College English

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December 1985

  1. From the Editors
    doi:10.58680/ce198513245
  2. NCTE to You
    doi:10.58680/ce198513238
  3. A Comment on "Tattle's Well's Faire"
    doi:10.2307/376625

November 1985

  1. NCTE To You
    doi:10.58680/ce198513250
  2. A Comment on the Response of C. H. Knoblauch and Lil Brannon
    doi:10.2307/376985
  3. A Comment on "Looking for Trouble: A Way to Unmask Our Readings"
    doi:10.2307/376988
  4. A Comment on "One Hundred Years of Sentence-Combining"
    doi:10.2307/376986

October 1985

  1. Four Comments on "Grammar, Grammars, and the Teaching of Grammar"
    doi:10.2307/377166
  2. NCTE To You
    doi:10.58680/ce198513259
  3. A Comment on "Is There a Fish in This Text?"
    doi:10.2307/377168
  4. A Comment on "Rhetorical Specification in Essay Examination Topics"
    doi:10.2307/377170

September 1985

  1. Announcements and Calls for Manuscripts
    doi:10.58680/ce198513274
  2. Three Comments on "The Richness of Language and the Poverty of Part-Timers"
    doi:10.2307/376888
  3. NCTE To You
    doi:10.58680/ce198513269
  4. A Comment on Alleen Pace Nilsen's "The Great He/She Battle"
    doi:10.2307/376890

April 1985

  1. NCTE To You
    doi:10.58680/ce198513280
  2. Two Comments on "The Case for Syntactic Imagery"
    doi:10.2307/376968
  3. Another Comment on "The Case for Syntactic Imagery"
    doi:10.2307/376969

March 1985

  1. A Comment on "On Going Home: Selfhood in Composition"
    doi:10.2307/376782
  2. The Relation of Agency to Act in Dramatism: A Comment on "Burke's Act"
    doi:10.2307/376784
  3. NCTE to You
    doi:10.58680/ce198513289
  4. Two Comments on George D. Gopen's "Rhyme and Reason"
    doi:10.2307/376780

February 1985

  1. A Comment on "Response to Writing"
    doi:10.2307/376570
  2. A Comment on "Integrating Formal Logic and the New Rhetoric"
    doi:10.2307/376573
  3. NCTE to You
    doi:10.58680/ce198513297
  4. Another Comment on "Response to Writing": A Literary Perspective
    doi:10.2307/376571
  5. A Comment on "Reading and Writing a Text"
    doi:10.2307/376575

January 1985

  1. NCTE to You
    doi:10.58680/ce198513306
  2. A Comment on Knoblauch and Brannon's "Writing as Learning through the Curriculum"
    doi:10.2307/377362
  3. A Comment on "On the Neglect of Twentieth-Century Nonfiction"
    doi:10.2307/377360
  4. A Comment on "Journals in Composition Studies"
    doi:10.2307/377358

December 1984

  1. Two Comments on James Sledd's "In Defense of the Students' Right"
    doi:10.2307/377213
  2. Index to Volume 46
    doi:10.58680/ce198413334
  3. Reply to Iowa
    doi:10.2307/377210
  4. NCTE to You
    doi:10.58680/ce198413329

November 1984

  1. NCTE to You
    doi:10.58680/ce198413339
  2. A Comment on "Reading and Writing a Text"
    doi:10.2307/376932
  3. A Comment on "Teaching Is Remembering"
    doi:10.2307/376936
  4. Two Comments on "Journals in Composition"
    doi:10.2307/376934

October 1984

  1. A Comment on "Dramatism in Themes and Poems"
    doi:10.2307/376799
  2. Two Comments on "Writing as Learning through the Curriculum"
    doi:10.2307/376797
  3. NCTE to You
    doi:10.58680/ce198413347
  4. A Comment on "Reading and Writing a Text"
    doi:10.2307/376801

September 1984

  1. The Cloze: A Comment on "Toward a Process-Intervention Model in Literature Teaching"
    doi:10.2307/377057
  2. NCTE to You
    doi:10.58680/ce198413359
  3. Two Comments on "Computers and Composition Instruction"
    doi:10.2307/377059
  4. Two Comments on "Embracing Contraries in the Teaching Process"
    doi:10.2307/377055

April 1984

  1. Burke's Act in A Rhetoric of Motives
    Abstract

    In his critical writing Kenneth Burke approaches texts as for dealing with situations.I In terms of his dramatistic pentad, each text may be seen as an or strategy which responds to a given scene or situation (GM, p. xv). His approach that a [text's] structure is to be described most accurately by thinking always of the [text's] function. It assumes that the [text] is designed to 'do something' for the [writer] and his readers, and that we can make the most relevant observations about its design by considering the [text] as the embodiment of this act (PLF, p. 89). But Burke's own texts have rarely been approached with Burke's critical methods. Few have been seen as strategies that respond to particular historical-cultural situations. Yet is is clear from Counterstatement (1931) through Language as Symbolic Action (1966) that Burke's texts name and strategically respond to particular historical-cultural situations. In A Rhetoric of Motives (1950) the situation so named is one dominated by language and thought which privilege the economic forces of production (RM, p. 290) and the scientific ideals of an 'impersonal' terminology (RM, p. 32). Burke's pentad clusters these emphases in modern thought and language under the term scene; that is, all favor motivational explanations based in the scene. Thus in A Rhetoric of Motives the scene Burke addresses, the situation he names, is one which emphasizes the scenic. Burke's strategic response to this situation is to restore an emphasis on act: substance, in the old philosophy, was an act; and a way of life is an acting together (RM, p. 21). In A Rhetoric of Motives Burke aims to change the reader's central emphasis from scene to act. Yet, while intending this emphasis, Burke in his writing is also aware of a tendency to slight the term, act, in the very featuring of it. For we may even favor it enough to select it as our point of departure (point of departure in the sense of an ancestral term from which all the others are derived, sharing its quality 'substantially'); but by the same token it may come to be a point of departure in the sense of the term that is 'left behind' (GM, p. 65). Burke acknowledges the difficulty of writing against his times-against the prevailing

    doi:10.2307/376944
  2. A Comment on "Writing as Learning through the Curriculum"
    doi:10.2307/376948
  3. Two More Comments on "Writing as Learning through the Curriculum"
    doi:10.2307/376949