Suggests that moves to dispersed authorship signal not a challenge to the old ideology of authorship, but rather its appropriation for commercial ends. Identifies alternatives to this appropriation and explains why embracing these alternatives is important. Concludes that scholars of rhetoric and composition need to identify, theorize, practice, and teach alternative forms of subjectivity and alternative modes of ownership.

This qualitative content analysis identifies 40 articles about women and feminism published in five technical communication journals in a period of nine years, beginning with the publication of Mary Lay's award-winning “Interpersonal Conflict in Collaborative Writing” in 1989. Along with numeric trends about the frequency of articles about women and feminism in technical communication journals, this study also identifies major themes, all of which concern inclusion: through eliminating sexist language, providing equal opportunity in the workplace, valuing gender differences, recovering women's historical contributions to technical communication, and critiquing previously uncontested terms and concepts. The study concludes that although research about women and feminism has been accepted as part of the scholarly purview of technical communication, the ways in which this research has influenced workplace or classroom practice are unclear.

Reviews three books: Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level, by Marilyn S. Sternglass; Feminism and Composition Studies: In Other Words, ed. by Susan C. Jarratt and Lynn Worsham; The Performance of Self in Student Writing, by Thomas Newkirk.

Since classical times, rhetorical education has been concerned with training in the civic functions of discourse-with young people to talk about public issues responsibly and articulately. And unsurprisingly, those who study and teach rhetoric have often faced public scrutiny and have been compelled to defend their pedagogical and philosophical views. One current battle over the public function of rhetorical education centers on the politically charged writing pedagogies that emerged in our discipline during the early 1990s. These approaches, commonly dubbed radical teaching or teaching, and whose most prominent advocates include James Berlin (Rhetoric), Patricia Bizzell (Academic), Susan Jarratt (Feminism), and Mary Louise Pratt (Arts), reject the notion that college writing courses should be ideologically neutral spaces dedicated to nurturing students' individual expression. Rather, these scholars hold, rhetorical instruction should prepare to deal critically with the arguments they encounter in the dominant culture and empower them to produce texts that resist those values. And thus, they argue, writing instructors have an obligation to cultivate in an appreciation for progressive political values, a sensitivity to injustice, and an ability to debate divisive issues-skills best developed through confrontational classroom exchanges. The range of practices these scholars advocate includes asking to engage with texts written from perspectives vastly different from their own (Bizzell, Academic 283-84), to debate heated questions in class (Jarratt 118-19), and to adopt a critical stanceoften the teacher's own-toward mainstream ideologies (Berlin, Rhetoric 3637). Yet despite its lofty goals, critical has faced criticism on multiple grounds. Opponents like Maxine Hairston decry the very goals of such pedagogy, charging that it puts dogma before diversity, politics before craft, ideology before critical thinking, and the social goals of the teacher before the educational needs of the students (Diversity 180). More recently, Stephen

Certainly the most famous comments writing as a material act occurring in material conditions are those of Virginia Woolf in A Room of One's Own. When Woolf says it is necessary to have five hundred [pounds] a year and a room with a lock the door if you are to write fiction or poetry, she means to be taken quite literally; women cannot write unless they have both a place to go that is away from unwanted intrusions and an income that makes them independent from men and thereby grants them time to write. lock the door means that the writer literally cannot be interrupted by a child in need, a husband with a question, a neighbor with a story. Woolf indicates, of course, that the room and the lock are also symbolic; the five hundred a year, she says, stands for the power to contemplate, the lock the door means the power to think for oneself' (110).' Almost sixty years later in The Fisherwoman's Daughter, Ursula Le Guin revisited Woolf's argument about the necessary material conditions for women writers. Le Guin begins by documenting the experiences of women who did not have rooms of their own. She describes, for example, the experiences of Harriet Beecher Stowe, who wrote in the dining room where, she says, there was all the setting of tables and clearing up of tables and dressing and washing of children, and everything else going on (qtd. in Le Guin 220). In contrast, points out Le Guin, Joseph Conrad benefited from a wife whose conscience was engaged to the full, hour after hour, after day in meeting the writer's needs (223). Le Guin acknowledges the gross inequity in the writing situations of male and female writers, but she argues that women need not have rooms of their own-material conditions for composing that are free from domestic intrusions-in order to write. She describes, for example, the writer Margaret Oliphant who felt that writing profited from the difficult, obscure, chancy connection between the art work and emotional/manual/managerial complex of skills and tasks called 'housework,' and that to sever that connection would put the writing itself at risk, would make it, in her word, unnatural (222). Le Guin argues that to write about being a woman is to write about the very experiences of disruption and chaos that constitute the material environment for composing. In other words, one can write and bring up children at the same time; in fact, the raising of children enriches the writing.

A survey of early American narratives of female experience reveals a consis tent pattern of ideological appropriation of women's stories by mediums of cultural authority. Women's lack of political agency and their circumscribed public voice facilitated their complicity in these projects. Colonial clergymen shaped female captivity narratives to support their political agendas, and women's criminal confessions were tailored to reinforce social norms endorsed both by ministers and magistrates.! This essay examines the implications of Herman Mann's appropriation of the experience of Deborah Sampson [Gannett], who served for eighteen months in the continental army during the American Revolution disguised as a male, and who described her exploits in a speech published by Mann under the title Addres [sic], Delivered with Applause.... Between March and October, 1802, in a venture undertaken to earn money for her family, Sampson delivered to audiences in New England and eastern New York at least a part of this text, narrating her military experiences and penitently confessing her transgression of woman's sphere, in what is believed to be the first public speaking tour by a woman in America (Anderson XII). Although previous commentary on Sampson's Address has noted that Mann played a part in shaping the text, a survey of his other publications strongly suggests that he was the sole author of this speech. Mann, a Dedham, Massachusetts printer, occasional poet and newspaper editor, wrote and published, among other texts, patriotic addresses and also criminal confessions in which he assumed the first person voice of his subjects, just as he does in the Sampson address. Five years before he drafted her speech, Mann had compiled, in his own voice, Sampson's memoirs in a book entitled The Female Review, an account which he rewrote after she died, this time employing the first person voice of his subject throughout the text. Although in the 1797 biography he faithfully recorded some facts of her childhood and included verifiable details regarding her military experience, extensive portions of the text were fashioned from other sources, including fabricated or imaginatively augmented episodes.2 The 1802 speech, in which Mann recasts his earlier treatment of Sampson's heroism in significant ways, is important, not because it dramatizes Sampson's own conflicted psyche, as has been argued recently (Campbell), but because it exemplifies cultural strategies for containing dangerous models of female conduct; strategies employed in this case by a representative of liberal republican print culture who consistently advocated improved educational opportunities for women.3 Examining the cultural influences that shaped Mann's appropriation of Sampson's story documents emphatically the shifting gender politics

Examines the dilemmas of mid-career feminist professors, including: escalating demands on their time; pressures of work and family; high casualty rates among women hired; friction between generations and among feminists; and doubts about what professionalism means to the collective participants in the feminist venture. Discusses strains of this paradoxical combination of privilege and powerlessness for senior women within male-dominated institutions.

Many of today's telecommuters are knowledge workers who require substantial communications to perform their jobs. The research presented investigates the nature of communication links between individuals in two work groups comprised of both telecommuters and nontelecommuters. Communication network analysis is used to map the communications in the groups and identify blocks of individuals. Blocks are groups of individuals with high levels of communication linkages among them. Work setting, gender, job type, tenure, and number of telecommuting days are investigated as potential factors in determining individuals' membership in blocks. There appears to be a tendency for telecommuters to communicate more with other telecommuters as well as for females to communicate more with one another. However, only job type was statistically related to block membership. These results indicate that there is a limited impact of telecommuting on the communication structure of work groups, which should reduce potential concerns of telecommuters about being left out of the office network. They should also reduce managers' concerns about having knowledge transfer and assimilation of corporate culture differences between telecommuting and nontelecommuting employees.

Much knowledge work involves temporary work teams. Increasingly, these teams are not face-to-face but virtual teams. The paper explores the gender impact of virtual collaboration as compared to face-to-face teams. Descriptive statistics are used to show the different perceptions of the group experience based on gender and on face-to-face versus virtual team experiences. Women in the virtual groups perceived that the group stuck together more and helped each other more than did the men. Also, the women were more satisfied with the virtual group than men and felt that group conflict was readily resolved. In comparing the experience of women in the virtual groups to women in the face-to-face groups, the face-to-face women were less satisfied with the group experience than their virtual counterparts and perceived that conflict was smoothed over.

Reviews 97 mystics and celebrated preachers in Spain during the sixteenth century. This is the first rhetorical treatise intended for missionaries converting people from the East and West Indies. Studies of other rhetorical guides are found in the chapters on Fray Diego Valadés (ch.3), Bartolomé de las Casas and José de Acosta (ch.4) and José de Arriaga (ch.6). The study of Bernardino de Sahagún's General History of New Spain is one of the most important chapters of this book. Sahagún's text inserts a considerable range of reflections of the spiritual conquest of New Spain, and also reveals to the western world a survey of all aspects of Mexican religion, society and natural philosophy. The Amerindian contribution to the rhetorical tradition in Latin America is found in the huehuehlahtolli. These were the speeches delivered by the learned men, "the speeches of the elders". Abbot also studies the use and influence of the European rhetorical tradition in the readings and interpretations by this historian of the huehuehlahtolli. Abbot provides a much needed comprehensive and detailed examination of the theories and practice of rhetoric during the sixteenth and seventeenth century in Spanish America. He is successful in two important tasks: finding the points of contact and rupture between the European rhetorical tradition and the new emerging ideas about writing, oratory, and theory in the New World, and linking rhetorical theory to experiential knowledge and cultural understanding provided in colonial texts. SANTA ARIAS Florida State University Robert Crawford ed., The Scottish Invention of English Literature (Cambridge: Cambridge University Press, 1998) 259 pp. This collection of articles presents a counter-narrative to previous histories of English Studies that have ignored the crucial role of Scotland in the institutionalization of English as a modem discipline. As the title suggests, the twelve articles in the volume use a variety of approaches to develop the thesis that "English Literature as a university subject is a Scottish invention" and to 98 RHETORICA explore the implications of this thesis in the context of issues such as national identity, cultural politics, and gender in Scotland, England, America, and Australasia. Robert Crawford introduces the volume by situating it within the context of recent accounts of the development of university English. He then addresses the establishment of courses in Rhetoric and Belles Lettres at St. Andrews, focusing in particular on the career of Robert Watson, who was appointed Professor of Logic, Rhetoric and Metaphysics in 1756. In the second article, Neil Rhodes continues Crawford's discussion of the curriculum at St. Andrew's by detailing the influence of Ramus on the teaching of Belles Lettres. Rhodes argues that it was the dissemination of Ramist pedagogy through the work of Roland Macllmaine at St. Andrews which led in the eighteenth century to the "redescription of Rhetoric as Criticism", first in the lectures of Watson and later in the work of Lord Karnes (p. 31). Joan Pittock focuses on the Scottish development of English Studies by examining the curriculum at Aberdeen. In her article, she illustrates the philosophical approach to Belles Lettres in the works of Aberdonian scholars such as David Fordyce, Alexander Gerard, and James Beattie, as well as the critical connections these scholars make between the concept of taste and the social and ethical development of students. The important social function of English Studies is also taken up by Paul Bator in his discussion of the novel in the Scottish university curriculum. Bator demonstrates the rise of the novel as a serious genre of study through careful analysis of lecture notes from Professors of Rhetoric at St. Andrews and Aberdeen Universities, acquisition and library borrowing records, and activities of the Edinburgh Belles Lettres Society. He argues that for Scottish professors of rhetoric in the eighteenth century "the novel provided a unique and unstoppable vehicle by which their students could observe and learn vicariously the manners of their English brethren" (p. 90). The new genre, then, functioned as a form of conduct literature through which the values of mainstream British culture were perpetuated in Scotland. Bator's analysis of the Edinburgh Belles Lettres Society, however, indicates that the study of the novel in the Scottish universities...

Short Reviews Cheryl Glenn, Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance (Carbondale: Southern Illinois University Press, 1997) xii + 235pp. Glenn's purpose in Rhetoric Retold is feminist and cartographic: to remap the history of rhetoric by putting female rhetoricians and rhetorical practices solidly on the map. She challenges patriarchal rhetorical history at the center by including the voices of women who practiced rhetoric from the margins. Her hope is to revitalize "rhetorical theory by shaking the conceptual foundations of rhetorical study itself" (p. 10). Glenn's method derives from historiography, feminism, and gender studies. She uses "resistant readings...of the paternal narrative" and "female-authored rhetorical works" as well as "broad definitions of rhetoric" (p. 4). Her rationale for subject selection appears in Chapter One. Thereafter, she develops each historical chapter by overviewing cultural conditions of the period, describing women's place in those worlds, sketching the nature of patriarchal rhetoric at the time, then presenting the rhetorical activities of some exceptional women who were able to speak and write from the margins. Whenever she can, she highlights significant "points of contact" across all of the subjects she considers. Chapter Two examines pretheoretical sources of rhetorical consciousness in ancient Greece. Her reading of Sappho and female Phythagorians (Theano, Phintys, Perictyone) present rhetorical avenues that mainstream tradition never explored. She details public (argumentative) rhetoric (Corax, Gorgias, and Isocrates), then treats Aspasia as a silent heartbeat at the center of Pericles's intellectual circle. Aspasia was as likely a source of inspiration to Socrates and Plato as was Diotima. Glenn examines© The International Society for the History of Rhetoric, Rhetorica, Volume XVII, Number 1 (Winter 1999) 89 RHETORICA 90 tradition (Cicero and Quintilian), challenging this tradition with voices from the margins. Here we meet Vergima, Cornelia, Hortensia, Amasia Senta, Gaia Afrania, Sempronia, Fulvia, and Octavia. In Chapter Three Glenn details Christian cultural dynamics, calling the Bible the "ur-text of history, wisdom, and doctrine" (p. 75). She discusses inheritance laws, conceptions of women's bodies, the theoretical equality of men and women in the eyes of Christ, yet the practical inequality of doctrine and of Christian institutional piety. Examining representations of women in medieval literature (imaginative, Marian, inspirational), Glenn contends that women never received "the full range of human feelings or characteristics" (p. 86). Women appear as inferior to rational men, some of whose (Augustine, Jerome) rhetorical practices (ars poetica, ars dictaminis, ars praedicandi) Glenn treats next in some detail. She shows how a small group of religious women achieved some release from the cultural hold, such as Julian of Norwich and Margery Kempe, whose unusual rhetorical practices Glenn tells in illuminating detail. In Chapter Four Glenn overviews the general nature of Renaissance culture, tracing the patriarchal bias of laws, the nature of women's work both outside and inside the home, the inferiority of women's bodies when compared to men's, and more. She situates classical and Christian humanism, showing the usefulness of humanistic education in society and religious life. Some special English women, according to Glenn, received humanistic training, and she traces their (modest) literary accomplishments. She contrasts these women to the fake representations of women in literature; some women appear overly assertive (Edmund Spenser's Britomart, Shakespeare's Lady Macbeth), while others appear willfully disobedient (Juliet, Desdemona, the Duchess of Malfi). Such images reinforced women's exclusion from the public world of traditional Ciceronian rhetorical practice, though the entry of educated women became more probable as rhetoric and poetics converged in early English rhetorics that focused on style and eloquence. Glenn shows how three exceptional woman each used their own versions of rhetorical eloquence to make an impact on the public Reviews 91 from the margins—Margaret More, Anne Askew, and Queen Elizabeth I. In Chapter Five Glenn stresses the performative value of her project: the "promise that rhetorical histories and theories will eventually (and naturally) include women" (p. 174). She presents "four ways...[to] work together to realize...[these] performative...goals": we must recognize our common ground, "explore various means of collaboration", reevaluate the notion of "silence", and recognize the unlimited opportunities for research in this area (p. 174-78). This was a difficult...

Reviews 91 from the margins—Margaret More, Anne Askew, and Queen Elizabeth I. In Chapter Five Glenn stresses the performative value of her project: the "promise that rhetorical histories and theories will eventually (and naturally) include women" (p. 174). She presents "four ways...[to] work together to realize...[these] performative...goals": we must recognize our common ground, "explore various means of collaboration", reevaluate the notion of "silence", and recognize the unlimited opportunities for research in this area (p. 174-78). This was a difficult book to write. Feminist rhetorical scholars have already identified at least three limits such revisions must observe: any feminist account of the history of rhetoric cannot stand alone, but must be continuous somehow with mainstream rhetorical histories; simply inserting "exceptional women" into an otherwise unrevised traditional account is insufficient; and only by exposing the cultural oppressions that silenced women can we hope to break their hold. Glenn succeeds brilliantly in balancing these demands as she makes the best connections she can among new kinds of (feminist) interdisciplinary research, while observing a time limit necessary for publication. Her accomplishment is significant, even though there are probably readers who will want to set the record straight about this historical person or that fact, or to join the pieces of the story more amply. Nonetheless, the space her work creates teems with opportunities for research and for insights about possible rhetorical selves for us all. MOLLY MEIJER WERTHEIMER Pennsylvania State University Molly Meijer Wertheimer, ed., Listening to Their Voices: The Rhetorical Activities of Historical Women (Columbia: University of South Carolina Press, 1997) 408 pp. Studies of women's contributions and challenges to the rhetorical tradition are still sparse but, thankfully, growing. Listening to Their Voices: The Rhetorical Activities ofHistorical Women constitutes a welcome addition to this blossoming field. Edited by Molly Meijer Wertheimer, Listening to Their Voices comprises an RHETORICA 92 impressive array of eighteen articles on women's rhetorical activities in contexts ranging from Ancient Egypt to twentiethcentury Europe and America. Authored by American scholars (with the exception of one Canadian), these articles greatly increase the available research on women in the history of rhetoric. The range of historical periods and cultural contexts that the articles address underscores the neglected richness and diversity of women's contributions to rhetoric, as well as the extent of all that remains to be recovered and reinterpreted. Notably, the collection stretches the realm of rhetorical activity beyond its traditional focus on public, argumentative speech or writing to include, in particular, the non-traditional genres of private letter­ writing and conversation. The inclusionary diversity of Listening to Their Voices reveals, as Wertheimer notes in her introduction, a feminist appreciation of difference and multiplicity (p. 4). At the same time, this collection is well-unified. Its unity stems, most fundamentally, from the authors' joint assumption that the study of women's rhetorical activities is worthwhile and important to the history of rhetoric. As well, the articles demonstrate a consistently fine historical contextualization of the women rhetors and rhetoricians they discuss, uniformly avoiding the imposition of contemporary social categories on these women of the past, highlighting instead the cultural and political realities which motivated and shaped their rhetorical activities. In some cases, these activities are presented as those of an "exceptional" woman who was "able to be heard in the male public sphere" (p. ix). More intriguingly, in my view, several of the studies foreground the practices of communities of women as well as rhetorical activities addressed to contexts beyond the "male public sphere". The volume is divided thematically into four main sections, an organization that allows us to perceive non-chronological links between the articles' differing historical points of focus. I will review each section in turn, commenting only—in the interests of brevity, not of ranking—on several but not all of the articles. The first section, entitled "Making Delicate Images", includes three articles that highlight the difficulties of recovering the rhetorical roles and contributions of women within a patriarchal tradition. Cheryl Glenn, for example, relocates Aspasia "on the rhetorical Reviews 93 map" by sifting through and reading against the "powerful gendered lens" of references to her in male-authored texts (p. 24...

The views concerning “dangling participles” of grammarians, usage experts and authors of books on technical writing are reviewed and compared. Although many unattached clauses are clearly unacceptable, some are less objectionable and still others are acceptable practice. Absolute constructions and other clause-relational participial, infinitival and verbless clauses need no attachment to a proximate noun or noun phrase, and logical clauses that are not attached to a noun are shown as normal, acceptable use. Even clearly adjectival clauses are often unattached when followed by the passive voice, intransitives and several other grammatical structures; clauses between the subject and verb and at the end of the sentence are also often not attached to the immediately preceding noun. Cultural (perhaps also gender) differences between humanistic teachers and task-oriented engineers are noted as possible causes of different viewpoints regarding the use of unattached participles, and greater acceptance of the many acceptable forms of unattached clauses is argued.

Reviews three books: Turns of Thought: Teaching Composition as Reflexive Inquiry, by Donna Qualley; Gypsy Academics and Mother?Teachers: Gender, Contingent Labor, and Writing Instruction, by Eileen E. Schell; Reflection in the Writing Classroom, by Kathleen Blake Yancey.

Inviting Theory - From Formalism to Cultural Studies Formalism - Structure and Idea in M.C. Higgins, Great Archetypes - the Monomyth in Dogsong Structuralism - Decoding Signs in The Moves Make the Man Deconstruction - Unravelling The Giver Reader-Response - Identity Themes in Fallen Angels Feminism - Mother/Daughter Transformations in The Leaving Black Aesthetics - Signifyin(g) in A Lesson Before Dying Cultural Studies - Social Construction and AIDS in Night Kites Theory as Prism - Multiple Readings in Jacob Have I Loved End Thoughts - Inviting Theory.

Acknowledgments -- Words and women in the evangelical community -- Hymns as the cultural property of nineteenth-century women -- His religion and hers -- Women's hymns as narrative models -- The patriarchal backlash.

Making Relationships: Gender in the Forming of Academic Community presents two case studies of student-teacher writing conferences to make visible what is usually invisible in academe: the personal. It shows that successful academic community may be most easily achieved by students and teachers who create relationships marked by masculine themes and values - and that this may be true even when the teacher is a feminist woman. If change is to occur, the author argues, compositionists must rethink both contemporary composition and gender theories and develop new ways of representing narrative and other expressive discourses.

Research Article| November 01 1998 Short Reviews George Kennedy,Comparative Rhetoric: An Historical and Crosscultural Introduction (New York: Oxford University Press, 1998).Andrea A. Lunsford ed.. Reclaiming Rhetorica: Women in the Rhetorical Tradition (Pittsburgh: University of Pittsburgh Press, 1995).Takis Poulakos,Speaking for the Polis: Isocrates' Rhetorical Education (Columbia, SC: University of South Carolina Press, 1997), xii +128 pp.David Roochnik,Of Art and Wisdom: Plato's Understanding of Techne (University Park: Pennsylvania State University Press, 1996) xii + 300 pp.Peter Auksi,Christian Plain Style: The Evolution of a Spiritual Ideal (Monfreal:McGill-Queen's University Press, 1995).Carole Levin and Patricia R. Sullivan eds. Political Rhetoric, Power, and Renaissance Women, (Albany, N.Y.: State University of New York Press, 1995) xiv + 293 pp.Marjorie O'Rourke Boyle,Loyola's Acts: The Rhetoric of the Self(Berkeley: University of Califomia Press, 1997) xv+274pp.L. L. Gaillet ed., Scottish Rhetoric and Its Influences (Mahwah, N.J.: Hermagoras Press, 1998) xviii + 238pp.Thomas W. Benson,Rhetoric and Political Culture in Nineteenth- Century America (East Lansing: Michigan State University Press, 1997) 200 pp. Mary Garrett, Mary Garrett School of Communication, Ohio State University, Columbus, Ohio 43210, USA Search for other works by this author on: This Site PubMed Google Scholar Shirley Sharon-Zisser, Shirley Sharon-Zisser Dept of English, Tel Aviv Univeristy, Ramat Aviv 69 978, Israel Search for other works by this author on: This Site PubMed Google Scholar C. Jan Swearingen, C. Jan Swearingen Dept of English, Texas A & M University, College Station, Texas 77843, USA Search for other works by this author on: This Site PubMed Google Scholar Edward Schiappa, Edward Schiappa Dept of Communication, University of Minnesota Twin Cities, Minneapolis, Minnesota 55455, USA Search for other works by this author on: This Site PubMed Google Scholar Jameela Lares, Jameela Lares Dept of English, University of Southem Mississippi, Southem Station Box 5037, Hattiesburg, Mississippi 39406, USA Search for other works by this author on: This Site PubMed Google Scholar Victor Skretkowicz, Victor Skretkowicz Dept of English, University of Dundee, Dundee DDl 4HN, Scotland Search for other works by this author on: This Site PubMed Google Scholar Don Paul Abbott, Don Paul Abbott Dept of English, University of Califomia, Davis, Califomia 95616, USA Search for other works by this author on: This Site PubMed Google Scholar Paul Bator, Paul Bator Dept of English, Stanford University, Stanford, Califomia 94305, USA Search for other works by this author on: This Site PubMed Google Scholar Thomas Miller Thomas Miller Dept of English, University of Arizona, Tucson, Arizona 85721, USA Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (1998) 16 (4): 431–454. https://doi.org/10.1525/rh.1998.16.4.431 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation Mary Garrett, Shirley Sharon-Zisser, C. Jan Swearingen, Edward Schiappa, Jameela Lares, Victor Skretkowicz, Don Paul Abbott, Paul Bator, Thomas Miller; Short Reviews. Rhetorica 1 November 1998; 16 (4): 431–454. doi: https://doi.org/10.1525/rh.1998.16.4.431 Download citation file: Ris (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 All ContentRhetorica Search This content is only available via PDF. Copyright 1998, The International Society for the History of Rhetoric1998 Article PDF first page preview Close Modal You do not currently have access to this content.

Examines the relationship between teachers’ perceptions of gender-related differences in grade 6 students’ narrative writing and teachers’ scoring of five student narrative papers. Finds that teachers observed gender-related narrative writing characteristics that were consistent with researchers’ analyses of children’s narrative writing.

Suggests that the poetry and the life of Aphra Behn illumines the dynamic of a fascinating transitional period in definitions of gender and sexuality; and that she was the true pioneer of this brave new world of sexual possibility in the late 17th and early 18th centuries.

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This study explored the relationships among communication technologies, communication apprehension, writing apprehension, and computer anxiety. The results indicate that significant relationships exist between computer anxiety, and computer/wordprocessing, between computer anxiety, and computer electronic discussion group, between computer anxiety and online computer service, between computer anxiety and CD-RAM, as well as other types of technology. Other results reveal that students are least experienced with programming computers, computerized electronic discussion group, computer conferencing and Integrated Service Digital Network (ISDA). Significant differences occurred between gender groups on cellular phone scores, writing stories/poetry scores, computerized electronic discussion group scores, satellite TV scores, electronic videogames scores, and computer/video conferencing scores, as well as communication apprehension scores, writing apprehension scores, and computer anxiety scores. The specifics of these results and other significant differences are reported and discussed in this article.

Reviews 433 the starting points for quite some time for those interested in other rhetorical traditions. Although Kennedy validates these traditions by placing them under the aegis of Greco-Roman rhetoric, this still constitutes a step forward in our study of world rhetorics, and we can be grateful to him for taking this first, hardest step. Mary Garrett Ohio State University Andrea A. Lunsford ed., Reclaiming Rhetorica: Women in the Rhetorical Tradition (Pittsburgh: University of Pittsburgh Press, 1995). Inscribing women into canons of writing from which they had long been excluded by a male-dominated canon-forging orthodoxy, telling (as a consequence of these inscriptions) new stories, "her" stories as distinct from his-stories, about past traditions of writing and speaking, pointing out what Carol Gilligan (1982) calls the "different voice" of women, those distinctive formal characteristics that distinguish "feminine" from "masculine" uses of language, all those have been standard goals of feminist criticism of the past two decades. In pursuing those goals, Reclaiming Rhetorica positions itself in relation to significant feminist critical projects such as Sandra Gilbert and Susan Gubar's path-breaking The Madwoman in the Attic (1979) or Elaine Showalter's The New Feminist Criticism (1985) Most of the essays in the volume do, indeed, engage in reclamations of female voices and in the inscriptions of those voices in canons of writing and speech. Susan Jarratt and Rory Ong reconstruct the figure of Aspasia, who had been a teacher of rhetoric in classical Greece, from the fragmentary references to her in male-authored texts, and in the course of doing so, offer a compelling reading of the way in which Aspasia, as represented in Plato's Menexenus, both "exceeds the gender boundaries of Greek citizenship" that excluded women from oratory and is used to 434 RHETORICA "ventriloquize the very principles of exclusion that she challenges" by insisting on the myth of autochtonous birth of the Athenian citizen, which divests women of their reproductive role in the polis (pp. 19-20). Cheryl Glenn argues for redefining the English canon to include The Book of Margery Kempe on the basis not of the gender of its author but of her innovative contribution to narrative technique: the invention of a form in which "female spirituality, selfhood and authorship" converge (p. 59). Some of the essays in the volume underscore the formal and political contributions made by women whose place in the canon has already been recognized such as Marie de France, the author of a manual of ethical instruction for medieval women, Mary Wollstonecraft and Margaret Fuller, pioneers of women's rights, and twentieth-century intellectuals such as Suzanne Langer and Julia Kristeva. Others carve out a space for the discursive and social achievements of African American public women whose voices had largely been silenced, such as Ida B. Wells, a liberated slave who became a journalist and mounted a verbal anti-lynching campaign (p. 177) and Soujoumer Truth, who "commanded large crowds in an effort to arouse public action on the two most crucial political and social issues of her day -slavery and suffrage" (p. 227). Other essays in the volume address another common concern of feminist criticism: the existence of a distinctive feminine or female mode of language or vision of language. Thus C. Jan Swearingen rereads Plato's Symposium to reconstruct and reclaim Diotima's view of language as animated by "feeling, desire, love, and pity", a view that she identifies with recent insights into "women's ways of knowing" that stand in stark contrast to univocal, masculinist visions of language that have dominated Western thought since Plato (pp. 48-49). Christine Mason Sutherland shows how the rhetorical theory of the seventeenthcentury rhetorician Mary Astell diverges from that of her sources (Lamy and Descartes) in its emphasis on "caring", which is said to be "typical to women's approach to ethics", and its insistence on conversation rather than agonistic confrontation which recent research has associated with a "masculine epistemology" (pp. 113-15). In a similar vein, in her discussion of Mary Wollstonecraft, Jamie Barlowe underscores the latter's belief in Reviews 435 "dialogue" as a discursive form that is appropriate for achieving "feminist aims of effecting changes...

Reviews 441 discrepancy between ideal simplicity and actual practice, as for instance among the Byzantine iconoclasts who were also patrons of secular art. At the least, this study on the tensions between modes of discourse suggests interesting directions for further study. Jameela Lares University ofSouthern Mississippi Carole Levin and Patricia R. Sullivan eds, Political Rhetoric, Power, and Renaissance Women, (Albany, N.Y.: State University of New York Press, 1995) xiv + 293 pp. This is a collection of essays by different authors on women who either wrote against, or were victimized by, misogynists. It closes where it begins, with Carole Levin and Patricia Sullivan associating Hillary Clinton and four queens: Isabel, Catherine de Médicis, Elizabeth I and Mary II (pp. 7, 275-81). It is a connection made in other papers, but here it is supported by another between the Republican Rev. Pat Robertson and John Knox (pp. 4-5). Where these title essays are destined to be short-lived, the critical essays sandwiched between vary enormously in subject and approach, are learned, and bear re-reading. But as there is no apparent theme to the entire book, and the organization is simply chronological, I try to group the material here into meaningful clusters. Only Jane Donaworth, choosing examples from Madelaine de Scudéry, Margaret Cavendish, Margaret Fell, Bathusa Reginald Makin, and Mary Astell, especially in Part 2 of A Serious Proposal to the Ladies (1697), deals with the call for a revival of classical rhetorical education for women. Throughout the rest of this book "rhetoric" has other meanings. Daniel Kempton explores how Christine de Pizan teaches women to survive male oppression by 'dissimulation' or hypocrisy in Cité des Dames (1405) and Trésor de la Cité Des Dames. "Rhetoric" means "cant" or "slander" in the demonising of Anne Boleyn that Retha Wamicke describes; in the reiteration of allusions to women as breeding stock that Jo Eldrige Carney identifies in Shakespeare s Henry VIII; and in the representation of women as commodities to 442 RHETORICA be bought, sold, won or lost in the wagers of Puritan Whigs that Arlen Feldwick produces multiple examples of in the royalist Margaret Cavendish's comedies. In balancing the accusations of promiscuousness leveled by Jacobites against Mary II, or eulogies by her supporters, W. M. Spellman urges rejection of conventional seventeenth-century biographical material in order to reassess Mary's active political role in episcopal appointments. There are three essays on Elizabeth I. Ilona Bell contrasts de Feria's and de Quadra's accounts of Elizabeth's "rhetoric of courtship", comparing "Camden's retrospective vision of the virgin queen" (pp. 61, 77). Lena Cowen Orlin collects examples of Elizabeth's "spousal trope", of her "fictional motherhood" of her state and nobles, and her "trope of royal kinship" towards a "figurative family of European sovereigns" (pp. 89-95). Dennis Moore places Henry Howard's unpublished "Dutiful Defence of the Lawful Regiment of Women" (1590) into the context both of other defenses of female rule, and attacks upon it. Elaine Kruse compares propaganda against Hillary Clinton with that used against Catherine de Medicis after the 1572 massacre at Paris, and Marie Antoinette, all vilified on the grounds that they control power. And Elizabeth Mazola sees in Anne Askew's semiautobiographical Examinations her "larger project to educate her accusers about their epistemological faults" (p. 164). In the remaining essays the focus is not on rhetoric so much as on women and politics. Gwynne Kennedy describes Margaret Cavendish's reformist intentions in the History of the Life, Reign and Death of Edward II, where Cavendish repeatedly urges better government in practice rather than rebellion. The fly in the ointment is the Queen's vindictively cruel streak that manifests itself after she gains power: a "rhetorical marginalisation" that ' calls attention to...a disjunction in Isabel's characterization". There is also a separate note on Cavendish's authorship. And finally, Carole Levin describes two case histories of impersonation, the claim by Mary Boynton to be the daughter of Henry VIII and of Anne Burnell to be daughter of Philip II, reviewing the unfortunate consequences waiting those who almost talk their way into power. Although this book is in the SUNY series...

Contents: Part I:Theory, Language, Rhetoric. C. Schuster, Mikhail Bakhtin as Rhetorical Theorist (1985). R.A. Harris, Bakhtin, Phaedrus, and the Geometry of Rhetoric (1988). J. Klancher, Bakhtin's Rhetoric (1989). T. Kent, Hermeneutics and Genre: Bakhtin and the Problem of Communicative Interaction (1991). K. Halasek, Feminism and Bakhtin: Dialogic Reading in the Academy (1992). M. Bernard-Donals, Mikhail Bakhtin: Between Phenomenology and Marxism (1994). M. Cooper, Dialogic Learning Across Disciplines (1994). K. Halasek, M. Bernard-Donals, D. Bialostosky, J.T. Zebroski, Bakhtin and Rhetorical Criticism: A Symposium (1992). Part II:Composition Studies, Pedagogy, Research. J.S. Ritchie, Beginning Writers: Diverse Voices and Individual Identity (1989). J.J. Comprone, Textual Perspectives on Collaborative Learning: Dialogic Literacy and Written Texts in Composition Classrooms (1989). G.A. Cross, A Bakhtinian Exploration of Factors Affecting the Collaborative Writing of an Executive Letter of an Annual Report (1990). D.H. Bialostosky, Liberal Education, Writing, and the Dialogic Self (1991). T. Recchio, A Bakhtinian Reading of Student Writing (1991). M. Middendorf, Bakhtin and the Dialogic Writing Class (1992). N. Welch, One Student's Many Voices: Reading, Writing, and Responding With Bakhtin (1993). H.R. Ewald, Waiting for Answerability: Bakhtin and Composition Studies (1993).

This study examines theoretical conceptions of community and how current communitarian theories either explain or are challenged by the emergence of electronic discussion groups in the computer-mediated communication (CMC) medium. It is a study of the power to monitor what is said, to authorize who may speak, and even to determine what is and is not knowable within the context of discourse communities and, furthermore, seeks to test the claim that CMC may serve as an agency for communal change by enabling the formation of resisting subjectivities. A poststructuralist analysis of approaches to "community" is used to show how communitarian theories are often caught in a binary between subjectivities which are able to resist interpellation into a community by appealing to universals outside the community versus subjectivities which are forced to accommodate the discursive practices of the community because they are constituted by it. In order to better understand the process of subject formation within communities, the discursive practices of an electronic discussion group known as PURTOPOI are examined. Utilizing observations based on the examination of PURTOPOI and using insights from feminist standpoint theory, this project ultimately argues for a revised view of subjectivity within discourse communities. It is impossible to avoid the discursive practices of particular communities; yet, resistance and conflict are, paradoxically, required to maintain group unity. Thus, communities are both unified and sites of struggle. Communities are never unities because as soon as they become unified, as soon as they realize total consensus, they cease to function as communities; there's no communication within them any longer so that the forces which bind their members together into a community are gone. Thus, there can never be a community which is completely successful in forcing its members to accommodate its discursive practices, nor can there ever be a community which is completely without hegemony. Both resistance and accommodation must be present in order for there to be a community. This calls into question the claim that CMC may serve as an agency for communal change by enabling the formation of resisting subjectivities because it suggests that CMC is too indebted to the discursive practices of other established media to produce radical new subjectivities.

This work collects together the writings of Gertrude Buck (known for her work on the history of composition), aiming to show her thoughts on rhetorical theory, some selections from her textbooks on argumentative and expository writing, her poetry and fiction, and a play, Mother-Love.

These essays by Old Dominion University students deal with two questions: What impact do their own race, class, gender, and ethnic identities have upon them as students? How do their culture and the university culture interact to affect their ability to learn?The focus of these essays is on the overlap between the students identities as students and their identities based on gender, race, class, and ethnic origin. The project began as an assignment in a women s studies class at Old Dominion University in 1993, when students in a mixed graduate and undergraduate course were asked to write a brief analysis of themselves as students, accounting for the impact of gender, race, and social class on what they studied, what they heard in class, how they were treated in the classroom, how they treated others there, and what their level of comfort in the university was. Invited to add other variables, such as religion, nationality, age, sexual orientation, or disability if they considered these significant to their identities as studentsthe students were urged to consider not only the disadvantages these various identities gave them but also the privileges and advantages.The resulting essays stimulated great interest in what students had to say and led to the formation of The Broad Minds Collectivemade up of four students from the class as well as its instructorwhich set about the task of soliciting and collecting additional essays. Although most essays contain overlapping themes, the editors detected four motifs that encompass virtually every essay included in the book. the section Cultural Perceptions and Assumptions, students show their awareness of how culturally defined categories affect education.Essays in Belonging and Alienation in the Classroom discuss the students level of comfort in the classroom and the degree to which they feel they belong at the university. The essays in Making Sense of Our Lives Through Education reveal the students use of education to learn more about the forces that shape them. In Search of an Education highlights students efforts to wrest what they feel they need from a college education.Rather than presenting a multicultural educational theory or conducting a sterile sociological study, The Broad Minds Collective has allowed students to speak for themselves. Abstraction is replaced by stories of personal conflict, struggle, and victory.

Abstract: The fact that classical and early medieval allegorical personifications were exclusively female has long perplexed literary scholars and rhetoricians. Although arguments have been made about this gendering using grammatical formalism for the most part, an examination of rhetoric's own deep structure—that is, the discursive metaphors it has always employed to talk about tropes and figures—promises to better articulate the gendered bases of the figure. Using analytical tactics drawn from Paul de Man's discussions of prosopopeia, this essay re-examines some of the rhetorical record along with programmatic imagery from patristic writings in order to demonstrate how women theinselves could serve as the “figures of figuration.”

Demonstrates ways in which three students in a multi-age, literature-based grade 3/4 classroom constructed and reconstructed their subjectivities based on demands of the social setting. Notes that each student’s participation was influenced by gender, social class, ethnicity, and the task. Suggests that interpretations of students’ interactions provide opportunities for developing a more sophisticated approach to multicultural education.

One of the few authors to define and focus on feminist theories of rhetoric, Krista Ratcliffe takes Bathsheba s dilemma as her controlling metaphor: I have the feelings of a woman, says Bathsheba Everdene in Hardy s Far from the Madding Crowd, only the language of men. Although women and men have different relationships to language and to each other, traditional theories of rhetoric do not foreground such gender differences, Ratcliffe notes. She argues that feminist theories of rhetoric are needed if we are to recognize, validate, and address Bathsheba s dilemma. Ratcliffe argues that because feminists generally have not conceptualized their language theories from the perspective of rhetoric and composition studies, rhetoric and composition scholars must construct feminist theories of rhetoric by employing a variety of interwoven strategies: recovering lost or marginalized texts; rereading traditional rhetoric texts; extrapolating rhetorical theories from such nonrhetoric texts as letters, diaries, essays, cookbooks, and other sources; and constructing their own theories of rhetoric. Focusing on the third option, Ratcliffe explores ways in which the rhetorical theories of Virginia Woolf, Mary Daly, and Adrienne Rich may be extrapolated from their Anglo-American feminist texts through examination of the interrelationship between what these authors write and how they write. In other words, she extrapolates feminist theories of rhetoric from interwoven claims and textual strategies. By inviting Woolf, Daly, and Rich into the rhetorical traditions and by modeling the extrapolation strategy/methodology on their writings, Ratcliffe shows how feminist texts about women, language, and culture may be reread from the vantage point of rhetoric to construct feminist theories of rhetoric. She rereads Anglo-American feminist texts both to expose their white privilege and to rescue them from charges of naivete and essentialism. She also outlines the pedagogical implications of these three feminist theories of rhetoric, thus contributing to ongoing discussions of feminist pedagogies. Traditional rhetorical theories are gender-blind, ignoring the reality that women and men occupy different cultural spaces and that these spaces are further complicated by race and class, Ratcliffe explains. Arguing that issues such as who can talk, where one can talk, and how one can talk emerge in daily life but are often disregarded in rhetorical theories, Ratcliffe rereads Roland Barthes The Old Rhetoric to show the limitations of classical rhetorical theories for women and feminists. Discovering spaces for feminist theories of rhetoric in the rhetorical traditions, Ratcliffe invites readers not only to question how women have been located as a part of and apart from these traditions but also to explore the implications for rhetorical history, theory, and pedagogy. In extrapolating rhetorical theories from three feminist writers not generally considered rhetoricians, Ratcliffe creates a new model for examining women s work. She situates the rhetorical theories of Woolf, Daly, and Rich within current discussions about feminist pedagogy, particularly the interweavings of critical thinking, reading, and writing. Ratcliffe concludes with an application to teaching.

The fact that classical and early medieval allegorical personifications were exclusively female has long perplexed literary scholars and rhetoricians. Although arguments have been made about this gendering using grammatical formalism for the most part, an examination of rhetoric’s own deep structure—that is, the discursive metaphors it has always employed to talk about tropes and figures—promises to better articulate the gendered bases of the figure. Using analytical tactics drawn from Paul de Man’s discussions of prosopopeia, this essay re-examines some of the rhetorical record along with programmatic imagery from patristic writings in order to demonstrate how women themselves could serve as the “figures of figuration.”

In the late Renaissance in England and France women appropriated classical rhetorical theory for their own purposes, creating a revised version that presented discourse as modeled on conversation rather than public speaking. In Les Femmes Illustres (1642), Conversations Sur Divers Sujets (1680), and Conversations Nouvelles sur Divers Sujets, Dediées Au Roy (1684), Madeleine de Scudéry adapted classical rhetorical theory from Cicero, Quintilian, Aristotle, and the sophists to a theory of salon conversation and letter writing. In The Worlds Olio (1655), Margaret Cavendish, Duchess of Newcastle, feminizes rhetoric by analogies from women's experience and inserts women into empiricist rhetoric by assuming discourse based on conversation rather than public speaking. In Women's Speaking Justified (1667), Margaret Fell revises sermon rhetorics, claiming preaching for women, but preaching in private spaces, in the Quaker prophetic fashion. In A Serious Proposal to the Ladies (1701), Mary Astell adapts Augustine, proposing a women's college to promote a "Holy Conversation", and a rhetoric of written discourse treating writer and reader as conversational partners. These women use categories of the ideal woman to contest the gendering of discourse in their culture, questioning "private" and "public" as defining terms for communication.

The first books and the first technical books published by English women during the 1475–1700 period can be useful in teaching students about the emergence of technical style or “plain style.”; If we examine the style of these women writers, long ignored by canonical studies, we can see that plain English existed before Bacon and received its impetus not from science, but from the utilitarian attitude that pervaded the 1475–1700 period. These women writers provide a microcosm for studying the rise of modern English prose and what we now call technical (or plain) style. They also provide an efficient way to expose students to early published works by women and their contribution to the history of technical writing. Examining style from such a perspective helps students see that technical communication was a prevalent kind of writing before Bacon and the Royal Society. Thus, technical communication—and the style of technical communication—studied from this unique historical perspective deepens students’ awareness of the roots of technical communication as it contributed to the history of English discourse.

Despite being raised in a culture that denied her access to formal education and employment, Flora Annie Steel became an Inspector of Female Schools in the Punjab, India, in 1884. Her inspection reports for the occupying British government of India are the focus of this study, which examines texts within the context of British imperialism and late‐nineteenth century report conventions. The study concludes 1) that cultural expectations for women in imperialism influenced Steel's response to the genre and 2) that the report genre may have been fluid within imperialism, crossing boundaries between professional and government writing pertaining today. The study suggests that, historically, we need to study these genres of writing from the perspective of economic and political expansion as genres of imperialism.

ror Has Two Faces-in class no less-with Jane Gallop's essay, Teacher's Breasts, and you find an apparent contradiction. The professor played by Barbra Streisand blithely lectures about sexuality and casually acknowledges students' awareness of her breasts, shown off in a low-cut black dress; Gallop, however, contends that teacher's create a conflict about the question of sex and, thus, the question of (84-85). In Gallop's view, teacher's display of authority makes male student more not less recalcitrant, and more not less in struggle for power (86). As usual, Gallop offers a startling interpretation: breast-singular, symbolic, and maternal-is precisely imaginary organ of nurturance, what good feminist teacher proffers to her daughterstudents. Refusing to nurture, . . . bad, sexual teacher brings into discourse of feminist pedagogy not breast, which is already appropriately there, but breasts (87). By mentioning her in plural, Streisand sexualizes literature classroom, exactly as camera does when it follows boys hurrying to class or pans intensely yearning students' faces. Streisand's movie demonstrates these cultural politics, showing how female teacher's sexuality has to be managed in order to avoid threat of sexual power struggle Gallop accurately predicts. What we see in Streisand is a version of Gallop's theory: maternal breast-safe and good-is opposed to more dangerous plural breasts, offered promiscuously to class's gaze. The erotics of literature classroom in Hollywood imagination comes as no surprise. Hollywood eventually misrepresents all professions, and all voca