This article echoes Robert J. Connors’s call for a reexamination of sentence pedagogies in composition teaching and offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Based the same insights, I argue that we invite words and phrases, the true members of sentences, to important positions in writing classes and describe practical methods for doing so.

Introduction Part I: Premises and Foundations 1. Illiteracy at Oxford and Harvard: Reflections on the Inability to Write 2. A Map of Writing in Terms of Audience and Response The Uses of Binary Thinking Part II: The Generative Dimension 4. Freewriting and the Problem of Wheat and Tares 5. Closing My Eyes as I Speak: An Argument for Ignoring Audience 6. Toward a Phenomenology of Freewriting Part III: Speech, Writing, and Voice Part III: Speech, Writing, and Voice 7. The Shifting Relationships Between Speech and Writing 8. Voice in Literature 9. Silence: A Collage 10. What Is Voice in Writing? Part IV: Discourses 11. Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues 12. In Defense of Private Writing 13. The War Between Reading and Writing - and How to End It 14. Your Cheatin' Art: A Collage Part V: Teaching 15. Inviting the Mother Tongue: Beyond Mistakes, Bad English, and Wrong Language 16. High Stakes and Low Stakes in Assigning and Responding to Writing 17. Breathing Life into the Text 18. Using the Collage for Collaborative Writing 19. Getting Along Without Grades - and Getting Along With Them Too 20. Starting the Portfolio Experiment at SUNY Stony Brook Pat Belanoff, co-author 21. Writing an Assessment in the Twenty-First Century: A Utopian View

In Latin rhetorical contexts, color was a well known metaphor, used to refer either to the orator’s stylistic choices or to the general complexion of the whole speech (Cic. De orat. 3.96) or the specific characteristics of each of the three styles (Cic. De orat. 3.199) or even of each part of the speech (Quint. 12.10.71). In the second case, by contrast, color had the peculiar meaning of a possible point of view in the discussion of the case, as appears from its usage in Seneca’s Controversiae. The term ductus was less well known. We meet it for the first time in the handbook of Consultus Fortunatianus (1.6–8, pp. 71 ff. Calb. Mont.) and then again in the book on rhetoric in the encyclopaedia of Martianus Capella (470–72, pp. 165.3ff. Willis). Ductus referred to the speaker’s intention of being open or not in pleading the entire case. Considering the section on ductus in the Five Books on Rhetoric written by George of Trebizond, this article corroborates the parallels between the theory of ductus as treated by Fortunatianus and Martianus Capella, the figuratae controversiae of Quintilian (9.2.65–69), and the ἐσχηματισμένα of Greek authors.

Spoken and Written Discourse: A Multi‐disciplinary Perspective by Khosrow Jahandarie. Stamford, Conn.: Ablex Publishing Company, 1999. 446 pp. Mattingly's “Telling Evidence”;: Re‐Seeing Nineteenth‐Century Women's Rhetorics Water Drops from Women Writers: A Temperance Reader edited by Carol Mattingly. Carbondale: Southern Illinois University Press, 2001. 292 + xii. Appropriate[ing] Dress: Women's Rhetorical Style in Nineteenth‐Century America by Carol Mattingly. Carbondale: Southern Illinois Uniersity Press, 2002. 175 + xv. Seeking the Words of Women: Two Recent Anthologies Rhetorical Theory by Women before 1900: An Anthology edited by Jane Donawerth. Lanham, MD: Rowman & Littlefield, 2002. 337 + xlii pp. Available Means: An Anthology of Women's Rhetoric(s) edited by Joy Ritchie and Kate Ronald. Pittsburgh: University of Pittsburgh Press, 2001. 521 + xxxi pp.

This study explores the connection between writing and working memory, specifically the role of the subvocal articulatory rehearsal process (or inner voice). The authors asked the 18 participants to type sentences describing 24 multipanel cartoons. In some conditions, the participants were required to repeat a syllable continuously while writing. This activity, called articulatory suppression, interferes with the articulatory rehearsal process. Results indicated that interfering with the articulatory rehearsal process (or inner voice) interferes with writing by slowing the rate of writing, increasing mechanical errors, changing the temporal microstructure of text production, and increasing the perceived difficulty of the writing task. The authors applied their model of written text production to provide a theoretical account for these results.

This article claims that two social values in science—falsifiability of science and cooperation among scientists—determine use of passives in scientific communication. Scientists do not always develop valid theories, so scientific experiments must be amenable to being repeated and found invalid. This requires that the experiments must not be discrete events. Science is also a cooperative enterprise. As an integral part of science, scientific writing employs more passives than actives to focus on materials, methods, figures, processes, tables, concepts, etc. Use of passives to focus on the physical world helps de-emphasize discreteness of scientific experiments. Besides, it also helps remove personal qualifications of observing experimental results. Finally, it enhances cooperation among working scientists by providing a common knowledge base of scientific work—things and objects. Looked at in this way, the passive voice in scientific writing represents professional practices of science instead of personal stylistic choices of individual scientists.

In The Merchant of Venice Shakespeare draws on several aspects of the classical rhetorical tradition so widely studied in Renaissance England. The main characters have distinctive rhetorical styles: Launcelot and the would-be witty courtiers are rhetorically characterized by vices of language, Shylock by rhetorical questions and figures of repetition, and Portia by figures of thought. A close examination of the characters’ rhetorical traits reveals significant similarities between Shylock’s language and that of Declamation 95 in Sylvain’s The Orator, and between Portia’s forensic strategy and the classical theory of status. Written in the mid-1590s, The Merchant of Venice illustrates the very uses and abuses of rhetoric described in Henry Peacham’s revised version of The Garden of Eloquence (1593).

Although Margaret Cavendish, Duchess of Newcastle (1623–1673), did not belong to the scientific community which after 1660 formed itself around the Royal Society, several of the philosophical issues discussed there are reflected in her writings. Lengthy reflections on language and style which run through her philosophical works provide evidence that the linguistic and rhetorical debates of the early Royal Society also left their mark. The isolation which Cavendish faced as a woman writer obliged her to discuss problems of terminology and style even more intensively, thereby adhering to the rhetorical principle of perspicuity which Thomas Sprat demanded in his proposal for a scientific plain style. The influence of the New Science on Cavendish’s work becomes obvious when her later writings are compared to her earlier ones where traces of a courtly and more elitist understanding of style can still be found. In this paper the development of Cavendish’s stylistic attitudes is traced in several of her works, including her Utopian narrative The Blazing World (1666).

Emphasis on page design, as an aid to visual accessibility, did not receive attention in modern technical writing until the 1970s. However, accounting documents and instructional texts utilized format and document design strategies as early as the twelfth century to enhance the organization of quantitative data and linear bookkeeping entries. Format in text was used to reflect the arrangement used in oral accounting practices and to produce uniform documents. Thus, format was integral to the rise of pragmatic literacy of the commercial reader. During the Renaissance, these early format strategies received impetus from Ramist method. The result was design strategies that attempted to capture the rigid principles of organization fundamental to commercial accounting. These early accounting documents also illustrate the plain style that would become the focus of the later decades of the seventeenth century. Clarity in language paralleled clarity in page design for the sole purpose of eliminating ambiguity on the page and on the sentence level. Plain style was thus nurtured by financial forces long before the advent of natural science.

Investigates cross-cultural tensions in Western writing pedagogy as reflected in Turkish teachers’ oppositional and accommodative attitudes and how those attitudes played out in classroom interactions. Discusses teachers’ perceptions concerning the effects of Western rhetorical styles on Turkish students’ thinking and identity, assumptions regarding philosophical and instructional objectives of Western approaches, and their views on what counts as good writing.

Most traditional works of rhetorical history have excluded the activities of women, but Listening to Their Voices retrieves the voices of women who contributed to the rhetorical realm. The nineteen essays in the collection extend existing definitions of rhetoric and enrich conventional knowledge of rhetorical history. In her introduction Molly Meijer Wertheimer traces the patriarchal nature of traditional rhetorical histories as well as the continuing debate about how best to write women into rhetoric's historical record. The volume's essays advance rhetorical theory by examining exceptional women rhetoricians and their unusual rhetorical practices and strategies. Covering a diverse range of rhetorical pursuits and historical eras, the selections look closely at such fascinating topics as the bold speech of ancient Egyptian women, the rhetorical genres of mother's manuals and women's commercial writings in the Middle Ages, the sexual stereotyping of prose style in rhetorical theory of the Enlightenment, and exhortations for racial uplift by nineteenth-century African American women.

RHETORICA 338 for most individual readers. I am happy to report that the International Sales Manager of Brill subsequently wrote to me to say that, as a result of my review, the cost of those books was being reduced to 90.00 dollars each. DK is still expensive, but much less so than these others were; and where a bilingual edition is involved, it is understandable that overhead costs would be higher. And, once the purchase is made, the reader may luxuriate in the sumptuous quality of a Brill edition. JOHN T. KIRBY Purdue University Vivian Salmon, Language and Society in Early Modern England (The Netherlands: John Benjamins, 1996) 276 pp. The twelve essays reprinted in this collection demonstrate a variety of approaches to, and treatments of, the topics of language and society in Early Modern England. The subjects range from language concerns of the sixteenth-century England, to the development of female rhetoric by figures such as Bathsua Makin, to the discussion of the actual use of language in a specific socio­ political context, such as the early Anglican church. Although Salmon writes from a linguist's perspective, her well-researched material allows the reader to place rhetoric within a broader context. Her descriptions of historical figures and their contributions are well defined, especially in relation to their connections to logic, rhetoric, and grammar. She includes social, historical, religious, and political details that influenced linguistics and rhetoric. Her theory is balanced nicely with concrete examples, such as enhancing foreign language instruction by the rhetorical considerations of gesture and tone. Salmon looks at the connection between pronunciation and rhetoric, claiming that "sounds changed in accordance with certain figures of rhetoric, for example, prosthesis, apharaesis, epenthesis, and syncope" (p. 8). Other figures, she notes, cautiously retain the classification of sound changes by reference Reviews 339 to rhetorical figures" (p. 8). She also examines challenging issues in translating the Bible, teaching the native tongue to foreigners, and finding the Adamic language. In chapter one Salmon emphasizes the rhetorical elements of syntax. She discusses the seventeenth-century belief that meaning is a nonverbal concept in the mind. Some elements of that concept might remain unexpressed in speech, or even actively "suppressed". Priscian used the term "subaudiri" to refer to sentence elements that are "understood" but not spoken; Salmon notes that traditional rhetoric came to terms with this view by distinguishing between simple and rhetorical syntax, a distinction that was familiar to seventeenth-century scholarship (p. 17). Salmon traces this rhetorical concern with syntax through Gill, Wilkins, Linacre, Sanctius, Lancelot, Cooper, Lane, and Harris. Salmon spends several chapters focusing on the power of words. Chapter three is constructed on three main points: the natural or conventional origin of words (Platonic/Aristolian debate, Socrates, and Hermogenes); the status and power of words; and the meaning of translation, especially when translating the Holy Scriptures. Chapter four talks about language properly to be employed in the liturgy and sacred books of the church. More specifically, Salmon mentions the developments of two kinds of sermons: the "typical Protestant type of Hugh Latimer and Laurence Chaderton that was plain and colloquial" (. 94); the other type was "typical of High Church divines influenced by the rhetorical style of much of sixteenth-century poetry and prose, and in the seventeenth century in the witty and metaphysical style of John Donne, directed at more sophisticated hearers" (pp. 94-95). In chapter five Salmon notes that some seventeenth-century authors like Wilkins argued for a plain writing style because congregations had difficulty understanding the highly rhetorical style adopted by Anglican preachers in the later sixteenth century (p. 103). Bedell was also convinced that his Protestant congregation got lost in the incomprehensible vernacular and the use of rhetorical and ambiguous language (p. 101). Of significance to rhetoricians is chapter six, "Wh- and Yes/No Questions: Charles Butler's Grammar (1633)". Butler's work influenced eighteenth-century rhetorical grammarians like 340 RHETORICA John Walker (1785) who in turn influenced the training of elocutionists. Salmon observes that previous grammarians placed "question" in a section on syntax, but that Butler was the first scholar to place "question" in a chapter on punctuation where he looked at "tone...

The cultural informant role as sketched by Judith Powers, in her article “Rethinking Writing Center Conferencing Strategies for the ESL Writer,” was warmly received in our writing center when I introduced it shortly after her article appeared in 1993. With ESL students comprising a steady 30% to 40% of our clients, we had had plenty of experience with feeling not only the inadequacy of nondirective tutoring for meeting the needs of non-native writers but also the uneasiness of sessions that strayed from that approach, by then synonymous with effective one-toone work (Brooks 1; Ashton-Jones 31-33; Shamoon and Burns 135-36). The cultural informant role endorsed by Powers gives writing center tutors flexibility for meeting specific needs of ESL students not met by the nondirective writing center ideal. With their many cultural, rhetorical, and linguistic differences, ESL students often lack the knowledge to engage in the question-and-answer approach to problem-solving used in most writing centers (Powers 40-41). And the read-aloud method for discovering sentence-level errors, frequently productive for native speakers, provides little help to ESL students who lack the ear to hear their own errors (Powers 41-42). The value of the cultural informant role, then, is that it validates sharing information about English that these students have no way of knowing on their own. Yet after several semesters of basking in this more flexible approach, many of us on the staff, including graduate assistants in both English and Linguistics as well as practicum students, began to feel that too often this role, at least when sentence-level errors were concerned, tended to translate into the tutor editing and the student observing. Katherine Purcell, in her recent article “Making Sense of Meaning: ESL 6 The Writing Center Journal

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.

Reviews 439 scrutiny, it is the search itself that Plato portrays as exemplifying the life of philosophy. Roochnik says he is motivated, in part, by the belief that Plato's dialogues "can benefit us in these hypertechnical times" (p. xii). How Plato's writings can benefit us in this regard is unclear, though he appears unsettled by the rise of postmodernism nee rhetoric. Roochnik notes that "philosophy v. rhetoric is a fundamental dispute" that animates the entire book (p. 181). According to Roochnik, rhetoric is not a techne, rhetoric is distinct from philosophy, and Socrates was rhetorical but not a rhetorician. In sum, book offers a marvelously clear and thorough explication of the platonic case against rhetoric with which most readers of this journal are probably all too familiar. Edward Schiappa University ofMinnesota Peter Auksi, Christian Plain Style: The Evolution of a Spiritual Ideal (Montreal:McGill-Queen's University Press, 1995). Professor Auksi contends that there has been no broad study ■z of the Christian plain style in the West, and he proposes to fill the gap by tracing this stylistic ideal from its prehistory in classical rhetoric, through its biblical beginnings, its foundations in Paul and Augustine, its treatment by church fathers, and its fortunes in the middle ages to its culmination in the English Reformation, and particularly the seventeenth century. Such an ambitious study is indeed needed, and Auksi's text at least moves in the direction of its goal. Auksi's overall claim, made in his title and at intervals throughout, is that simplicity "evolves" as an ideal in Christian art, and particularly in Christian discourse. His numerous examples, however, demonstrate just the opposite. Rather than proving causal links between venous stages of an evolution record, Auksi shows that all the theorists ultimately derive their authority from Christ, Paul, and Augustine. It is the example of Christ, the statements in the Pauline epistles and De doctrina Christiana to which Auksi's theorists always return. Even the terms 440 RHETORICA he employs suggest the recursiveness of their enterprise: "renewal or reform" (p. 178), "return ad fontes" (p. 238), "restored or recovered" (p. 268). They also return to a finite number of scriptural commonplaces about the proper employment of classical rhetoric, likening it to the spoils of Egypt refashioned to godly use by the Israelites or to the captive heathen woman who may be married once her head is shaven and her nails pared. Christian plain style proves to be a changeless ideal which is constantly being rediscovered rather than a mutation in the history of rhetoric That there are no dinosaurs in this fossil record other than Christ, Paul, and Augustine is worth noting. Auksi's study unfortunately is compromised by its historical vagueness or even inaccuracy. In spite of the wide readership intended by his broad study, he provides little information as to the particular historical situations of various texts. Thus, for instance, he mentions the Byzantine iconoclastic controversies without any overall framework of dates of parties (pp. 84-86). Indeed, historical figures are inconsistently introduced. We hear for instance of Thomas of Celano (p. 107), but not when he lived nor why his account of Francis of Assisi is important. Throughout, examples are cited in no observable order, as when John Wilkins's late preaching manual is introduced before William Perkins's, albeit "the first and best" (pp. 289, 296). Auksi's terminology also sometimes ignores historical realities. The vexed term "puritan" goes undefined, and is often used either as if it represented a denomination separate but equal to the established Church of England, although there was but one church through the early 1640s in which many "puritans" were also "Anglicans", or as an unexamined synonym for the more enthusiastic sects, as the term was sometimes used at the time. But one asks an historical study to distinguish polemical labels from actual loyalties. Indeed, Auksi's occasional readiness to take his sources at face value leads him to some rather startling factual errors. He says, for instance, that Robert of Melun (f. 1150) "understands Plato's style" (pp. 100-101), when only a translated portion of the Timaeus was available to him. Auksi does however provide...

(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.

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.

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.

Reviews 347 dimension often missing (a point mentioned by Trevor Melia in his erudite Comment). Here rhetoric reaches its fullest extension, becoming one with the domain of poetics - but that should come as no surprise to historians of rhetoric. Jean Dietz Moss Ronald H. Carpenter, History as Rhetoric: Style, Narrative, and Persuasion (Columbia, SC: University of South Carolina Press, 1995). Ronald Carpenter's History as Rhetoric argues that the stories of past events we call "history" draw upon the resources of rhetoric and can serve to shape a public understanding of the world. For postmodernists, this may not qualify as news, but Carpenter is no postmodernist. He relies pri­ marily on methods that would satisfy the most doctrinaire neoAristotelian or New Critic. He uses the tools of "scientific history" and traditional literary analysis to demonstrate the rhetoricality of history. The focus of Carpenter's book is on American historians of the late nineteenth and twentieth centuries: Frederick Jackson Turner, Carl Becker, Alfred Thayer Mahan, Frank L. Owsley, and Barbara Tuchman. He attempts to show how each of these writers employs techniques of style and/or narrative in an effort to achieve "opinion leadership" beyond the realms of academic history. In the cases of Turner, Becker, Mahan, and Tuchman, Carpenter argues that they achieved an effective "rhetorical impress," making his case by means of close readings of their texts com­ bined with documentary evidence of the responses of actual readers. As his one negative example, Carpenter attempts to show that Frank Owsley's contribution to the agrarian manifesto I'll Take My Stand failed in its persuasive purpose. Carpenter devotes three chapters (one each on Turner, Becker, and Mahan) to the effects of style, and three chapters (another on Mahan, plus one each on Owsley and Tuchman) to techniques of narrative. In a long concluding chapter, he ranges more broadly across historical and popular writings and even motion pictures to show the pre­ science of Turner's frontier hypothesis in respect to twentieth-century American attitudes toward warfare, and to urge the need for alternatives to the frontiersman metaphor in war-related public discourse. Carpenter is at his best when working as a rhetorical analyst on archival materials. In his chapter on Frederick Jackson Turner, for exam- 348 RHETORICA pie, Carpenter traces the evolution of Turner's style, starting with analyses of primary sources from Turner's high-school and college days, and mov­ ing from those to the later professional writings. Drawing upon both clas­ sical and modem stylistic theory, Carpenter teases out the stylistic lessons Turner learned as a student and shows how those lessons found their way into his mature work. Carpenter then uses published reviews and corre­ spondence from readers to support an argument that, through the power of an "oratorical" style, Turner helped establish the frontiersman as an archetype of American culture. The chapter is a model of stylistic analysis and of cautiously developed argument. Equally interesting and somewhat more venturesome in interpreta­ tion is Carpenter's treatment of Barbara Tuchman's The Guns ofAugust and its role in John Kennedy's decision making during the Cuban missile crisis of 1962. That Kennedy had drawn lessons from Tuchman was previously established, and here, as elsewhere in the book, Carpenter acknowledges his debts to other writers with meticulousness and grace. Carpenter's own purpose is to get at specific rhetorical techniques that might account for Tuchman's influence. He draws on Tuchman's correspondence with edi­ torial adviser Denning Miller in an effort to understand the compositional choices made in the writing of her book, and uses Hayden White's tropical theory to characterize the resulting narrative form. He simultaneously develops a speculative argument that draws on documentary evidence to show how specific narrative and stylistic features of The Guns of August might account for its role in Kennedy's thinking during the crisis. Throughout the chapter, Carpenter interweaves narrative, rhetorical analysis, theoretical explication, and the citation of documentary evidence in an admirably coherent and persuasive form. In the Tuchman chapter, Carpenter focuses on the rhetorical effect of a single work on an audience of one. In other chapters he examines rhetori­ cal effects wrought on audiences...

This article presents the results of a stylistic analysis of 200 samples of electronic mail memorandums gathered from four organizations. Through systematic counting of textual features such as sentence and paragraph length, grammatical types of sentences, sentence openers, and diction, the study examines patterns of rhetorical choice common to electronic mail. In this sample, writers combined elements of formal and informal discourse but preferred simple coordinate sentence patterns, brief paragraphs, and active verbs. Additionally, the serial structuring of message content and reluctance to coordinate and subordinate ideas into appropriate rhetorical patterns indicate a general inattentiveness to providing logical frameworks for readers.

Susan Peck MacDonald here tackles important and often controversial contemporary questions regarding the rhetoric of inquiry, the social construction of knowledge, and the professionalization of the academy. MacDonald argues that the academy has devoted more effort to analyzing theory and method than to analyzing its own texts. Professional texts need further attention because they not only create but are also shaped by the knowledge that is special to each discipline. Her assumption is that knowledge making is the distinctive activity of the academy at the professional level; for that reason, it is important to examine differences in the ways the professional texts of subdisciplinary communities focus on and consolidate knowledge within their fields. MacDonald s examination concentrates on three sample subdisciplinary fields: attachment research in psychology, Colonial New England social history, and Renaissance New Historicism in literary studies. By tracing, over a period of two decades, how members of each field have discussed a problem in their professional discourse, MacDonald explores whether they have progressed toward a greater resolution of their problems. In her examination of attachment research, she traces the field s progress from its theoretical origins through its discovery of a method to a point of greater conceptual elaboration and agreement. Similarly, in Colonial New England social history, MacDonald examines debates over the values of narrative and analysis and, in Renaissance New Historicism, discusses particularist tendencies and ways in which New Historicist articles are organized by anecdotes and narratives. MacDonald goes on to discuss sentence-level patterns, boldly proposing a method for examining how disciplinary differences in knowledge making are created and reflected at the sentence level. Throughout her work, MacDonald stresses her conviction that academics need to do a better job of explaining their text-making axioms, clarifying their expectations of students at all levels, and monitoring their own professional practices. MacDonald s proposals for both textual and sentence-level analysis will help academic professionals better understand how they might improve communication within their professional communities and with their students.

its principles in the linguistic formulation of Newspeak in 1984, I am surprised to have searched Orwell scholarship unsuccessfully for a specifically rhetorical treatment of the essay. Briefly analytic (and critical) is AlbertJ. Brouse's 1974 note registering his disagreement with Orwell's criticism of Harold Laski's prose in the former's list of not especially bad examples of English as it is now habitually written. Brouse feels that Orwell should be stripped of the golden essay award for the most anthologized essay in college texts on the basis of a miscount of negatives in one of the pieces Orwell attacks (Brouse argues that there are really seven negatives in the sentence rather than, as Orwell would have it, five). The closest to a developed analysis is Cleo McNelly's 1977 On Not Teaching Orwell, in which the first two sentences of Politics are shown, in a long paragraph, to be rhetorically complex, and thus, from McNelly's perspective (following Mina Shaughnessy's Errors and Expectations of the same year), unsuitable for the basic or developmental writing student, as is the entire essay, in that Orwell will fail [the student] as a guide, if not as a model as well (557). Shaughnessy writes of Orwell's plain style, To urge a student to emulate such 'simplicity' without exploring it thoroughly is to push him far beyond his verbal resources and encourage the very formalese a writer such as Orwell was careful to avoid (196-97). McNelly's and Shaughnessy's points, in terms of my essay, bear, as noted, on the uses of Politics as a model or

I often hear assertions, says Wendy Bishop, writing classes have no content, especially when compared to literature classes or other classes in other disciplines where famous texts by famous authors are commonly under discussion. In this unique compilation of essays, Bishop brings together the voices of teachers and students to affirm that the content of writing classrooms is the work that these individuals do together. It is this focus on reading and writing about writing that has made Subject Is Writing such a popular text. Like earlier editions, the third edition serves as both a classroom reader and a rhetoric for first-year college writing. End-of-chapter questions invite students to respond to the essayists with essays of their own. Turning to the appendix of Hint Sheets, teachers and students will find a selection of handouts filled with practical advice that will help them navigate through the daily life of their classrooms. The third edition has been enhanced with three new essays by teachers and the work of four new student authors. They discuss choosing topics, developing voice in writing, and understanding classroom writing assignments; they offer insights into drafting practices and encourage readers to investigate their writing lives in similar ways. The essays in Subject Is Writing are not esoteric, academic treatises, but relevant and earnest communications that speak to all writers as peers, colleagues, and interested adult makers of meaning.

In earlier centuries, authors of medical works intended for popular readers defended their use of the vernacular against potential criticism from their learned colleagues. Scholars have shown that by the sixteenth to seventeenth centuries such defence reflected rhetorical posturing more than political reality. This article examines self-help medical literature in 19th-century Canada, revealing that authors adopted a similar stance in writing for the public. Not only did this rhetorical convention continue, but it also did not assure adoption of the plain style advocated. Moreover, a comparison of their style with that of medical textbook authors reveals few real differences.

This article discusses two conflicts occurring during the first decade of the Royal Society (1660–1670). One conflict concerned the proper method of scientific experimentation, the other the proper writing style for communicating scientific knowledge. Following the method proposed by taxonomists, language would be a vehicle for representing the order of reality in its undisturbed state. Following the method proposed by conjecturalists, language would be a means for constructing a theory and arguing for its validity. Members of the Society were divided over these crucial questions, as evident in scientific documents of the period as well as in Thomas Sprat's History of the Royal Society. Parallels to this division are present in contemporary issues in technical writing, and this article closes by discussing some implications for teaching, practice, and theory.

Researchers have frequently examined the effects of sentence combining (SC) practice upon writing and found positive results. Researchersh ave also investigatedt he effects of writing practice on reading comprehension. But these results have been mixed because of problems in design, the measures used, instructional variables, and the lack of a theoretical base to explain divergent outcomes. The purpose of the current study was to identify effects of SC practice upon reading comprehension and to determine whether cohesion knowledge would be augmented and, if so, whether enhanced cohesion knowledge would affect comprehension. Sixty- five grade 4 students met with a researcherf or 16 instructional sessions. Students in the experimental group devised narratives from sets of cued and uncued kernel sentences, while the control group read compiled narratives developed by the experimental group and then completed crossword puzzles, a “placebo” treatment. The study found statistically significant results on the Stanford Reading Test, positive results approaching significance on cloze passages with structure /function word deletions, but no positive results on passages with content word deletions. These results indicate that SC practice may have enhanced cohesion knowledge and general comprehension. They also suggest that children may effectively learn to attend to semantic and syntactic repetitions that form “chains of cohesion” following SC practice but not after merely reading the same texts.

This article proposes a method for examining how disciplinary differences in knowledge making are created or reflected at the sentence level. The method focuses on the grammatical subjects of sentences as key indicators of disciplinary knowledge making. Grammatical subjects of all sentences in sample academic journal articles were classified by a system identifying (a) the kind of abstraction or particularism involved and (b) the ways in which the researcher may or may not have foregrounded research methods and warrants. Findings from the sample articles in subfields of psychology, history, and literature indicated that psychology articles were more likely to foreground research methods and warrants and least likely to be particularistic. History articles tended to be intermediate. Literature articles were most likely to be particularistic and least likely to focus on research methods and warrants.

Rhetorical criticism, as it has developed over the past five decades or so, has taken on many agendas-for example, neo-Aristotelian criticism, movement studies, dramatistic criticism, genre criticism-all of which have been attempts to apply, reconstruct, or improve on a long tradition. What is striking about this body of critical literature is that none of it takes very seriously one of the paramount concerns of that tradition-namely, style. Indeed, a survey of the periodical literature shows that there persists a fundamental neglect of in both the theory and the practice of rhetorical criticism.1 Various theoretical and critical practices represented in this body of literature suggest that is a frustratingly elusive and amorphous creature, stubbornly resisting description. Most of the material does not venture much beyond theory and is, for the critic, consequently inadequate, for it falls short of a level of analysis that would reveal how rhetoric works. As a result, rhetorical criticism does not provide a useful critical approach to reading a discursive text. In one respect, this shows that some incisive remarks about the importance of in criticism and the neglect thereof which Donald Bryant made over thirty years ago have been either disregarded or forgotten. Moreover, I argue that both the interpretation of discourse (criticism) and the production of discourse (composition) can profit from careful attention to rhetorical style. For if, as Bryant2 has suggested, style is the final elaboration of meaning, then surely is the initial encounter through which auditors apprehend meaning. Does it not seem reasonable that ought play a major role in the critical act of the analysis of discourse? However, granting that has been neglected, I now must explain what I mean by style. To begin, Bryant has urged us to regard it not as the mere department of elocutio but that in dispositio and even inventio participate. Bryant argues: It is difficult at best to consider the functioning language of discourse without becoming involved at once with the ordering of the discourse. Furthermore, if we go beyond the static idea of disposition as arrangement, to the potentially dynamic idea of disposition as disposing, as Wagner thought necessary, we may conclude that for the critic the two names signify the two lenses for a stereopticon view of a

Preface Acknowledgments Introduction PART I The Structure of Sentences Chapter 1 An Introduction to Words and Phrases Chapter Preview Form Classes Nouns The Noun Phrase Verbs The Verb Phrase NP + VP = S Adjectives and Adverbs Prepositional Phrases Grammatical Choices Key Terms Chapter 2 Sentence Patterns Chapter Preview Rhetorical Effects The Be Patterns The Linking Verb Pattern The Intransitive Pattern The Basic Transitive Verb Pattern Transitive Patterns with Two Complements Sentence Pattern Summary The Optional Adverbial Questions and Commands Punctuation and the Sentence Patterns Basic Patterns in Prose The Short Paragraph Key Terms Rhetorical Reminders Punctuation Reminder Chapter 3 Our Versatile Verbs Chapter Preview The Expanded Verb Using the Expanded Verb Special Uses of the Present Tense Other Auxiliaries The Passive Voice Using the Passive Voice The Obscure Agent Well-Chose Verbs: Showing, Not Telling Key Terms Rhetorical Reminders Chapter 4 Coordination and Subordination Chapter Preview Coordination Within the Sentence Parallel Structure Coordination of the Series Climax Coordination with Correlative Conjunctions Subject-Verb Agreement Compound Sentences Conjunctive Adverbs and Transitional Phrases Compound Sentences with Semicolons Compound Sentences with Colons Punctuation Pitfalls The Compound Sentence: Punctuation Review Subordination: The Dependent Clauses Revising Compound Structures Key Terms Rhetorical Reminders Punctuation Reminders Part II Controlling the Message Chapter 5 Cohesion Chapter Preview Reader Expectation Repetition The Known-New Contract The Role of Pronouns Personal Pronouns Demonstrative Pronouns The Role of the Passive Voice Other Sentence Inversions Parallelism Repetition versus Redundancy Key Terms Rhetorical Reminders Chapter 6 Sentence Rhythm Chapter Preview Intonation: The Peaks and Valleys End Focus Controlling Rhythm The It-Cleft The What-Cleft The There Transformation Rhythm and the Comma Power Words Correlative Conjunctions Adverbials of Emphasis The Common Only Key Terms Rhetorical Reminders Punctuation Reminder Chapter 7 The Writer's Voice Chapter Preview Tone Diction Verbs and Formality Nominalized Verbs and Abstract Subjects Contractions Metaphor Metadiscourse The Overuse of Metadiscourse Point of View Key Terms Rhetorical Reminders Punctuation Reminders Part III Making Choices: Form and Function Chapter 8 Choosing Adverbials Chapter Preview The Movable Adverbials Adverbs Prepositional Phrases Proliferating Prepositional Phrases Noun Phrases Verb Phrases Dependent Clauses Punctuation of Adverbial Clauses Movability of Adverbial Clauses The Because-Clause Myth Elliptical Adverbial Clauses Key Terms Rhetorical Reminders Punctuation Reminders Chapter 9 Choosing Adjectivals Chapter Preview The Noun Phrase Preheadword Modifiers Determiners Adjectives and Nouns Modifier Noun Proliferation The Movable Adjective Phrase Postheadword Modifiers Prepositional Phrases Adjective Phrases Participial Phrases The Prenoun Participle The Movable Participle The Dangling Participle Relative Clauses The Relatives The Broad-Reference Clause Punctuation of Phrases and Clauses A Punctuation Rule Revisited Key Terms Rhetorical Reminders Punctuation Reminders Chapter 10 Choosing Nominals Chapter Preview Appositives The Colon with Appositives Avoiding Punctuation Errors The Sentence Appositive Nominal Verb Phrases Gerunds The Dangling Gerund The Subject of the Gerund Infinitives Nominal Clauses Nominals as Delayed Subjects Key Terms Rhetorical Reminders Punctuation Reminder Chapter 11 Other Stylistic Choices Chapter Preview Absolute Phrases The Coordinate Series Repetition Word-Order Variation Ellipsis Antithesis The Deliberate Fragment Key Terms Rhetorical Reminders Punctuation Reminders PART IV Your Way With Words Chapter 12 Words and Word Classes Lexical Rules Parts of Speech The Form Classes Nouns Plural-Only Forms Collective Nouns Proper Nouns Verbs Adjectives Adverbs Derivational Affixes The Structure Classes Determiners Auxiliaries Qualifiers Prepositions Particles Conjunctions Pronouns Personal Pronouns The Missing Pronoun Case Errors The Unwanted Apostrophe The Ambiguous Antecedent Reflexive Pronouns Intensive Pronouns Reciprocal Pronouns Demonstrative Pronouns Indefinite Pronouns The Everyone/Their Issue Key Terms Rhetorical Reminders Punctuation Reminders PART V Punctuation Chapter 13 Punctuation: Its Purposes, Its Hierarchy, and Its Rhetorical Effects The Purposes of Punctuation Marks Syntax Prosody Semantics The Hierarchy of Punctuation The Rhetorical Effects of Punctuation Key Terms Glossary of Punctuation Glossary of Terms Bibliography Answers to the Exercises Index

This study analyzed the persuasive essays of high school juniors and seniors to determine the specific rhetorical and linguistic features that contributed to raters' holistic judgments about the overall quality of the essays. Essays written by a random sample of an ethnically, socially, and economically diverse population of high school writers were analyzed using an array of rhetorical and linguistic measures: overall quality, use of a five-paragraph structure, coherence, three types of persuasive appeals, and sentence-level errors. The relationships between the variables and the holistic scores were examined using a correlation analysis. A forward stepwise regression analysis was also used to estimate the amount of variance contributed by each variable. Results indicate that use of logical appeals, five-paragraph structure, coherence, and number of words were strongly correlated with the overall quality ratings.

Personal voice in writing is currently an all-too-subjectively understood notion. Different authors, Coles and Elbow, for example, have drawn appropriate attention to the voice phenomenon, but objective definitions and practical understanding are still lacking. One step toward understanding the workings of voice can be taken, however, by a linguistic analysis of structures that observably cause perception of a personal voice. Examining a limited set of data from professional writing reveals that one clear source of voice is appositive and parenthetical structures. These structures are produced “paragrammatically” by being inserted into a sentence, interrupting its normal flow, with the effect of creating a personal voice. They have a commentative function associated with a second-order “reflective mentality” and can be classified into at least three structural subtypes—displacements, equivalents, and interruptives—correlating with particular commentative functions. This analysis suggests, in general, that distinguishing between a second-order reflective mentality and a first-order factive mentality is central to the perception of voice. The intuitions of compositionists are important in uncovering discourse properties relevant to composition studies, and linguistic analysis is important for successful description of the phenomena and as a basis for pedagogical application.

Of all the bruising confrontations between the capitalist and communist power blocks perhaps none was so staggering as the Cuban missile crisis. Most Americans patriotically rallied around our determined young president in this great moment of crisis, but there were other Americans who spoke with a different voice then who presumed to disagree with the dominant opinion. These were the voices from the left, now the old left. Their rhetorical response is my subject. By concentrating on several specimens written from a leftist perspective in response to a single event, I create a framework for analyzing the discourse of an ideology to demonstrate the influence of that ideology on and argument, together with the usefulnesses of an analytic method. Antecedent to this analysis are particular considerations about style, argument and method which lead to other considerations peculiar to the relation of political discourse to the world. Because the event focused opinion strongly, and time gives perspective, I have chosen written and oral reactions to the Cuban missile crisis. In addition to selections of written from three leftist newspapers, the National Guardian, The Weekly People, and The Catholic Worker, I have included speech samples on the same topic from Dean Rusk, then Secretary of State, as a contrast to the rhetoric of the left. To analyze this discourse I use Walker Gibson's style machine as he calls it developed to account for distinctions...in the voices addressing (115), distinctions which he breaks down into tough, sweet and stuffy talkers. Gibson's machine, consisting of sixteen grammatical-rhetorical qualities, is appended (A). Other available descriptions or classifications of or argument are Huntington Brown's deliberative, expository and prophetic, Edwin Black's exhortation and argument, and Aristotle's topics. Brown and Black analyze thought methodology with some consideration of style. The neo-Aristotelians, on the other hand, consider and thought combined into argumentative methods. I follow the classical topics in considering rhetorical argument (Rhetoric chs. 22, 23, 24; Corbett 94-132). My particular assumptions are that belief influences style, that while prose styles can be typed individual differences remain, that includes varieties of diction, syntax, and argument Further, I seek an attitude towards language, an attitude, however, influenced not by cultural or individual psychology, but by political belief. Because political writers argue, their arguments common to all rhetoric can also be typed. Argument creates patterns which shapes. For Gibson is a matter of sheer individual will, a desire for a particular kind of self-definition no matter what the circumstances (24). Political belief can condition will. For both Marie H. Nichols (75), and Edwin Black (Persona) reveals distinctive political personalities. In selecting a usable analytical methodology I had either to invent my own, or use an existing one. I chose Gibson's because we share similar concerns. I want to know what kind of voice speaks. What does the use of that voice imply? How do I determine trust? I also want to know the attitude of that voice towards subject and audience. If Gibson can help to answer these questions, then I accept his work saving the necessity of inventing yet another method, concentrating instead on the results produced. In general, stylistics seems more of a discourse on method than on results. Although we want to know what ails us, naming is not enough. To know that Dorothy Day talks tough does not suffice. We know there are other names than tough, sweet or stuffy. The point is not just to label, but to penetrate into the thought behind the voice aided by a given point of view. Gibson describes his work as primitive. Primitive, yet legitimate because applied he yields insight His method reveals attitude just as psychiatric categories, which might also be called primitive, reveal motive. If the arguments which pattern are traditional and discernible, their correlations with are not as clear. The advertiser, for example, speaks sweetly with recognizably dubious argument. Those political voices purring and storming at us must also be judged by how they argue so their trustworthiness can be determined. We can uncover falsehood by showing how a statement varies from reality--plain lying. We can discover understanding of mental illness by probing the discordance the aberrant mind creates

Early American science writers used the Puritan plain style sermon as a readily available prose model. From the sermon they derived an organization divided into doctrine and uses, a format using sectional divisions and heads, the use of simple language, and a concern for the needs of their audiences. Essays on comets by two early American scientists, Samuel Danforth and John Winthrop, illustrate the sermon's influence. The doctrine and uses organization employed in these essays may be seen as analogous, in some senses, to the Results and Discussion organization of the modern research report.

Twenty-three stimulating papers, including essays by Peter Elbow, Donald Murray, and William Strong, selected from the more than sixty presented at the Second Miami University Conference on Sentence Combining and the Teaching of Writing.Sentence combining has not only survived the paradigm shift in the teaching of writing but continues to stimulate provocative, creative thinking about the writing process itself. No longer an end in itself, but a tool, sentence combining has become a method of teaching about ways of thinking, of perceiving, and of organizing reality.

Two studies investigated the editing strategies used by college basic writing (BW) students as they went about correcting sentence-level errors in controlled editing tasks. One study involved simple word processing, and a second involved an interactive editor that supplemented the word-processing program, giving students feedback on their correction attempts and helping them focus on the errors. In both studies BW students showed two clearly different editing strategies, a consulting strategy in which grammatical rules were consulted and an intuiting strategy in which the sound of the text was assessed for “goodness” in a rather naturalistic way. Students consistently used their intuiting strategies more effectively; however, errors requiring consulting strategies showed a larger improvement after intervention by the interactive editor. Cognitive implications of the editing strategies are discussed in terms of the requisite knowledge involved in successful application of each strategy.

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.

This pilot study investigated relationships between individual differences in levels of writing skills and proficiencies at simultaneous and successive cognitive processing. Data from a group of 46 subjects indicate that scores on successive processing tasks were able to predict final grades in an introductory English composition course (p<.01). This suggested both the possibility and importance of investigating further how simultaneous and (especially) successive processing relate to writing skills. With three subjects used for pilot data, low scores in successive processing showed relationships with sentence-level errors and with the ability to develop sequences of ideas in writing. Low scores in simultaneous processing correlated with an inability to indicate clear relationships between sentences and paragraphs. Planning, a third cognitive factor, was found to be a powerful influence in organizing content. In the interaction of planning and simultaneous processing, lack of planning ability may interfere with the writer's ability to survey and thus organize his or her material.

Stylistic analysis of scientific and technical prose reveals that technical and non-technical expository prose share a number of common characteristics; consequently, common assumptions about a clear stylistic separation between scientific and literary writing are faulty. Technical prose, moreover, possesses a number of rhetorical features which further increase its likeness to literary writing. Both style and rhetoric of technical writing thus point toward non-referential functions in scientific discourse, including the operation of significant cultural codes.

Although George Orwell's “Politics and the English Language” offers good advice to writers, the technical writer's situation and use of language are more effectively discussed in 1984 and its Appendix, “The Principles of Newspeak.” The technical writer must make use of some Newspeak principles, such as limiting vocabulary and narrowing the definition of words; conversely, the writer must try to keep his expression of a corporate point of view and his limitations on wording from finally serving to limit the range of thought itself. Orwell considers these points much more important than “good prose style.”

Medical and scientific writing have traditionally occasioned debate. The earliest critics of scientific language were harsh because they were promoting a plain style of writing free from rhetorical embellishment, not because they questioned the writing ability of those they censured. Writing and language were central parts of scientific inquiry. Modern critics are likewise frequently harsh and derisive, but they have lost sight of the integrated approach to language and science that their predecessors had. This article examines three texts published within the last ten years that seem to reverse some trends in medical writing. Tapping non-scientific fields from philology to aesthetics to composition theory, these texts suggest ways in which the humanities can be reintegrated with the study of medical and scientific writing.

This article demonstrates the potential of discourse analysis for exploring cognitive processes that occur during writing. Discourse analytic studies and text comprehension studies are reviewed for their contribution to a cognitive process view of writing. Research is reported which combines discourse analysis with on-line pause data to determine how semantic propositions reflect sentence-level planning patterns. Results indicate that decisions regarding predicate relationships are central to sentence production. Some implications for a process model of writing are suggested.

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In his preface, Joseph M. Williams says that Style: ten lessons in clarity and grace focuses on “the single most serious problem that mature writers face: a wordy, tangled, too-complex prose style.” His book deals with that problem admirably. Indeed, the advice and examples furnished by Williams are varied and sophisticated enough to make it a useful resource for any mature writer — even the mature writer whose prose is clear and concise.

Accuracy, clarity, and efffectiveness are basic qualities of good technical writing. If there is conflict in accommodating all three simultaneously, or when stylistic choices are being considered, writers should not sacrifice accuracy for clarity nor accuracy and clarity for effectiveness. The priority of accommodation is accuracy, clarity, effectiveness: ACE.

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