Discussion sections of research articles are important because they are where researchers make claims for advancing knowledge in their fields. There has been a growing interest in research articles focused on Discussions. However, only a few studies have centered on the role of arguments. What is missing in this literature is the potential for rhetoricians to identify specific, sentence-level arguments. The idea is that to analyze persuasion in Discussions, rhetoricians should be able to identify arguments contributing to persuasion. Toward that aim, I refer to Aristotle’s Rhetoric as a catalyst for specific arguments and examples from thirty science research articles.

As I read and reread Young’s text for this review, I was struck by news of the activist and professor Cornel West stating, during an October 12 speech at the “Faith in Ferguson” rally, “I didn’t co...

This essay discusses the competing rhetorical styles of two volumes that appeared in the 1880s to remember Abraham Lincoln. One volume, edited by Alan Thorndike Rice, remembered Lincoln in a refined-official style. A second volume, by William Herndon and Jesse Weik, captured Lincoln in a middling-vernacular style. Using automatic coding and close reading, the authors show that Herndon-Weik’s middling-vernacular style put a focus on the “personal” Lincoln. Rice’s essayists, instead, featured an “official” Lincoln set apart from the everyday man. The authors argue that these contrasts were a contributing factor to the different critical reception they received.

This essay expands style pedagogy to include teachers' comments on student writing. To do so, it analyzes three major studies on response and the conceptions of style they both reflect and perpetuate. Ultimately, this essay argues that to teach style effectively though written commentary, we must use language that moves beyond impression and considers the rhetoricality of students' stylistic choices.

In this essay I analyze the plain style as conceived of and used by the Lollards, a late fourteenth-century religious group. I argue that the same practices that set Lollard reading and writing apart from orthodox discourse were foundational to the Lollards' departures from orthodox belief, theorizing language and style in such a way that meaning was free from priestly mediation. This demonstrates the importance of the Lollard plain style as both a marker of heresy and a precursor to subsequent notions of plainness.

Margaret Cavendish took an active part in the Royal Society's discussions about plain style. Her contributions to the Royal Society's plain style discussions were closely connected to her scientific practices, both of which explicitly and implicitly challenged the practices of the Royal Society. In her own rhetorical practices, Cavendish modeled herself as a reader and writer of scientific texts, and her challenges to the discursive and experimental practice of seventeenth-century science make her a compelling figure in the rhetoric of science.

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.

(1998). Rhetorical style and the formation of character: Ciceronian ethos in Thomas Wilson's Arte of Rhetorique. Rhetoric Review: Vol. 17, No. 1, pp. 93-106.

Richard D. Altick. The Scholar Adventurers. New York: The Free Press, 1966. Pp. x+338. Originally published in 1950. Yates, Francis A. The Art of Memory. Chicago: University of Chicago Press, 1966. Pp. xv + 400. Style, Rhetoric, and Rhythm: Essays by Morris W. Croll. Edited by J. Max Patrick and Robert O. Evans, with John M. Wallace and R. J. Schoeck. Princeton, New Jersey: Princeton University Press, 1966. Pp. xvi + 450. "Attic”; and Baroque Prose Style: The Anti‐Ciceronian Movement. Essays by Morris W. Croll. Edited by J. Max Patrick and Robert O. Evans, with John M. Wallace. Princeton, New Jersey: Princeton University Press, 1969. Pp. xii + 244. Paper.

Donald Stewart, The Versatile Writer. Lexington: D. C. Heath, 1986. 381 pages. Sentence Combining: A Rhetorical Perspective. Ed. Donald A. Daiker, Andrew Kerek, and Max Morenberg. Southern Illinois University Press, 1985, xxi + 386 pages. Beverly L. Clark, Talking about Writing: A Guide for Tutor and Teacher Conferences. The University of Michigan Press, 1985. 225 pages.