Preview this article: A Rhetorical Problem for Rhetoricians, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/29/3/collegecompositionandcommunication16312-1.gif

Preview this article: Tagmemic Rhetoric: A Reconsideration, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/29/2/collegecompositionandcommunication16317-1.gif

Preview this article: Rhetoric and Law: Designing a Program in Communication for Law Students, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/29/1/collegecompositionandcommunication16334-1.gif

LOGICAL THINKING in freshman composition continues to be an essential need, but the increasing emphasis in many composition programs on reading skills and expository writing has led to the sacrifice of essentials in logic. Admittedly, composition teachers, untrained or little acquainted with formal logic or even the informal fallacies, feel ill-equipped to present these effectively; many feel better equipped to teach exposition than the argumentative essay. But few if any will argue about the need for logical thinking. The question is not whether to teach logical thinking and the argumentative essay but rather how these can be taught successfully to students of varying backgrounds and reading ability. My concern in this essay is with some essentials in logic. My experience at an open-enrollment urban university has been that some but not all matters of logic can be taught, and certainly not as fully as the student will be taught them in the Philosophy Department. The complex forms of deductive reasoning are best reserved for the course in formal logic. However, the elements of deductive and inductive logic can be presented simply and effectively to all students, in the context of rhetorical ideas-specifically audience, purpose, modes of persuasion. More than this, certain matters of rhetoric can be introduced effectively through logical thinking, which offers a better way to distinguish main from subordinate ideas than the usual breakdown from main to subordinate topics and headings associated with the familiar sentence outline.

Preview this article: Evidence for a Conceptual Theory of Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/28/4/collegecompositionandcommunication16354-1.gif

Preview this article: Generative Stylistics: Between Grammar and Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/28/3/collegecompositionandcommunication16371-1.gif

Preview this article: Salvaging Rhetorical Instruction: An Experimental Approach, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/28/3/collegecompositionandcommunication16369-1.gif

Preview this article: Usage as Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/28/1/collegecompositionandcommunication16400-1.gif

signed to teach composition, but few are trained to do it. Composition involves things like grammar, rhetoric, and logic, but often composition teachers have not formally studied those things. People applying for positions in composition programs sometimes submit transcripts listing English courses only in literature and literary criticism. If they are hired, they probably are very much at home, since often the people already teaching in those programs have similar backgrounds. Someone who has earned a degree in one of the programs created recently to train college English teachers, rather than to give traditional advanced degrees, is probably somewhat different. Those programs give some attention to composition teaching but often less than you might guess. Recently, there has been some resistance to the apparent excess of literature courses in the preparation of people who become composition teachers. Consequently, a real conflict between Lit and Comp has developed within the discipline of English. Because advocates of traditional literary training for all English teachers have long had command of the English profession, those in the relatively new resistance movement have had trouble

In Simple & Direct, Jacques Barzun, celebrated author and educator, distills from a lifetime of writing and teaching his thoughts about the craft of writing. In chapters on diction, syntax, tone, meaning, composition, and revision, Barzun describes and prescribes the techniques to correct even the most ponderous style. Exercises, model passages -- both literary and unorthodox -- and hundreds of often amusing examples of usage gone wrong demonstrate the process of making intelligent choices and guide us toward developing strong and distinctive prose.

Preview this article: Carl Rogers's Alternative to Traditional Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/27/4/collegecompositionandcommunication16554-1.gif

Preview this article: Notes Toward a Semantic Theory of Rhetoric Within a Case Grammar Framework, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/27/4/collegecompositionandcommunication16551-1.gif

toward study of language as an autonomous system.1 As a consequence, many linguists make solution of problems within grammar prior to study of problems having to do with use of grammar (which are postponed indefinitely) [p. 40]. Hymes particularly takes Chomsky and transformational generative linguists to task for not recognizing the principle of heuristic priority of function over grammar (p. 45). To Hymes, grammar is a subordinate structure. Consequently, Hymes concludes that linguistics must look to disciplines such as rhetoric for heuristic help. In a little-noticed but important article entitled The Grammar of Coher-

Preview this article: Analogy as an Approach to Rhetorical Theory, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/27/4/collegecompositionandcommunication16549-1.gif

Preview this article: The Lord's Shout: Varieties of Pauline Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/27/3/collegecompositionandcommunication16566-1.gif

Preview this article: The Rhetorical Transaction of Reading, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/27/2/collegecompositionandcommunication16590-1.gif

Preview this article: Notes on Choice in Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/27/2/collegecompositionandcommunication16580-1.gif

Preview this article: Francis Bacon and the Rhetoric of Science, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/26/3/collegecompositionandcommunication17102-1.gif

Preview this article: Are Teachers "Uptaught" on Classical Rhetoric?, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/26/3/collegecompositionandcommunication17104-1.gif

Preview this article: Rhetorical Stance Revisited, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/26/3/collegecompositionandcommunication17103-1.gif

Preview this article: The Electric Carrot: The Rhetoric of Advertisement, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/26/2/collegecompositionandcommunication17120-1.gif

Preview this article: For Sale, Lease, or Rent: A Curriculum for an Undergraduate Program in Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/26/1/collegecompositionandcommunication17140-1.gif

Preview this article: Rhetoric, Dickoric, Doc: Rhetoric as an Academic Discipline, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/26/1/collegecompositionandcommunication17139-1.gif

I change my What can I believe and what must I doubt? In this new philosophy of reasons Wayne C. Booth exposes five dogmas of modernism that have too often inhibited efforts to answer these questions. Modern dogmas teach that you cannot reason about and that job of thought is to doubt whatever can be doubted, and they leave those who accept them crippled in their efforts to think and talk together about whatever concerns them most. They have willed upon us a befouled rhetorical climate in which people are driven to two self-destructive extremes defenders of reason becoming confined to ever narrower notions of logical or experimental proof and defenders of values becoming more and more irresponsible in trying to defend the heart, the gut, or the gonads. Booth traces the consequences of modernist assumptions through a wide range of inquiry and action: in politics, art, music, literature, and in personal efforts to find identity or a self. In casting doubt on doubt, the author finds that the dogmas are being questioned in almost every modern discipline. Suggesting that they be replaced with a rhetoric of systematic assent, Booth discovers a vast, neglected reservoir of good reasons many of them known to classical students of rhetoric, some still to be explored. These good reasons are here restored to intellectual respectability, suggesting the possibility of widespread new inquiry, in all fields, into the question, When should I change my mind?

Preview this article: Rediscovering the Rhetoric of Imagination, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/25/5/collegecompositionandcommunication17180-1.gif

Preview this article: Guiding Principles for the Teaching of Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/25/5/collegecompositionandcommunication17182-1.gif

Preview this article: A Generative Rhetoric of the Essay, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/25/5/collegecompositionandcommunication17184-1.gif

Preview this article: The Physics of Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/25/5/collegecompositionandcommunication17183-1.gif