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Author: Sharon Crowley
Publisher: SIU Press
ISBN: 0809385937
Category : Language Arts & Disciplines
Languages : en
Pages : 230
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Book Description
In this first sustained critique of current-traditional rhetorical theory, Sharon Crowley uses a postmodern, deconstructive reading to reexamine the historical development of current-traditional rhetoric. She identifies it (as well as the British new rhetoric from which it developed) as a philosophy of language use that posits universal principles of mind and discourse. Crowley argues that these philosophies are not appropriate bases for the construction of rhetorical theories, much less guides for the teaching of composition. She explains that current-traditional rhetoric is not a rhetorical theory, and she argues that its use as such has led to a misrepresentation of invention. Crowley contends that current-traditional rhetoric continues to prosper because a considerable number of college composition teachers—graduate students, part-time instructors, and teachers of literature—are not involved in the development of the curricula they are asked to teach. As a result, their voices, necessary to create any true representation of the composition teaching experience, are denied access to the scholarly conversations evaluating the soundness of the institutionalized teaching methods derived from the current-traditional approach.
Author: Sharon Crowley
Publisher: SIU Press
ISBN: 0809385937
Category : Language Arts & Disciplines
Languages : en
Pages : 230
Get Book Here
Book Description
In this first sustained critique of current-traditional rhetorical theory, Sharon Crowley uses a postmodern, deconstructive reading to reexamine the historical development of current-traditional rhetoric. She identifies it (as well as the British new rhetoric from which it developed) as a philosophy of language use that posits universal principles of mind and discourse. Crowley argues that these philosophies are not appropriate bases for the construction of rhetorical theories, much less guides for the teaching of composition. She explains that current-traditional rhetoric is not a rhetorical theory, and she argues that its use as such has led to a misrepresentation of invention. Crowley contends that current-traditional rhetoric continues to prosper because a considerable number of college composition teachers—graduate students, part-time instructors, and teachers of literature—are not involved in the development of the curricula they are asked to teach. As a result, their voices, necessary to create any true representation of the composition teaching experience, are denied access to the scholarly conversations evaluating the soundness of the institutionalized teaching methods derived from the current-traditional approach.
Author: John Frederick Reynolds
Publisher: Routledge
ISBN: 1136690417
Category : Language Arts & Disciplines
Languages : en
Pages : 195
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Book Description
Why has classical rhetoric been a subject of such growing interest for the past ten years? Because the most exciting work in classical rhetoric has asked us to rethink classical concepts in modern terms. What's been missing, at least in book-length form, is a scholarly rethinking of rhetorical memory and delivery. As many scholars have been noting in their work for some time now, three of five classical issues -- invention, arrangement, and style -- have dominated rhetorical studies while the other two -- memory and delivery -- have largely been misunderstood or ignored. Re-examined in light of recent research on orality, literacy, and electronic technology, rhetorical memory and delivery issues can become not only central to the field but also key to the continued interest in classical rhetoric. Bringing together national scholars from a variety of related disciplines in which rhetorical memory and delivery issues matter, this collection is the only volume that examines classical and contemporary interpretations of rhetorical memory and delivery in depth and detail.
Author: Thomas A. SAYER
Publisher:
ISBN:
Category : Memory
Languages : en
Pages : 86
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Book Description
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Publisher:
ISBN:
Category : Elocution
Languages : en
Pages : 422
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Book Description
Author: Sharon Crowley
Publisher: Southern Illinois University Press
ISBN: 9780809330010
Category : Language Arts & Disciplines
Languages : en
Pages : 229
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Book Description
In this first sustained critique of current-traditional rhetorical theory, Sharon Crowley uses a postmodern, deconstructive reading to reexamine the historical development of current-traditional rhetoric. She identifies it (as well as the British new rhetoric from which it developed) as a philosophy of language use that posits universal principles of mind and discourse. Crowley argues that these philosophies are not appropriate bases for the construction of rhetorical theories, much less guides for the teaching of composition. She explains that current-traditional rhetoric is not a rhetorical theory, and she argues that its use as such has led to a misrepresentation of invention. Crowley contends that current-traditional rhetoric continues to prosper because a considerable number of college composition teachers—graduate students, part-time instructors, and teachers of literature—are not involved in the development of the curricula they are asked to teach. As a result, their voices, necessary to create any true representation of the composition teaching experience, are denied access to the scholarly conversations evaluating the soundness of the institutionalized teaching methods derived from the current-traditional approach.
Author: Haivan V. Hoang
Publisher: University of Pittsburgh Press
ISBN: 0822980940
Category : Language Arts & Disciplines
Languages : en
Pages : 274
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Book Description
Writing against Racial Injury recalls the story of Asian American student rhetoric at the site of language and literacy education in post-1960s California. What emerged in the Asian American movement was a recurrent theme in U.S. history: conflicts over language and literacy difference masked wider racial tensions. Bringing together language and literacy studies, Asian American history and rhetoric, and critical race theory, Hoang uses historiography and ethnography to explore the politics of Asian American language and literacy education: the growth of Asian American student organizations and self-sponsored writing; the ways language served as thinly veiled trope for race in the influential Lau v. Nichols; the inheritance of a rhetoric of injury on college campuses; and activist rhetorical strategies that rearticulate Asian American racial identity. These fragments depict a troubling yet hopeful account of the ways language and literacy education alternately racialized Asian Americans while also enabling rearticulations of Asian American identity, culture, and history. This project, more broadly, seeks to offer educators a new perspective on racial accountability in language and literacy education.
Author: John Bard
Publisher: John Wiley & Sons
ISBN: 9780470865194
Category : Technology & Engineering
Languages : en
Pages : 462
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Book Description
The Software Communications Architecture (SCA) establishes an implementation-independent framework for the development of Joint Tactical Radio System software configurable radios. It specifies the Operating Environment, services and interfaces that applications use. Software Defined Radio: The Software Communications Architecture focuses on the issues and benefits associated with developing a radio system in compliance with the SCA specification. This book provides a comprehensive, practical introduction to building a SCA-compliant system taking the reader through the historical and conceptual background to help filling in the gaps between the intent of the SCA specification and the practice. Key features: Presents a practical approach to the Software Communications Architecture Provides an example-oriented understanding of the usage of the SCA and thus allows the reader to extend the concepts and practice to more complicated multi-processor distributed environments. Covers the Operating Environment: a Core framework, CORBA middleware, POSIX operating systems and Domain profiles. Features an accompanying website with appendices, and links to further information on the SCA. This invaluable reference will provide applications programmers, designers, professional researchers, wireless manufacturers and operators with an indispensable guide to the Software Communications Architecture. Advanced undergraduate and postgraduate students on mobile and wireless communications courses will also find this to be an excellent guide to the topic.
Author: Shane Borrowman
Publisher: Parlor Press LLC
ISBN: 1602352232
Category : Language Arts & Disciplines
Languages : en
Pages : 173
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Book Description
On the Blunt Edge: Technology in Composition’s History and Pedagogy tells the stories of composition’s techno-history, from the roads of the ancient world, which allowed students to travel to school, to the audio-visual aids that populate the classrooms of the modern world. Computers are only a small part of this discussion, a technological Johnny-come-lately in a long-running pedagogical palaver.
Author: Michael Harker
Publisher: SUNY Press
ISBN: 1438454953
Category : Education
Languages : en
Pages : 160
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Book Description
Examines proposals for freshman compositions abolition and reform while providing a new model for courses. The Lure of Literacy promises to transcend the stale and unproductive debate on freshman composition that has gripped English studies for more than a century. It is the first book to chart the origin of the discussion from the early twentieth century to the advent of the New Literacy Studies. Michael Harker recontextualizes proposals to abolish compulsory composition and reimagines pedagogical conditions in English studies in order to present a different model for first-year writing. This new model for compulsory composition programs focuses on students attitudes about composition and interrogates the very idea of literacy itself. Harker clearly builds on current scholarship and brings his inquiries down to the very pragmatics of the classroom. In a field full of critiques, but little substance, his voice is refreshing in that what he has been arguing about is fully fleshed out in his lesson plans at the end. William H. Thelin, author of Writing without Formulas The Lure of Literacy presents an incredibly accessible account of New Literacy Studies scholarship, which serves the books larger purpose (i.e., to propose a First-Year Literacy Studies curriculum) extremely well. Unlike a lot of books that rush through a discussion of an assignment or course that illustrates the pedagogical impact of the theory or historical research, this book presents a carefully thought-out course, complete with identifiable outcomes and lessons, that really does seem to have the potential to address the persistent misconceptions of literacy that fuel the abolition debate. Chris Warnick, College of Charleston
Author: Thomas M. Masters
Publisher: University of Pittsburgh Pre
ISBN: 0822970856
Category : Education
Languages : en
Pages : 273
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Book Description
Practicing Writing examines a pivotal era in the history of the most ubiquitous-and possibly most problematic-course in North American colleges and universities: the requireAd first-year writing course generally known as "freshman English." Thomas Masters's focus is the mid-twentieth century, beginning with the returning waves of World War II veterans attending college on the GI Bill. He then traces the education reforms that took place in the late 1950s after the launch of Sputnik and the establishment of composition as a separate discipline in 1963. This study draws upon archives at three midwestern schools that reflect a range of higher education options: Wheaton, a small, sectarian liberal arts college; Northwestern, a large private university; and Illinois, a large public university.Practicing Writing gives voice to those whose work is often taken for granted or forgotten in other studies of the subject: freshman English students and their instructors. Masters examines students' papers, professors' letters, and course descriptions, and draws upon interviews conducted with teachers to present the practitioners' points of view.Unlike other studies of the subject, which have tended to focus more on the philosophy, theory, and ideology of teaching composition and rhetoric, Masters reveals freshman English to be a practice-based phenomenon with a durable ideological apparatus. By reexamining texts that had previously been considered insignificant, he reveals the substance of first-year composition courses and the reasons for their durability.
