Research Article| October 01 2005 Living the Rhetoric: Service Learning and Increased Value of Social Responsibility Mary Hutchinson Mary Hutchinson Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 427–444. https://doi.org/10.1215/15314200-5-3-427 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Hutchinson; Living the Rhetoric: Service Learning and Increased Value of Social Responsibility. Pedagogy 1 October 2005; 5 (3): 427–444. doi: https://doi.org/10.1215/15314200-5-3-427 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2005 Using Shakespeare's King Lear to Teach Symmetry, Metaphor, and the Rhetorical Question Kathleen McEvoy Kathleen McEvoy Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 409–426. https://doi.org/10.1215/15314200-5-3-409 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kathleen McEvoy; Using Shakespeare's King Lear to Teach Symmetry, Metaphor, and the Rhetorical Question. Pedagogy 1 October 2005; 5 (3): 409–426. doi: https://doi.org/10.1215/15314200-5-3-409 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

In the spring of 2000, following the completion of a Ph.D. specializing in rhetoric and composition, I taught my first literature course: a writing-intensive survey of African American literature. The course, open to all students, regardless of major, used both traditional literature assignments, such as close readings, and more rhetorical assignments that asked the students to “join a conversation” on issues such as gender relations and African American education. After years of teaching argument in rhetoric and composition courses, I was excited about bringing some of the methods that had proved successful in this environment to the literature curriculum: peer review, audience analysis, guidance through the writing process, intensive revision, writing conferences. These were elements of writing instruction that I felt had been missing from my own undergraduate study in English literature, and I was eager to share them with my students. I envisioned transforming the lower-level writing course in literature by guiding students through the writing process and encouraging them to think of their writing in terms of the impact it would have on specific readers. The result was a disaster. Strategies that had elicited thoughtful revision from my rhetoric students fell flat in the literature classroom. For instance, I had had wonderful success with a peer review technique developed by Barbara Sitko (1993) in which students read a peer’s paper aloud and paused at the end of every sentence to summarize the main point of the essay and to predict what would appear next. My composition students had found this

Research Article| October 01 2003 A Rhetoric/Pedagogy of Silences: Sub-version in Paul Kameen's Writing/Teaching Byron Hawk Byron Hawk Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 377–398. https://doi.org/10.1215/15314200-3-3-377 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Byron Hawk; A Rhetoric/Pedagogy of Silences: Sub-version in Paul Kameen's Writing/Teaching. Pedagogy 1 October 2003; 3 (3): 377–398. doi: https://doi.org/10.1215/15314200-3-3-377 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2003 Argument, Evidence, and Engagement: Training Students As Critical Investigators and Interpreters of Rhetoric and Culture Allyson D. Polsky Allyson D. Polsky Search for other works by this author on: This Site Google Pedagogy (2003) 3 (3): 427–430. https://doi.org/10.1215/15314200-3-3-427 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Allyson D. Polsky; Argument, Evidence, and Engagement: Training Students As Critical Investigators and Interpreters of Rhetoric and Culture. Pedagogy 1 October 2003; 3 (3): 427–430. doi: https://doi.org/10.1215/15314200-3-3-427 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| January 01 2002 Using Historical Practices to Teach Rhetorical Theory Wade Mahon Wade Mahon Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 61–78. https://doi.org/10.1215/15314200-2-1-61 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Wade Mahon; Using Historical Practices to Teach Rhetorical Theory. Pedagogy 1 January 2002; 2 (1): 61–78. doi: https://doi.org/10.1215/15314200-2-1-61 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Cluster on Technology You do not currently have access to this content.