The first published edition of a previously circulated via microfilm and Xerox) campus classic, Kitzhaber's (English emeritus, U. of Oregon) 1953 dissertation, which identifies the murky origins of the freshman English course back in the 19th century, and traces the development of a distinctly American body of rhetorical theory--its sources, its rise, and its decline into a barren set of injunctions for linguistic etiquette (correct usage). Paper edition (unseen), $10.95. Annotation copyrighted by Book News, Inc., Portland, OR
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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 Aristotle's or Quintilian's or Perelman's--is permanent." At any given time several rhetorics vie for supremacy, with each attracting adherents representing various views of reality expressed through a rhetoric. Traditionally rhetoric has been seen as based on four interacting elements: "reality, writer or speaker, audience, and language." As the definitions of the elements change or as the interactions between elements change, rhetoric changes. In this interpretive study Berlin classifies the three nineteenth-century rhetorics as classical, psychological-epistemological, and romantic--a uniquely American development growing out of the transcendental movement. In each case studying the rhetoric provides insights into society and the beliefs of the people: what is appearance, and what is reality.
This book offers new insight into the ways rhetorical educators’ religious motives influenced the shape of nineteenth-century rhetorical education and invites scholars of writing and rhetoric to consider what the study of religiously-animated pedagogies might reveal about rhetorical education itself. The author studies the rhetorical pedagogy of Austin Phelps, the prominent preacher and professor of sacred rhetoric at Andover Theological Seminary, and his theologically-motivated adaptation of rhetorical education to fit the exigencies of preachers at the first graduate seminary in the United States. In disclosing how Phelps was guided by his Christian motives, the book offers a thorough examination of how professional rhetoric was taught, learned, and practiced in nineteenth-century America. It also provides an enriched understanding of rhetorical theories and pedagogies in American seminaries, and contributes deepened awareness of the ways religious motives can function as resources that enable the reshaping of rhetorical theory and pedagogy in generative ways. Exploring the implications of Phelps’s rhetorical theory and pedagogy for future studies of religious rhetoric, histories of rhetorical education, and twenty-first century writing pedagogy,this book will be essential reading for scholars and students of rhetoric, education, American history, religious education, and writing studies.
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.
Eighteen essays by leading scholars in English, speech communication, education, and philosophy explore the vitality of the classical rhetorical tradition and its influence on both contemporary discourse studies and the teaching of writing. Some of the essays investigate theoretical and historical issues. Others show the bearing of classical rhetoric on contemporary problems in composition, thus blending theory and practice. Common to the varied approaches and viewpoints expressed in this volume is one central theme: the 20th-century revival of rhetoric entails a recovery of the classical tradition, with its marriage of a rich and fully articulated theory with an equally efficacious practice. A preface demonstrates the contribution of Edward P. J.Corbett to the 20th-century revival, and a last chapter includes a bibliography of his works.
Rhetoric at the Margins: Revising the History of Writing Instruction in American Colleges, 1873-1947 examines the rhetorical education of African American, female, and working-class college students in the late nineteenth and early twentieth centuries. The rich case studies in this work encourage a reconceptualization of both the history of rhetoric and composition and the ways we make use of it. Author David Gold uses archival materials to study three types of institutions historically underrepresented in disciplinary histories: a black liberal arts college in rural East Texas (Wiley College); a public women's college (Texas Woman's University); and an independent teacher training school (East Texas Normal College). The case studies complement and challenge previous disciplinary histories and suggest that the epistemological schema that have long applied to pedagogical practices may actually limit our understanding of those practices. Gold argues that each of these schools championed intellectual and pedagogical traditions that differed from the Eastern liberal arts model—a model that often serves as the standard bearer for rhetorical education. He demonstrates that by emphasizing community uplift and civic participation and attending to local needs, these schools created contexts in which otherwise moribund curricular features of the era—such as strict classroom discipline and an emphasis on prescription—took on new possibilities. Rhetoric at the Margins describes the recent revisionist turn in rhetoric and composition historiography, argues for the importance of diverse institutional microhistories, and argues that the nineteenth and early twentieth centuries offer rich lessons for contemporary classroom practice. The study brings alive the voices of black, female, rural, Southern, and first-generation college students and their instructors, effectively linking these histories to the history of rhetoric and writing. Appendices include excerpts of important and rarely seen primary source material, allowing readers to experience in fuller detail the voices captured in this work.
In Pragmatism, Democracy, and the Necessity of Rhetoric, Robert Danisch examines the search by America's first generation of pragmatists for a unique set of rhetorics that would serve the needs of a developing democracy. Digging deep into pragmatism's historical development, Danisch sheds light on its association with an alternative but significant and often overlooked tradition. He draws parallels between the rhetorics of such American pragmatists as John Dewey and Jane Addams and those of the ancient Greek tradition. Danisch contends that, while building upon a classical foundation, pragmatism sought to determine rhetorical responses to contemporary irresolutions. rhetoric, including pragmatism's rejection of philosophy with its traditional assumptions and practices. Grounding his argument on an
A sociological history of literary study—both as a discipline and as a profession. As the humanities in higher education struggle with a labor crisis and with declining enrollments, the travails of literary study are especially profound. No scholar has analyzed the discipline’s contradictions as authoritatively as John Guillory. In this much-anticipated new book, Guillory shows how the study of literature has been organized, both historically and in the modern era, both before and after its professionalization. The traces of this volatile history, he reveals, have solidified into permanent features of the university. Literary study continues to be troubled by the relation between discipline and profession, both in its ambivalence about the literary object and in its anxious embrace of a professionalism that betrays the discipline’s relation to its amateur precursor: criticism. In a series of timely essays, Professing Criticism offers an incisive explanation for the perennial churn in literary study, the constant revolutionizing of its methods and objects, and the permanent crisis of its professional identification. It closes with a robust outline of five key rationales for literary study, offering a credible account of the aims of the discipline and a reminder to the professoriate of what they already do, and often do well.
