In the decades after the American Revolution, orthodox Calvinists, followers of the New Divinity, attempted to preserve their vision of an orderly American society. These educated clergymen believed that American democracy could only survive, and survive as a citadel of Christian orthodoxy, if the nation checked populist impulses. Calvinist divines overlooked traditional Protestant scruples, embracing classical culture as a model for the American republic. The Calvinist clergy, better educated in the classics than almost any group in America, hoped to influence the national character of the young republic and to shore up their declining influence in public life by advocating a Christianized form of neoclassical oratorical culture.

This essay examines the annotated description of a quilt produced by one woman to memorialize her mother who died in 1902. The quilt's function is analyzed in relationship to nineteenth-century mourning rituals and to other mnemonic aides produced and used in the nineteenth-century domestic sphere to remember-like scrapbooks and, later, photography. This study promotes memory-making as a rhetorical end and suggests a study of technologies employed in the nineteenth-century domestic sphere might reshape our conception of mnemonic activity and also a perceived separation between the rhetorical canons.

Nineteenth-century concepts of race were closely tied to the terminology used by scientists and others to delineate human differences. The definition of a scientific concept constrains not only its meanings but also its potential relationships to other concepts. Ethnologist James Cowles Prichard redefined the taxonomical terms species, variety, and permanent variety in order to change the scientific and social meanings of racial difference. In doing so he laid claim to the "problem of race" on behalf of the young science of ethnology.

While it has become increasingly commonplace to claim Kenneth Burke as a proto-ecocritic, the question of how his thinking and criticism was influenced by the science of ecology has not been addressed. This article places Attitudes toward History, the work in which Burke first mentions ecology by name, back within ecological conversations of the mid 1930s and argues not only that the science of ecology was fairly well known to Burke and his contemporaries but that ecological rhetoric saturates Attitudes toward History; in particular, it underlies Burke's critique of efficiency and his idea of the "comic frame."

This essay interrogates the dominant conception of natural ability in classical rhetoric, the necessary-but-not-sufficient theory of aptitude. It describes articulations of this commonplace, by Quintilian and Plato, and then specifically examines Isocrates' problematic affirmation and resistance to a highly determinant version of aptitude. This essay suggests that in the context of contemporary composition studies, Isocratic ambivalence may represent a productive strategy in order to reinvigorate dormant inquiries in language, human nature, and ethics, and to contest powerful attitudes and assumptions that currently champion the primacy of natural ability over experience.

This article explores the intersections of rhetoric and space in the city of Cape Town, South Africa, by locating the spatial persistence and rhetorical resonance of two distinctly different commemorative plaques. Discussion of these plaques illuminates the rhetorical challenges of post-apartheid cities. Discussion of the two plaques also illustrates the rhetorical capacity of ubuntu, a concept used by current South African leaders to move beyond the injuries of apartheid.

This essay engages two contemporary views as to the authorial purposes of the Rhetoric. Advocates of one view maintain that Aristotle valued democracy and understood rhetoric to be a form of positive civic or democratic discourse and that the Rhetoric was written to express this view, while others suggest that Aristotle's purpose in writing the Rhetoric was to instruct members of the Academy and Lyceum in the "necessary evil" of using rhetoric to deal with the ignorant masses. In response, I demonstrate that the first view is clearly not supported by the Aristotelian texts and that the second view needs to expand the contexts within which the Rhetoric is understood to include the long and turbulent transmission and editorial history of the Aristotelian corpus before any purpose or intent can be ascribed to Aristotle without so much qualification as to make the ascription essentially meaningless.

Through a review of some of the "daily themes" written by women at Radcliffe as well as scholarship on the history of coeducation, developments in pedagogy, the changing content of rhetoric textbooks, the influence of Harvard, and the work of scholars whose theories resisted the dominance of current-traditional rhetoric, this article challenges Robert J. Connors' assertion that coeducation contributed to the demise of agonistic rhetoric. The orientation of Connors' work suggests that while women's role in rhetorical history is slowly being recognized, their words and their experiences continue to receive less consideration than they warrant within the field.

This paper attempts to revive an ancient idea, Hermagoras's notion of the staseis, emphasizing especially his fourth stasis, that of jurisdiction, which, I contend, is crucial when it comes to answering a class of interesting questions that can be properly addressed only by first addressing the question of intellectual jurisdiction. This class concerns what Thomas Kuhn calls "paradigm change"; in all of these cases, I would contend, four disciplines-philosophy of science, history of science, psychology, and rhetoric-are necessary to any complete explanation.

Learning about the meaning of key terms in argument can involve several valuable classroom activities that are based not on casual work in dictionary-skimming but that are founded in classical rhetorical theory. These classroom activities allow students to learn the importance of "first steps" in creating sound, effective, and responsible arguments.

Abstract The elusive and enigmatic Catherine of Siena was a woman ahead of her time, the first woman writer in the Italian literary tradition of women writers. A consummate letter writer, she wrote with extraordinary power and bluntness to the political and religious leaders of her day, as well as to ordinary citizens. Not only was she a savvy rhetorician and radical thinker, but she used an androgynous rhetoric that helps to answer why she attracted so large a following during her life, why high and low alike sought her advice, and why her letters and prayers remain so intriguing today.

This survey offers a forum for scholars who have been studying Asian rhetoric to express their views about some important issues in the discipline. Covering a variety of topics from the existing state of research in Asian rhetoric to the modes of inquiries and the development of scholarship in this area, the survey reveals that researchers must challenge the fundamental assumptions about rhetoric embedded in classical Western rhetorical theories to start a conversation between East and West. By representing different voices, the survey also invites deeper discussion of related issues among researchers in the field.

The purpose of this essay is to bring to light a previously untranslated Latin medieval rhetorical treatise from Castile-Juan Gil de Zamora's letter-writing manual Dictaminis Epithalamium, or The Marriage Song of Letter-Writing (c1277). Juan Gil (c1240-c1318) was among the first writers in Castile and Le�n to compose a rhetorical treatise on the technical elements of composition. In this essay I outline the theoretical and technical elements of Juan Gil's ars dictaminis-the salutation, narration, petition, and conclusion. To illustrate his precepts for letter-writing, I invent a letter using the technical rules he provides. I conclude by developing a theory of rhetoric for Juan Gil, focusing on how he conceives of the traditional canons of invention, arrangement, and style.

This paper builds on the calls and responses of the last two decades to methodological interdisciplinarity. It proposes that as we set goals for the next decade's research, we ask ourselves who benefits from our work. Scholars motivated by their desire to contribute to the study of rhetoric and to its pedagogy are certainly beneficiaries. And researchers interested in building bridges between their schools and neighborhoods are as well. But in addition to those who belong to professional organizations, attend academic conferences, and read journals, who benefits? I hope here to suggest that those members of our communities who participate in our research projects are some of the most important beneficiaries, or users, of the information our projects offer. I propose ways to work toward a more reciprocal research methodology by including project participants in discussions about the purpose and design of our research before we launch it and as we navigate it. To demonstrate how reciprocity like this might work, I describe human factors, usability, and participatory design theory and explain how they have been useful in my own work. Combining these principles from professional communication offers a new approach to research, which I call "user-centered" and which can be valuable to rhetorical studies for a variety of practical and philosophical reasons.

This essay examines the comicbook Daddy's Girl, by Debbie Drechsler, in an effort to show that mixed-media texts provide a rich contemporary site for the study of rhetoric. Although comicbooks are commonly dismissed as a juvenile art form, I argue that Daddy's Girl both challenges this dismissal and makes a claim for the comicbook as a site that can address the reality of women's lives. By contrasting child-like drawings with the serious subject matter of incest, Drechsler powerfully depicts the corruption of innocence; in doing so, she subverts reader expectations concerning what is appropriate comicbook subject matter.

Abstract In the nineteenth century, traditional paradigms for rhetoric became increasingly outmoded as industry, technology, and cultural disruptions reshaped printing practices, and rates of literacy improved, problematizing classical rhetorical and writing practices. Victorian rhetoric became fragmented as control of and access to print to disseminate attitudes and ideas became less centralized among an educated male elite. Thomas De Quincey and Margaret Oliphant illustrate ways that rhetoric was theorized and practiced in the Victorian periodical press as the terms of authorship, gender, and culture fluctuated.

(2004). It's All Greek to Me: Confession of a Christian Platonist. Rhetoric Review: Vol. 23, No. 1, pp. 75-76.

Contrary to a prevailing view within rhetoric and composition circles that finds a positive view of rhetoric in the Phaedrus, I contend that Plato mockingly denounces rhetoric in the Phaedrus. To support this claim, I argue that the Phaedrus is an unmistakable response to Isocrates' Against the Sophists and needs to be understood as part of this dynamic dialogue and that in the Phaedrus Plato is distinguishing his philosophical method, as he conceives it, from Isocrates' pseudo-philosophical method (as conceived by Plato). I provide parallels between Against the Sophists and the Phaedrus and then explain the distinction between Isocrates' and Plato's respective conceptions of what the philosopher is and should do and between each writer's philosophical method.

Focusing on the references to women and the feminine in The Second Philippic Against Antony, I argue that Cicero's female allusions open up a rhetorical space that exposes the subtle tensions within the Roman social dynamic of men and women. This historically contextualized rhetorical analysis offers a complex understanding of Roman women as both historical entities and rhetorical representations. The article illustrates the importance of understanding not only women in the rhetorical tradition but also mythical portrayals of women as an argumentative strategy. 1

The work of two nineteenth-century professors of rhetoric (John Veitch) and literature (John Nichol) at the University of Glasgow reveals the intersections between rhetoric and literature at the moment when they were officially separated, by government mandate, into two disciplines. The ways in which religion, politics, and nationalism shaped the ways Veitch and Nichol theorized their respective disciplines provide instructive parallels for our profession's current controversies, including who will have access to higher education, what those students will be taught, and who will make the decisions about the mission and content of English studies.

Quintilian is known primarily as an advocate of a pedagogical system grounded in imitation. But in Book XII of the Institutio Oratoria, Quintilian states that he has left the work of his predecessors behind and, further, that he is offering an original contribution to the rhetorical tradition. Quintilian's claims of originality and proprietary interest throughout his texts demonstrate that he is continually announcing himself as an author, in surprisingly modern terms. This paper argues that Quintilian honors his own demand that the ideal rhetor move beyond quotation and canny arrangement of his predecessors' work.

Abstract Sound doctoral pedagogy, in addition to other forms of professionalization in PhD work, is essential in nurturing future generations of scholars in composition and rhetoric. Using the comprehensive exam as a focal point, this article identifies absences and contradictions in the field's approach to evaluating the competency of doctoral students.

The recent neglect of Kames's Elements of Criticism (1762) has been due in part to disciplinary angst that has fostered two incomplete views of Elements: (1) as a work that trains readers in receptive competence and (2) as significant for primarily philosophical reasons. Reading Elements as a rhetoric of criticism, however, suggests first that it is aimed toward production of criticism-not simply reception-although the critical argumentation is oriented toward judgment in terms of universals. Second, it suggests that its significance is practical-that it appeals to readers' anxieties about the burgeoning British economy.

Abstract This essay argues for the value of Confederate women's Civil War diaries to rhetorical history. As women faced the dangers and deprivations of war, they turned to their diaries to respond, using personal writing to rehearse and construct an effective ethos. By practicing "self-rhetorics," diarists prepared themselves to speak and act effectively in the contexts of war. One woman's diary, that of Priscilla "Mittie" Bond, serves as a case study.

This article combines feminist and historical rhetorical theories to analyze the rhetoric of US Representative Helen Gahagan Douglas, who served in the House from 1944-1950 and was defeated by Richard Nixon in the 1950 race for US Senate. The article examines Gahagan Douglas's 1946 speech "My Democratic Credo" within the social and linguistic context of US political discourse of the late 1940s. Gahagan Douglas engaged in rhetorical "cross-dressing" to create a rhetorical space for herself in the male House by adopting a masculinist Enlightenment discourse to create her ethos as a rational, didactic representative.

This essay examines rhetorical instruction and student writing at Texas Woman's University, a public women's college. Unlike their peers at elite, private women's colleges in the East, students at TWU were consistently encouraged to write and speak in public forums, to take part in political discourse, and to think of themselves as rhetors. The vocational focus of the school meant that the campus could never serve as a cloister, and the ever-present support of activist clubwomen gave students powerful role models for participating in the public sphere.

(2003). Representing Disability Rhetorically. Rhetoric Review: Vol. 22, No. 2, pp. 154-202.

Abstract This essay examines the question of the body as it appears in Burke's texts. Drawing upon a rereading of-and friendly amendment to-Burke's action/motion writings, I argue that other terminologies of embodiment suffer from a lack of complexity and therefore offer not dialectics but rhetorics of embodiment. After briefly applying this reading of Burke to discourse on race and racial identity, the essay concludes that his action/motion polarity can be used as a critical instrument of sorts, prompting us to greater vigilance regarding the vocabularies of embodiment we employ, the terms we impose upon our bodies and ourselves.

Progymnasmata are collections of speaking and writing exercises for students of rhetoric. As historians have shown, they played an extremely important role in European education from Antiquity to the beginnings of the Modern Era. Unfortunately, they are treated today, if at all, as an historical curiosity, a relic of the old "school rhetoric." Occasionally, there are attempts to revive the traditional sequence. Both approaches miss what I believe is most valuable about the progymnasmata, the very idea of a unified pedagogical program in the language arts, spanning primary, secondary, and higher education, oriented toward the shaping of rhetorical character, and organized around a sequence of well-defined exercises in verbal analysis and composition.

(Editor's Note: Jim W Corder submitted the following essay to Rhetoric Review in 1996. The essay was accepted for publication but never published because of uncompleted correspondence and manuscript preparation. We decided to typeset and format this essay in order to bring to readers this first posthumous Corder essay, convinced that it is an important addition to his rhetorical canon. Introducing the essay is a contextual note by Keith D. Miller, who like this editor, is a former graduate student of Corder's.)

Using the founding of the Austrian Academy of Science as its lens, this study attempts to break new ground in three ways. First, it establishes the perception of rhetorical change as a product of underlying textual features. Second, it accounts for rhetorical change by reference to a causative factor that can be precisely located and is in no sense rhetorical. Finally, it tries to show that under the influence of a powerful model, rapid change in rhetorical practices can take place as a consequence of adherence to a preferred model. I see this as a form of learning. A conclusion reflects on the implications of this study by comparing the rhetorical changes I examine with those of another sort of learning, that which accompanies graduate training in rhetoric.

Abstract The study of emotion has regained prominence in the fields of psychology and rhetoric. Despite this interest, little has been written about the art of making an emotional appeal. This essay focuses on the writing of Quintilian, in particular Book VI of his Institutes of Oratory, in an effort to describe his theory of emotional appeal, and to see whether it has relevance today. The essay presents Quintilian's theory in the form of "rules."

Homer's Iliad is an epic story about human character, which predates the Aristotelian lectures by some four hundred years. While classical scholars have always valued Aristotle's notion of ethos as a primary factor in persuasion, few have traced this concept to this earlier period. Following a close analysis of speeches in the Iliad, this examination attempts to reconstruct what Homer's theory of character might have looked like. While Aristotle seems to have understood character much differently than did Homer, enough evidence exists to suggest that Aristotle may have embraced Homer's Iliad and the story it tells about the importance of age, social convention, and the heroic.

In calling for more attention to the theorizing and historicizing of rhetorical praxis, this essay breaks new ground by tracing the history of needlework sampler-making: first, to bring into relief the rhetorical force of diverse material practices that create text and, second, to push at the boundaries of what counts as rhetorical practice and who counts in its production. This history demonstrates how discursive practices can be displaced, transformed, and then erased as they emerge in new rhetorical constellations. It ends with a consideration of two levels of questions: those concerning the theorizing and historicizing of rhetorical practices and those concerning the methodological limits and possibilities of this kind of scholarship.

"An Epistle to the Clergy of the Southern States" represents a largely overlooked but significant rhetorical effort by one of the earliest and most uncompromising (white) abolitionists in antebellum America, Sarah Moore Grimke. I argue in this essay that Grimke's missive deserves the kind of scholarly attention that her more-recognized Letters on the Equality of the Sexes has been given and in particular that we pay close attention to her ability to rhetorically reframe her opponents' arguments in the service of her own.

This essay suggests that readers of Aristotle's Rhetoric should take a broader view than is usually applied to understanding the book. Specifically, the reader is asked to explore Aristotle's other works to identify his metarhetoric-that is, Aristotle's notion of the prior knowledges a rhetor needs to have in order to be rhetorical. The essay employs four examples from Aristotle's On Memory and Recollection to demonstrate how ideas from even one of his other books can enhance our comprehension of the Rhetoric. It concludes with a suggested plan for studying Aristotle's metarhetoric.

This essay argues that modernist British writers revived the ideologies of the Victorian New Women in their fiction and essays in order to influence the reception of radical feminism. The New Women novelists, writing at the end of the nineteenth century, developed a rhetoric of domestic feminism, a method of protofeminist subversion usually confined to the domestic space. Modernists outwardly disdained Victorian women's writing; yet they revived "the woman of the past" in their art. This seeming inconsistency within modernist sentiment actually signifies a coherent rhetorical movement that directed twentieth-century reactions to feminism and women's participation in British literary history.

In the spring of 1995, I inherited a diary that very few would care to read.1 It is boring, repetitious, and very, very bare. Annie Ray, my great great great-aunt and a woman who homesteaded in the Dakotas in the late nineteenth century, was clearly not invested in creating a out of her days. While the diary scholar Elizabeth Hampsten warns that often nothing happens in the diaries kept by nineteenth-century women, I was convinced that Annie's was a story that had to be heard. Following the lead of other diary scholars, I edited Annie's diary into a narrative of loss, crafting scant entries into dramas of infidelity and barrenness. While I think I moved my readers with the tale, I have only recently come to understand what remains in the wake of such a recovery. By turning what was ordinary into what was not, I lost sight of the fact that the inscription of nothing is as complicated a rhetorical act as the fabrication of something. We do not know how to read what I call ordinary writing: writing like Annie's that is not literary, writing that seems boring, barren, and plain. My initial reading was heavily influenced by the study of nineteenth-century diaries, a tradition that regards diaries as literary texts. More pointedly, my reading participated in a scholarly tradition that prefers reading only those diaries that exhibit literary features. I have outlined this tradition elsewhere and have argued that reading diaries through a literary lens privileges diaries that are coherent, crafted, and whole, excluding ordinary diaries like Annie's that define the diurnal form in their dailiness. Here my goal is to demonstrate what is gained by reading an ordinary diary through a lens that is shaped by the daily rather than the literary. Dailiness, the act of writing in the days rather than of the days, is the single quality that marks the diary as a distinct form of writing. It is what prevents the diary from being reflective and forces both writer and reader into the immediate present, a place from which the critical distance a reader/writer is typically taught to obtain and value is impossible. Dailiness means that the diary does not cohere around an organizing event or principle, but by documenting the everyday, makes these measured (and typically unmarked) moments available for the diarist's use. Dailiness also prevents the privileging of some events over othersinstead always resting in the middle. Schooled to appreciate occasioned texts

Heedless, irreverent, unlovely, cultivating huge beards, shod in polished top-boots-the last refinement of the farmer's cowhides-wearing linen dickeys over hickory shirts, moving through pools of tobacco juice ... the decade of the [eighteen] seventies was only too plainly mired and floundering in a bog of bad taste. A world of triumphant and unabashed vulgarity without its like in our history, it was not aware of its plight, but accounted its manners genteel and boasted of ways that were a parody on sober good sense.

(2002). Sentences in Harry Potter, Students in Future Writing Classes. Rhetoric Review: Vol. 21, No. 2, pp. 170-187.

This early letter plainly embodies Burke's conflicting views about the constituents of the aesthetic experience. Is the delight of literature a hysteric result of the work's overlap with an audience's ideology-the nodus of beliefs and judgments in a work? Or is the pleasure the result of a technical response to the formal qualities of art? The answer in the letter to Cowley suggests that the enjoyment is an unproblematic result of both the ideological and the technical, the rhetorical and the formal. But the incipient contradiction contained even in this early and tentative resolution seems to haunt Burke throughout his career, most clearly ghosted in his first book of criticism, Counter-Statement.1 To announce that this wrinkle can be found in many of the pages of Counter-Statement probably trespasses on the platitudinous. From the earliest reviews of the book, such as that of Granville Hicks in the 2 December 1931 issue of The New Republic, to its most contemporary explication, such as Jack Selzer's article in Rhetoric Society Quarterly, the unsettling tension . . . between the aesthetic and the social is given place and sometimes even described as the animating principle of the book (Selzer 37). As Selzer notes, most of the major critics of Granville Hicks, Isidor Schneider, Robert Penn Warren, Armin Paul Frank, Paul Jay, Grieg E. Henderson, William H. Rueckert, and Frank Lentricchia, and even Burke himself note the internally-contradictory character of Counter-Statement, each with his own manner of reconciling, laying bare, or judging the discordant timber (45-46). What is absent in the criti-

(2001). Guardian Angel: Lessons of Writing Poetry. Rhetoric Review: Vol. 20, No. 3-4, pp. 359-367.

(2001). The Persuasive Work of Organizational Names: The Women's International League for Peace and Freedom and the Struggle for Collective Identification. Rhetoric Review: Vol. 20, No. 3-4, pp. 234-250.

One thread in the American nineteenth-centuryi f discourse of sentiment wraps itself around women's bodies.1 This essay is about those bodies, women's writing, and sentimental rhetoric. The three intersect in corsets-and not just in those torso-squeezing contraptions that assured a woman's hourglass figure in Western bourgeois Figure I Coat advertisement, culture from at least the 1750s to the early twentiMcLure's Magazine (1896). eth century. In this article I address a number of cultural constructions, formal matters that perform a kind of poesis shaping a woman writer's heart, spirit, and body back in the nineteenth century, and now, too. The Canadian National Film Board ad quoted above views the corset and its culture only as restraint. But sentimental rhetoric puts those corsets and cultural bodies in a different light. Rhetorical codes map a particular significance of