What follows is an essay-as-speech, offered as a direct response to a weekend of freewriting at Bard College enacted under the direction of skilled practitioners of Peter Elbow's principles of writing and thinking. Elbow, in attendance, gave the keynote address. This essay-as-speech both critiques the practices enacted at Bard and offers a very different way of teaching writing, one that honors the epistemological underpinnings of Elbow's work while outlining a pedagogy founded on constraints and images.

Montaigne composed his essays through an elaborate and extensive process of additions, a revision process that was ongoing throughout the quarter century he was working on them. His painstaking practice of addition helps complicate the "self" Montaigne often tries to convey—that of a casual, digressive, "open" writer. The revisions also supply a metacommentary on his writing project (including his tendency to make additions). In these self-reflective additions, he openly grapples with the dominance of writing mentors, particularly Seneca and Plutarch, and he works out a theory of audience for his work.

Abstract The way rhetorical analysts now use the term appeals—meaning to plead or to please—has outstripped the available theories, particularly those derived from Aristotle. Indeed, Aristotle's ethos, pathos, and logos may not even be appeals in the modern sense. A revised model relates author and author positions to values in a triangulating relationship. Appeals also appear as techniques for working through varying media, not only media defined semiotically but also as forms of resistance related to cultural differences. Examples from criticism, film, and advertising provide a foundation for replacing a modes approach to rhetorical appeals with a genre approach.

During his long scholarly career, Kenneth Burke interacted with numerous other important twentieth-century thinkers. Several of these relationships have been documented and studied through article- and book-length projects. However, Burke's long correspondence with prominent folklorist and sociolinguist Dell Hymes, while mentioned by some Burke scholars, has not been extensively explored. This article examines their written correspondence and elements of their published works and argues that Burke's articulation of key rhetorical concepts—especially "identification"—figures large in Hymes's early articulation of the basis of sociolinguistic study.

In recent years a number of studies have limned the generic features of the instructor end comment on student texts. This study complements these large-scale analyses by examining from a rhetorical perspective two end comments, written by a first-year composition instructor, and by evaluating how the comments reflect and resist elements of two schemes that classify teacher response.

This essay examines style as a vehicle for performance: Patterns of language are rituals of language that participate in broader social rituals and behaviors. It then turns to recent debates over academic prose, focusing on Judith Butler who claims that radical thought demands radical forms of expression. In the case of her own writing, however, her style isn't radical. Instead, it's conservative in form, a souped-up version of technobureaucratic writing. The essay ends with an analysis of Butler's "Burning Acts, Injurious Speech" and argues that while it does fulfill one of the aesthetic goals Butler has outlined elsewhere, the stylistic performance it delivers is like that of a shaman, hovering ambiguously between mysticism and trickery.

Abstract In his recent studies on classical Chinese text structures and contemporary Chinese composition textbooks, Andy Kirkpatrick claims that Mainland Chinese students are taught to write Chinese compositions in contemporary "Anglo-American" rhetorical style. This paper examines the historical formation of modern Chinese writing instruction and argues that the introduction of Western rhetoric into China in the beginning of the twentieth century did enrich modern Chinese rhetoric through, for example, Western scientific rhetoric(s); but more importantly, together with other historical forces, it helped to revitalize and retrieve the extremely rich Chinese rhetorical tradition in modern Chinese writing instruction.

Bronislaw Malinowski introduces influential ideas of context to rhetoric when he rejects texts and etymology to argue that meaning is determined by tangible, embodied circumstances. I turn to ancient texts and Kenneth Burke's reading of Malinowski to argue that we order—and are ordered by—rhetorical contexts that are composed of hierarchical designs, oppositional ideas, and material bodies.

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.

While most students of style justifiably cite Abraham Lincoln's reading as the major influence on his speaking and writing, five other important influences have been largely ignored. Little attention has also been paid to a study of his composing habits that will help scholars understand just how Lincoln went about the process of putting prose on paper.

In the nineteenth century, the philological concept of the mother tongue assumed that language was strongly linked with race. The adoption of English as the medium of instruction in the US and the vigorous promotion of English as a subject in the university curriculum were predicated on the importance of protecting English as a mother tongue and the racialized values it was thought to embody. In 1886-78 daily theme writers in Barrett Wendell's English 12 composition course at Harvard reiterated and also questioned received statements about language use and race.

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.

Abstract In this essay I argue that Isocrates stands as a major figure in the early history of authorship ethics in the Western world. His writings repeatedly characterize discursive originality as a virtue and discursive unoriginality as a vice, and he defines originality as a competitive enterprise whereby one seizes the opportunity to assert something new and better about something significant. I suggest that Isocrates' own obsession for achieving originality indicates his desire for fame, fortune, and immortality, and I conclude that historians of authorship ethics benefit from being sensitive to the vocabulary used in particular periods and by particular authors.

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.

Contrary to much recent scholarship, this essay argues that there is no such thing as a collaborative mode of literacy. Specifically, it takes issue with Andrea Lunsford and others who have called for a profound shift in the zeitgeist of composition studies, as though it were possible to transform students from competitive to collaborative writers. In a larger sense, though, the article is not about collaboration at all; rather, it uses the literature on collaborative writing to illustrate a certain kind of scholarly exaggeration, whereby composition reformers try too hard to distill practical lessons from interpretive categories.

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.