Review Article| October 01 2017 Teaching What We Do in Literary Studies Digging into Literature: Strategies for Reading, Analysis, and Writing. By Wolfe, Joanna and Wilder, Laura. Boston: Bedford/St. Martins, 2016. 448 pages.Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines. By Wilder, Laura. Carbondale: Southern Illinois University Press, 2012. 238 pages. Paul T. Corrigan Paul T. Corrigan Search for other works by this author on: This Site Google Pedagogy (2017) 17 (3): 549–556. https://doi.org/10.1215/15314200-3975671 Cite Icon Cite Share Icon Share Facebook Twitter Email Permissions Search Site Citation Paul T. Corrigan; Teaching What We Do in Literary Studies. Pedagogy 1 October 2017; 17 (3): 549–556. doi: https://doi.org/10.1215/15314200-3975671 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2017 by Duke University Press2017 Article PDF first page preview Close Modal You do not currently have access to this content.

This essay discusses the affordances of using an affect-based approach to 9/11 discourses that facilitates teaching civic engagement. Representations and rhetoric about 9/11 are found in a range of modes—film, documentary, literature, news coverage, and official government documents. Asking students to analyze these representations using a variety of rhetorical strategies highlights the way that various sources of (competing) knowledge about the national tragedy disrupt the notion that there is an accepted, uniform way of understanding this event. Furthermore, this approach demonstrates how varied sources of meaning making construct our public sphere.

Critical race theory has long relied on metaphors of perception to further its critiques of white hegemonic power. However, such criticism often depends on a paradoxical logic that silences white students in classroom discussions of race. This essay suggests the dominant pedagogical approach to whiteness is obsolete, calling for new inclusive strategies to break the rhetorical stalemate.

This article argues for using rhetorical quandaries as a basis for composition courses. Following work in composition that considers the notion of “problem,” the article explores constraints as a way to determine main difficulties in writing situations. Course examples indicate connections between difficult writing moments and larger societal dilemmas.

This article features pushback as a rhetorical and ethical pedagogical posture for engaging whiteness in the tight space of the university elevator. In addition, it outlines how the racialized space of the historically white institutions renders the ways faculty women of color such as myself exercise pedagogical care and teacherly ethos.

1986. New Orleans. The Conference on College Composition and Communication. The two of us and Elaine O. Lees are presenting on a panel titled “ReaderResponse Theory and the Teaching of Writing: The Teacher as Responding Reader.” Our titles? Salvatori: “Some Implications of Iser’s Theory of Reading for the Teaching of Writing.” Donahue: “Barthes and the Obtuse Reader.” Lees: “Is There an Error in This Text? What Stanley Fish’s Theory of Reading Implies about the Teaching of English.” There was something special about the Conference on College Composition and Communication that year, especially for anyone concerned about reading. A few books had already been published: Composition and Literature: Bridging the Gap, edited by Winfred Bryan Horner (1983); Writ­ ing and Reading Differently, edited by G. Douglas Atkins and Michael Johnson (1985); Only Connect, edited by Thomas Newkirk (1986); and Conver­ gences: Transactions in Reading and Writing, edited by Bruce T. Peterson (1986). More appeared to be on the way, for instance, Reclaiming Pedagogy: The Rhetoric of the Classroom, edited by Patricia Donahue and Ellen Quandahl (1989). College English and College Composition and Communication were brimming with provocative investigations. Interest in reading was, paradoxically, both bourgeoning and at its apex, which we came to recognize only in retrospect. Over the next few years, while we and a few others (most notably David Bartholomae, Elizabeth Flynn, Joseph Harris, David Jolliffe, Kathleen McCormick, Susan Miller, Thomas Newkirk, and Donna Qualley)

This article explores the advantages of pairing disability studies with the study of rhetoric/composition in the first-year seminar classroom. Examining the ways in which both disability studies and rhetoric interrogate issues of construction, it argues that the two fields mutually reinforce one another when taught together since they both prioritize critical thinking, close reading, and careful argumentation. This article offers a number of specific examples of in-class activities, writing assignments, and possible texts for a class that merges disability studies and composition. In addition, it discusses the value of using superpowers as a context for the study of disability in a first-year seminar, arguing that superpowers provide a unique access point for engaging disability while also encouraging students to more carefully examine a wide variety of cultural texts.

This afterword looks back at the articles in this special issue to synthesize and complicate their arguments. It begins by acknowledging that care and protection have dominated the last fifty years of rhetoric around disability in the West, often directly in the face of protests for rights and equality. Thus, we think through care to consider not just who cares or how much but how that care gets implemented, to interrogate care from human rights and social policy perspectives, and to reconcile disability studies' denunciation of care with feminist reconsiderations of the topic. Finally, we grapple with more literal meanings of care by focusing on, per Lennard J. Davis, the language that often accompanies this term. We reconsider care of the body, care for the body, and care about the body to propose some alternate terminology: caring from and caring through. In other words, our afterword takes aim at the notion of care itself, asking whether care—and its attendant language—might provoke rather than preclude desire, love, and other positive associations that suggest transformation toward disability, not away from it.

This article establishes how rhetorical intention is affected by the situation of writing instruction. Intention could be defined as the means through which a writer orients purposeful activity based on the projection of a desired outcome. The role of writing as a vehicle for communication is often taken as a given in instructional activities. Yet writers encounter the classroom primarily as a socially relevant situation, which often results in writing oriented toward compliance or in the service of extrinsic reward. Those within writing studies would recognize this problem as a part of the conversation regarding the acquisition of thinking dispositions and theories of transfer in writing pedagogy. Drawing upon what is known about intention from studies of communication disorder, this article posits that inquiry-based writing becomes procedural in instructional settings through a writer's affective response to perceived exigence: the activation of rhetorically situated communicative intent in response to a question to be answered or a problem to be resolved. As such, this article draws upon theories of cognition and learning in order to explore possible strategies of question generation in relationship to writing pedagogy.

Review Article| October 01 2015 The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency The Value of the Humanities. By Small, Helen. Oxford: Oxford University Press, 2013. Kurt Spellmeyer Kurt Spellmeyer Search for other works by this author on: This Site Google Pedagogy (2015) 15 (3): 569–576. https://doi.org/10.1215/15314200-2917201 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kurt Spellmeyer; The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency. Pedagogy 1 October 2015; 15 (3): 569–576. doi: https://doi.org/10.1215/15314200-2917201 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

English studies must confront and develop strategies to account for scholars’ and students’ unfamiliarity with geography and its precepts, or “immappancy.” This article explores the problems presented by immappancy, traces its consequences for scholarly rhetoric, and proposes two pedagogical models that can help us develop our students’ geographical knowledge.

This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula.

This informed opinion piece discusses the author’s dispiriting experience filing the first hybrid dissertation at Ohio University. “Document Format Checklist” guidelines enforced a “rhetoric of distance” between pictures and words—compulsory logos-centrism. Specifications for projects like the author’s that blend images with text did not exist, and staff responsible for document approval at her graduate college insisted that she follow their guidelines. While her advisers’ communications with the graduate college and council eventually resulted in revised guidelines that included two new options for filing multimodal dissertations, her project continued to meet resistance when she tried to file it following these new options.

Judith Butler’s Gender Trouble has the reputation of being a difficult book to read and teach. This project shows how compositionists may help theory teachers approach Butler from a rhetorical lens. This lens calls attention to the conversational moves in Butler’s writing and how those create productive dialogue among scholars.

Creative writing is divided between instructors upholding New Critical emphasis on texts and those challenging the goals of the discipline. While innovators propose reform, reconceptions put instructors at odds with one another and with students. In compromise, I propose praxes that incorporate lore-based methodology with innovations from critical and rhetorical theory.

I theorize four civility moves—opening up, searching for sameness, examining differences, and listening deeply. Although I ultimately offer these as rhetorical strategies to be taught and practiced explicitly, I use them here as a framework for interpreting student writing that emerged from an assignment to produce a collaborative anthology of arguments.

Strong writers often implicitly know how to create strong titles by managing audience expectations to draw interest and describe information. This article makes these internalized strategies explicit for all writers. The list of eighteen forms and examples provides students with concrete starting points to create an engaging preview. Creating the title allows students to think globally about their projects, as well as to signal their entrance into academic discourse. By mixing and matching forms from the list of strategies, students learn to concisely and coherently relay the content of their papers to an academic audience.

Teaching nontraditional themes in first-year writing courses sometimes confuses students and frustrates instructors. This article shows how using a transformative, critical-thinking pedagogy challenges the content and purpose of “English” courses—making such themes more accessible while improving students’ use of rhetorical inquiry to both analyze and compose texts.

The article traces ideas of improvisation in Quintilian’s rhetorical work, presents an interdisciplinary literature review of improvisation studies, and surveys modern disciplines that teach improvisation, all with the goal of implementing these ideas into a first-year, college-writing pedagogy.

This article details a newspaper-based composition exercise focused on examining coverage of a trio of local political sex scandals. The exercise encouraged first-year composition students to analyze how the rhetorical strategies that the New York Post used in covering these three similar scandals—which involved former New York governor Eliot Spitzer, then-current New York governor David Paterson, and former New Jersey governor Jim McGreevey—differed markedly depending on the Post’s then-relationship to each political figure. In the exercise, students chose several articles at random from a selection of newspaper clippings about these scandals and wrote any interesting headlines, epithets, or descriptions of cartoons they had found on the section of the board dedicated to each governor; students then used the evidence gathered in each section to generate and support thesis statements about the Post’s differing coverage of the three governors’ scandals. This examination through close reading of the Post’s rhetorical strategies in covering parallel sex scandals inspired thoughtful discourse among my composition students, including an increased appreciation of and interest in the news media, an improved understanding of the strategies that scholars use when they gather and interpret textual evidence, and intelligent discussions about the implications of rhetorical strategies utilizing Otherness.

Public writing spaces, such as blogs and social media sites, are expanding quickly with new websites, web applications, and other interfaces constantly available to users. As these digital composing spaces continue to expand, it is important that writers are capable of operating within them, yet many composition students lack the rhetorical awareness to present effective arguments in multimodal digital interfaces. To address this issue, the author designed a project to introduce students to public writing while reflecting on the implications of the permanence of their writing, the searchability of these public spaces, and their responsibility as writers. This project began by asking students to reflect on their own online personae, be it through Facebook profiles, personal blogs, or online class forums. Utilizing websites like Yelp and YouTube offered students the opportunity to see how others present themselves online and the effectiveness of composers in these digital spaces. Taught in an online course format, this project demonstrates how writing can live outside of the traditional classroom space and contribute to the students’ community. For the writing teacher, it creates the occasion to delve into students’ understandings of ethics in online writing while illustrating the rhetorical components necessitated by composing in digital media.

Survey courses on the history of rhetoric, especially as taught in American universities, often concentrate on classical and modern rhetoric, neglecting the way in which rhetoric was understood during the Middle Ages. This essay offers the teacher of the history of rhetoric a pedagogical answer to the question of how to incorporate medieval rhetoric within courses on the history of rhetoric, by providing a close reading of three symmetrical cantos of Dante’s Commedia that are specifically concerned with the ethics of persuasive discourse.

Rather than considering (or dismissing) classroom anthologies according to their author/text selection alone, this article underscores the anthology editorial apparatus as a key, tactical part of anthologies and their pedagogical use. The author outlines a pedagogical approach that asks students to analyze anthology apparatus texts and ultimately create their own, challenging students to consider the implications of constructing an American canon as well as the rhetorical challenge of defining and justifying it. The final part of the article includes example assignments, as well as student responses that show critical engagement with canon re/construction.

This article on digital writing identifies a range of genres that are employed by gamers, many of which evince dialogic rhetoric. Such discourse offers potential to decenter group power relations and thus suggests an opportunity to promote a democratic classroom.

This article examines the applicability of controversial course themes in the first-year writing classroom. It narrates examples of student resistance to readings and discussions that led to intellectual and personal discomfort, and then assesses the benefits (improved critical thinking skills, opportunities for lessons in rhetoric and audience awareness) and drawbacks (self-imposed silence, fear of writing beyond clichéd responses to difficult questions) that controversial material can bring to the writing seminar. After comparing the results of student writing in two course themes built on varied degrees of explicitly ideological content, Sponenberg concludes that a less politicized theme allows students more room to explore controversial subjects on their own terms because they feel less anxiety about “saying the wrong thing” than they experienced when responding to overt political arguments.

This article presents the curricular and service-learning realities of a program that launches middle school debate teams in New Orleans public schools. By leaning on classical rhetoric in the writing classroom, McBride’s classes learn fundamentals of debate and rhetoric that prepare undergraduates to coach debate teams in middle schools where more than 95 percent of the students qualify for free or assisted lunches. Class conversations about Quintilian, Plato, and Aristotle prepare undergraduates to meet the middle school debaters “where they are” in the sense that they can evaluate where they are as orators and push them to greater heights. This service-learning course gives his Tulane students a new reason to care about what they read and write about, while simultaneously advancing Tulane’s dedication to service-learning and community outreach.

This article discusses how teaching students to recognize the contemporary American Indian theoretical concepts of “rhetorical sovereignty” and “rhetorical alliance” in Native texts can help deepen understanding of American Indian voices and histories in an appropriate context, while also developing students' understandings of multiple and cross-cultural rhetorical frameworks.

This essay argues for an interdisciplinary, team-taught approach to the Introduction to Graduate Studies course in which faculty from literary and rhetoric/writing studies model the intersections of both fields through course texts, assignments, and theoretical frameworks. The authors also discuss the role of terminal master's programs in English and the need for graduate writing instruction.

In this article, Deborah Holdstein exhorts scholars of rhetoric and composition to break new ground by searching for absences — missing topics, little-known but influential scholars, alternative canons — that would enhance the work in the field. Noting that certain topics or scholarly movements take root as original scholarship when in fact others had earlier tilled that scholarly ground, Holdstein uses the specific examples of Wallace W. Douglas and Jewish rhetoric to suggest that there is unique work yet to be done. Holdstein's perspective is shaped by her five-year term as editor of College Composition and Communication and her concern about derivative scholarship rather than work that truly challenges our assumptions.

Students' writing of parody can provide a more persuasive vehicle than conventional academic writing to move students from their intuitive awareness of irony to critical analysis of rhetorical strategies. Combining parody writing with strong critical reflection can encourage a more complex view of language choices, audience identification, genres, and persuasion.

This article argues for a pedagogy that attends to emotion as a crucial, epistemological component of rhetorical education. After exploring dominant cultural tropes for understanding emotion, I examine examples of how these discourses materialize in popular culture. I then draw from classroom moments to analyze the possibilities for and complexities of studying emotion in the classroom.

Review Article| January 01 2011 Science in the Writing Classroom: Interdisciplinary Rhetorical Explorations Paula Comeau Paula Comeau Search for other works by this author on: This Site Google Pedagogy (2011) 11 (1): 233–240. https://doi.org/10.1215/15314200-2010-028 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Paula Comeau; Science in the Writing Classroom: Interdisciplinary Rhetorical Explorations. Pedagogy 1 January 2011; 11 (1): 233–240. doi: https://doi.org/10.1215/15314200-2010-028 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal You do not currently have access to this content.

At many levels of the educational system, teachers use Sojourner Truth's speech “Ain't I a Woman” as a powerful example of women's rhetoric. This article examines the politics of privileging one version of the speech. The author makes a call to teachers to teach multiple versions and talk about the politics of transcription, gender, and race.

This article describes an assignment that involves students in an exploration of the rhetorical practices common in Facebook, making use of rhetorical savvy that they have—but generally are not aware of—to teach the often-challenging skill of rhetorical analysis. The class discusses articles about Facebook use and redefines traditional Aristotelian rhetorical concepts in the context of the visually rich and collage-like texts that are Facebook profiles. Students take their cues from an anthropologist's analysis of identity representation on dorm doors to explore rhetorical practices of exaggeration also discernable in Facebook profiles. Students and teacher note features from Facebook pages that suggest tendencies to be popular versus being an individual or signs of addiction to the networking tool. This assignment that brings academic analysis to bear on non-academic literacy practices like the construction of Facebook profiles encourages students to reflect critically on daily activities that involve more complex rhetorical skills than they might otherwise notice. In addition to making students' often-tacit rhetorical knowledge explicit, breaking down the usual division between school and non-school rhetorics in this exploration of Facebook helps to educate teachers about their students' digital literacy practices.

This review essay places Local Histories in the context of recent books and studies examining the wide variety of composition and rhetoric courses and pedagogical practices that existed in nineteenth-century America. The book has two general foci as represented in its split title: Local Histories, or microhistories of institutions, curricula, and figures; and Reading the Archives of Composition, an extended look at several hitherto unexamined archival sources and their associated projects. The editors identify three central purposes for their book: to challenge the “Harvard narrative,” which, they claim, places the origin of “composition” at Harvard and other elite Eastern colleges; to offer several alternative “microhistories” from various institutional sites, and to document, interpret, and interrogate specific archival holdings and the nature of archival work in composition. While the reviewers find the challenges to “the Harvard model” as history and historiography overstated, overall, they find the collection important for its studies of diverse sites and its attention to less visible figures: teachers who acted as early innovators, and students whose written compositions, informal diaries and letters offer new lenses for making history. The authors of various chapters who unveil their documentary and archival work in process, disclosing both finds and gaps and offering their developing understandings of the archive as construct, perform a valuable service to future scholars of composition studies.

Teaching narrative as rhetoric is a powerful pedagogical approach, because it connects students' experiences as readers with their work in the classroom. As an analysis of Time's Arrow shows, the approach provides a valuable way to access—and assess—the cognitive, affective, and ethical dimensions of readerly experience.

Allan Bloom's The Closing of the American Mind elicited a storm of critical discourse regarding the condition of higher education in the United States. This essay performs a retrospective evaluation of the rhetorical modes that animated that body of discourse, suggesting that the polemical responses offered by Bloom's detractors validate his claims about the contradictory ways that openness, tolerance, and diversity are pursued in the university. Revisiting this controversy provides an opportunity for considering the ethics of the academic polemic.

Engaging the term rhetoricity, which refers both to Cultural Literacy as text and cultural literacy as concept, Cook claims that the most productive pedagogical component of Hirsch's proposal—the sophisticated rhetorical sensibility on which the entire conceptual edifice of cultural literacy depends—was obfuscated by the book's lightening-rod ethos, its deceptively simple veneer, and its smugly casual presumption to name “what every American needs to know.”

The publication of E. D. Hirsch's Cultural Literacy and Allan Bloom's The Closing of the American Mind in 1987 represented an exceptional moment, an opportunity for disciplinary and institutional reflection about the role and function of English studies, rhetoric and composition, the humanities and the academy writ large. The crucial moment demanded not only that we consider the merits of a variety of curricular ideals but also that we question the assumptions driving higher education in the United States. In Symposium: Revisiting the Work of Allan Bloom and E. D. Hirsch Jr., four articles and a response by Hirsch make an opportunity for self-reflection: if we can agree that a liberal education should be a liberating one, what do we mean by liberation and what sorts of people might that particular vision of freedom produce?

Based on the experiences of three graduate assistant directors working in the Howe Writing Initiative, a joint WAC effort between Miami University's business school and English department, this essay introduces entrepreneurial consulting as a model for implementing WAC initiatives in different disciplines. The entrepreneurial consulting model emphasizes the need to establish an ongoing presence within a discourse community, to continually “sell” writing and rhetoric to both faculty and students, and to strategically use rhetoric to promote rhetoric.

With the importance of online research, writing, and communication, computers are increasingly vital to instruction within the humanities. To help prepare teachers and administrators who engage with computerized instruction, this article examines faculty development through the lens of technology training by reporting on issues and concerns expressed by twelve technology trainers in a series of interviews. The interviewees provided their experiences and advice, including ways to approach institutional challenges, faculty participation, and pedagogical integrity. Most importantly, the author argues that technology training is a complex rhetorical activity involving a strong sense of kairos, context, and audience.

The author considers faculty development and its potential relationship to the ethos of collaborative practice modeled both by critical (Freirean) pedagogy and by interdisciplinary research. As a primary concern for any academic administrator, faculty development is not only a teaching moment but also an opportunity for reciprocal exchange, learning, and knowledge production, allowing participants to challenge the received wisdom of their fields and to come to a more rhetorical understanding of their identities. The collaborative construction of new knowledge and an emerging understanding of identities are examined in the context of two professional development and administrative contexts: the assessment by faculty of the writing of entering, first-year students and a collegewide, first-year experience (learning-community) initiative.

This article considers why, in the wake of Ernest Boyer's work, the promise of a transformation of university teaching has not been broadly realized and what that implies for faculty development projects. It discusses the assumptions that place the professional development of teaching outside of disciplinary boundaries, both literally and figuratively, and considers the consequences of that placement. It then turns to the scholarship of teaching and learning, considering what it offers to and implies about the disciplinary practices it proposes to transform. In response to this examination, the essay proposes that the Boyer Report attempted to alter teaching by arguing that teachers and the systems that support them needed to change, an argument that failed to convince college faculty to change. The article concludes with the proposal that the real exigence facing college faculty is that the way students raised in a culture saturated in electronic media learn is dramatically different than the way people learned a generation ago. That shift in learning is the exigence that requires a transformation of teaching.

This article explores, through the lens of a WAC faculty developer, how it is difficult to maintain disciplinary neutrality when developing any program; both teaching and learning can easily become codified through the lens of one person, field, or group. By using the work of, among others, Krista Ratcliffe, Mikhail Bakhtin, and David Bartholomae, I make a case for working differently with stakeholders: collaborating within a discipline and including students in faculty development plansas both learners and mentors. If we mutually examine our definitions (“teaching,” “learning,” “writing,” “students”) and engage in rhetorical and reflective listening, we can move away from a model of teaching as rules, templates, and regulations; we can begin to engage our own assumptions along with those of our students, changing together the very definitions that constrain the evolution of our own mutual development.

The question guiding “What Should We Do with Postprocess Theory?” is one of praxis: postprocess theory has articulated an advanced and promising theory of rhetoric in action, but few attempts have been made to develop a postprocess pedagogy. This article suggests several ways that postprocess ideals can be adapted to existing teaching strategies.

Review Article| January 01 2008 The Disciplinarity of Rhetoric Melissa Tombro Melissa Tombro Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 199–204. https://doi.org/10.1215/15314200-2007-036 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Melissa Tombro; The Disciplinarity of Rhetoric. Pedagogy 1 January 2008; 8 (1): 199–204. doi: https://doi.org/10.1215/15314200-2007-036 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Research Article| April 01 2006 Teaching Digital Rhetoric: Community, Critical Engagement, and Application DigiRhet.org DigiRhet.org Search for other works by this author on: This Site Google Pedagogy (2006) 6 (2): 231–259. https://doi.org/10.1215/15314200-2005-003 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation DigiRhet.org; Teaching Digital Rhetoric: Community, Critical Engagement, and Application. Pedagogy 1 April 2006; 6 (2): 231–259. doi: https://doi.org/10.1215/15314200-2005-003 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Review Article| April 01 2006 Ethics, Motives, and Character in Wayne Booth's The Rhetoric of Rhetoric Mike Edwards Mike Edwards Search for other works by this author on: This Site Google Pedagogy (2006) 6 (2): 353–358. https://doi.org/10.1215/15314200-2005-009 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Mike Edwards; Ethics, Motives, and Character in Wayne Booth's The Rhetoric of Rhetoric. Pedagogy 1 April 2006; 6 (2): 353–358. doi: https://doi.org/10.1215/15314200-2005-009 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Roundtable: Reviews of the Rhetoric of Rhetoric: The Quest for Effective Communication You do not currently have access to this content.

Research Article| January 01 2006 Buying In, Selling Short: A Pedagogy against the Rhetoric of Online Paper Mills Kelly Ritter Kelly Ritter Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 25–52. https://doi.org/10.1215/15314200-6-1-25 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Kelly Ritter; Buying In, Selling Short: A Pedagogy against the Rhetoric of Online Paper Mills. Pedagogy 1 January 2006; 6 (1): 25–52. doi: https://doi.org/10.1215/15314200-6-1-25 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2006 Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.