staff and administrators, this book provides several perspectives on the topic of doctoral education and contains the actual voices of doctoral students and new academics to illustrate its discussion.
