We argue against the metaphor of the “level playing field” and its natural coercive power; in so doing, we call for an end to the invisibility that the debate over accommodations has imposed on learning disabilities in the past decade. A literature review of LD in composition shows how this invisibility has manifested itself in our field through limited professional discussion of LD. In response, we propose not a level playing field but a new playing field altogether, a visible one that actively promotes alternative assistance for student writers with LD in first-year composition programs. We seek to show how the LD and composition fields could create a powerful partnership by serving students with LD through the principle of the liberal theory of distributive justice.

Book Review| January 01 2004 Review of Quintilian and the Law: The Art of Persuasion in Law and Politics, ed. Olga Tellegen-Couperus (Leuven: Leuven University Press, 2003). Andrew M. Riggsby Andrew M. Riggsby 1 University Station ##C3400, Austin, TX 78712 USA Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2004) 22 (3): 301–304. https://doi.org/10.1525/rh.2004.22.3.301 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 Andrew M. Riggsby; Review of Quintilian and the Law: The Art of Persuasion in Law and Politics, ed. Olga Tellegen-Couperus (Leuven: Leuven University Press, 2003).. Rhetorica 1 January 2004; 22 (3): 301–304. doi: https://doi.org/10.1525/rh.2004.22.3.301 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. © The International Society for the History of Rhetoric You do not currently have access to this content.

104 RHETORICA lich im Umlauf waren, so wenig tragen B.s Interpretationen (S. 208-236) zur Fundierung dieser Ansicht bei. B.s Arbeit geht, zusammenfassend gesagt, von einem wichtigen Problem aus, behandelt dieses aber in einer methodisch wenig überzeugenden Form. Angesichts der oft weitausholenden, streckenweise in ermüdender Diktion vorgetragenen Darstellung stellt sich die Frage, ob B. ihr Ziel durch eine umfassende Sichtung und Interpretation der in der einschlàgigen Literatur des 5. und 4. Jahrhunderts vorliegenden Aussagen zur Schriftlichkeit nicht besserhàtte erreichen kônnen. Es sei hier nur - ergânzend zu den von B. selbst angeführten "Schrift"-Belegen-u.a. verwiesen auf Sokrates' Schilderung der zeitgenôssischen Rhetorik-Lehrbiicher (Platon, Phaedr. 266c-267d; 271c), auf das bei L. Radermacher (Artium scriptores: Sitzb. Ôsterr. Akad. 227,3, 1951) zu findende Material, auf die Belege bei W. Steidle (Redekunst und Bildung bei Isokrates: Hermes 80, 1952, 271 Anm. 5). Auch im einzelnen bietet die Arbeit manches Inakzeptable, so, wenn B. Platon auf dem Gebiet der Sprachbetrachtung und der formalen Logik zum "Schüler" der Sophisten erklàrt (S. 238), verkennend, daP zum einen Platons epistemologisches Interesse an der Sprache, insbesondere der "Richtigkeit der Wôrter", sich gerade nicht am sophistischen Begriff der formalen Sprachrichtigkeit orientiert, sondern—so im Krati/los—zuriickweist auf die etymologisierende Sprachanalyse des frühen Griechentums, daP zum andern für Platons Logik nicht die von ihm als Antilogike (Eristik) bekampfte sophistische Dialektik grundlegend ist, sondern das sokratische Bemühen um den Begriff. Zwei etwas knapp geratene Register erschliePen das Buch. Druckfehler finden sich selten, doch weisen einige griechische Wôrter falsche Akzente bzw. Spiritus auf (so S. 139; 144; 209 u.ô.). Angesichts der wertvollen Fragestellung des Werkes braucht dessen Besprechung indes nicht im Negativen zu enden. Dieter Lau Universitat Essen 0ivind Andersen, Im Garten der Rhetorik. Die Kunst der Rede in der Antike. Aus dem Norwegischen von Brigitte Mannsperger und Ingunn Tveide, Darmstadt 2001 (Originalausgabe: I Retorikkens Hage, Oslo 1995). An der Pforte zum Rhetorik-Garten empfàngt Andersen (im folgenden A.) seine Besucher, erklàrt ihnen den für sie ausgesuchten Spazierweg mit dessen in thematischen, problemorientierten Aspekten wie Kommunikation , Argumentation, Pàdagogik (S. 11) bestehenden—Markierungen und nennt ihnen als Hauptanliegen7 der vorgesehenen flânerie commune, Reviews 105 "herauszufinden, was ais typisch gelten kann für Redner und Redekunst" (S. 17). Der Beobachtungszeitraum reicht von 500 v. Chr. bis 500 n. Chr. (S. 12); das Beobachtungsfeld, in einer Quellenschau umrissen (S. 13-17), umfaRt die thematisch einschlágige Literatur der paganen griechisch-rômischen Antike: "theoretische Schriften, Handbücher und Reden" (S. 13). Den Schwerpunkt bilden Aristóteles, Cicero und Quintilian. Überraschen dürfte den Gartenbesucher , daR christliche Autoren—man denkt etwa an Augustinus, an seine Predigten, seine für die Theorie auch der christlichen Beredsamkeit grundlegende Schrift De doctrina Christiana (nur einen kurzen Hinweis auf diese gibt A. S. 225), seine Indienstnahme der Tropologie als hermeneutisches Instrumentarium der Bibelexegese—in A.s fiortus rhetoricns keinen angemessenen Platz gefunden haben und so die in ihrer Bedeutung kaum zu überschátzende Rezeption und Transformation der paganen Rhetorik durch das frühe Christentum auRerhalb verbleibt. Nach erklàrenden Bemerkungen zu den Termini rhetor, rhetorikos, techne (dazu nochmals S. 272f.) und rhetorike techne (S. 17f.)—man vermiRt die entsprechende Erklàrung von orator sowie den Hinweis, daR bis in die Zeit des Hellenismus sophistes die Bezeichnung für den Redelehrer gewesen ist— pràsentiert A. antike Definitionen der Rhetorik (S. 19-23). Einzelkritik—aus Raumgründen kann hier wie im folgenden nur auf weniges hingewiesen werden: - Quintilian, so erklàrt A., habe mit seinem Werk, der Institutio oratoria, "1500 Jahre lang einen ungeheuren EinfluR auf Rhetorik und Pádagogik ausgeübt" (S. 14), eine erstaunliche Feststellung, da Quintilians Wirkung in der Antike bekanntlich bescheiden gewesen ist und die groRe Zeit seiner Rezeption erst mit Poggios Fund (im Winter 1415/16) beginnt. - DaR Demetrios von Phaleron nicht "um die Zeitenwende gewirkt hat" (S. 17; chronologisch richtige Einordnung dann S. 257), sollte eigentlich klar sein. - Aristóteles' berühmte Definition der Rhetorik (rhet. 1,2, 1355 b 26f.) wird falsch übersetzt als die Fàhigkeit, "die móglichen überredenden Momente in jedem Stoff aufzuzeigen" (S. 20; nochmals S...

Reviews Lonni Bahmer, ScJiriftlichkeit und Rhetorik: Das Beispiel Griechenland. Ein Beitrag zur historischen Schriftlichkeitsforschung. Hildesheim / Zü­ rich / New York 2000. Die derzeit intensiv betriebene historiscbe Schriftlichkeitsforschung bildet den Rahmen, innerhalb dessen L. Bahmer (im folgenden B.) in ihrem Werk die Frage nach der Beziehung von Schriftlichkeit und Rhetorik stellt, naherhin, nach der Bedeutung der Rhetorik fur die Schriftlichkeit, nach der Rolle der Schrift bei der Herstellung der Rede sowie der Schrift als Medium des Lehrens und Lernens. Die "Arbeit beansprucht, von den Quellen auszugehen " (S. 15); im wesentlichen handelt es sich hierbei um den Anonymus Iamblichi, die Dissoi Logoi und die erste Tétralogie Antiphons. Der Interpretation dieser Texte geht die fast ein Drittel der Arbeit ausmachende Einführung (S. 11-78) voran, in der B. den Forschungsstand sichtet— gelegentlich mit hohlem Pathos (z.B. S. 38) und in oberflâchlich-ambitiôser Polemik. So etwa gegenüber R. Pfeiffer (S. 29f.), dessen Darstellung der Sophistik und ihrer Bedeutung für die Schriftlichkeit und die Entwicklung des Buchwesens (History of Classical Scholarship, Oxford 1968, 16-56), genau besehen, die Antwort auf die von B. gestellten Fragen in wichtigen Punkten vorwegnimmt; ist doch die Sophistik mit der Rhetorik aufs engste verbunden. Da die von B. als Hauptquellen herangezogenen Texte explizit weder auf den Zusammenhang von Rhetorik und Schriftlichkeit noch in ihrer sprachlichen Gestaltung auf schriftliche VerfaBtheit verweisen, bedient sich B. vorwiegend der indirekten Beweisfiihrung. So sucht sie ihre These, der Anom /mus Iamblichi habe seine Ausführungen schriftlich verfaBt, zu beweisen durch die Einreihung dieses Textes unter solche Textsorten, "die von vornherein als Schriftprodukte [...] angesehen werden" kônnen (S. 109). Die in den Dissoi Logoi (5,Ilf.) als ein Beispiel für situativen Relativismus angeführte betonungsbedingte Bedeutungsverànderung von Homographen motiviert B., obwohl das Exempel eher den Rang der Mündlichkeit dokumentiert, zu ausgedehnten Erôrterungen u.a. antiker Schreibkonventionen, des Ineinandergreifens von Musik, Rhythmus, Grammatik, des Elementarunterrichtes—mit dem Ziel, das "SchriftbewuBtsein" des Verfassers (S. 173) herauszustellen. Und schlieBlich: So unzweifelhaft es ist, daB die Tetralogien Antiphons als Musterreden wie andere rhetorische Beispielsammlungen dieser Zeit schrift-© The International Society for the History of Rhetoric, Rhetorica, Volume XXII, Number 1 (Winter 2004). Send requests for permission to reprint to: Rights and Permissions, University of California Press, Journals Division, 2000 Center St, Ste 303, Berkeley, CA 94704-1223, USA 103 104 RHETORICA lich im Umlauf waren, so wenig tragen B.s Interpretationen (S. 208-236) zur Fundierung dieser Ansicht bei. B.s Arbeit geht, zusammenfassend gesagt, von einem wichtigen Problem aus, behandelt dieses aber in einer methodisch wenig überzeugenden Form. Angesichts der oft weitausholenden, streckenweise in ermüdender Diktion vorgetragenen Darstellung stellt sich die Frage, ob B. ihr Ziel durch eine umfassende Sichtung und Interpretation der in der einschlàgigen Literatur des 5. und 4. Jahrhunderts vorliegenden Aussagen zur Schriftlichkeit nicht besserhàtte erreichen kônnen. Es sei hier nur - ergânzend zu den von B. selbst angeführten "Schrift"-Belegen-u.a. verwiesen auf Sokrates' Schilderung der zeitgenôssischen Rhetorik-Lehrbiicher (Platon, Phaedr. 266c-267d; 271c), auf das bei L. Radermacher (Artium scriptores: Sitzb. Ôsterr. Akad. 227,3, 1951) zu findende Material, auf die Belege bei W. Steidle (Redekunst und Bildung bei Isokrates: Hermes 80, 1952, 271 Anm. 5). Auch im einzelnen bietet die Arbeit manches Inakzeptable, so, wenn B. Platon auf dem Gebiet der Sprachbetrachtung und der formalen Logik zum "Schüler" der Sophisten erklàrt (S. 238), verkennend, daP zum einen Platons epistemologisches Interesse an der Sprache, insbesondere der "Richtigkeit der Wôrter", sich gerade nicht am sophistischen Begriff der formalen Sprachrichtigkeit orientiert, sondern—so im Krati/los—zuriickweist auf die etymologisierende Sprachanalyse des frühen Griechentums, daP zum andern für Platons Logik nicht die von ihm als Antilogike (Eristik) bekampfte sophistische Dialektik grundlegend ist, sondern das sokratische Bemühen um den Begriff. Zwei etwas knapp geratene Register erschliePen das Buch. Druckfehler finden sich selten, doch weisen einige griechische Wôrter falsche Akzente bzw. Spiritus auf (so S. 139; 144; 209 u.ô.). Angesichts der wertvollen Fragestellung des Werkes braucht dessen Besprechung indes nicht im Negativen zu enden. Dieter Lau Universitat Essen 0ivind Andersen, Im Garten der Rhetorik. Die Kunst der Rede in der Antike. Aus dem Norwegischen...

Reviews 111 Januar 385 anlaBlich der Konsulatsubernahme durch Bauto in Anwesenheit des jungen Kaisers Valentinian II. verlas. Verfehlt ist die Ubersetzung der Stelle: "Ich konnte sicher sein, daB die Zuhorer meine Liigen guthieBen, auch wenn sie die Wahrheit kannten" (S. 304); statt: "[...] als ich mich anschickte, eine Lobrede aufden Kaiser zu halten, in der ich viele Liigen vortrug und mir so die Gunst derer, die Bescheid wuBten, verschaffte". - Wie unbekiimmert - abgesehen vom Ubersetzungstechnischen - A. mit den Texten umgeht, mag abschlieBend das Beispiel Thuk. 2,65 (S. 282) zeigen: A. zitiert zunachst Thuk. 2,65,9, erklart dann: "Und er [sc. Thukvdides] fahrt fort"; doch als angeblichen Folgetext bringt A. Thuk. 2,65,8, einen Abschnitt, der in Wahrheit voransteht. In der Einfiihrung erklart A. selbstgefallig: "Und wenn jemand meint, das beste an dem Buch seien die Zitate, dann freut mich das fiir sie" (S. 13). In der Tat reiht das Buch Seite um Seite Zitat an Zitat in solcher Dichte, daB die Zitatenmontage weithin zur bestimmenden Darstellungsform wird. Ja, mitunter mochte man A. zurufen: e/zc, iam satis est!, wenn sich der Gartenspaziergang in einem Zitatengestriipp zu verlieren droht. Schlimmer als dies ist indes, daB die Ubersetzungen in einem geradezu skandaldsen Umfang fehlerhaft gefertigt sind. Dies fallt - zusammen mit den zahlreichen sachlichen Schnitzern - umso mehr ins Gewicht, als das Buch offensichtlich, wie auch der Verzicht auf das dienstbare Heer der FuBnoten und auf die Auseinandersetzung mit anderen wissenschaftlichen Positionen zeigt, sich an ein breiteres, weniger fachspezifisches Publikum wendet; ihm gegeniiber aber steht die Fachwissenschaft in einer besonderen Verantwortung. Gerade mit Blick auf diesen Adressatenkreis sei auch noch darauf hingewiesen, daB im Verzeichnis der Ubersetzungen (S. 316f.) der Hinweis auf die Ubertragungen von mehreren Autoren und Werken, aus denen A. zitiert (z.B. Augusti­ nus, Confessiones, De doctrina Christiana; Livius; Ps. Xenophon, Verfassung von Athen; Thukydides), fehlt. Im Vorwort zur deutschen Ausgabe gibt A. seiner Einschatzung Ausdruck , daB "[sein] Buch auch fiir die deutschen Leser seinen Nutzen haben [werde]"; dies darf angesichts der Qualitat des Werkes zu Recht bezweifelt werden. Dieter Lau Universitat Essen Emmanuelle Danblon, Rhétorique et rationalité. Essai sur l'émergence de la critique et de la persuasion, Préface de M. Dominicy (Bruxelles: Editions de l'Université de Bruxelles, 2002), 276 pp. Il volume di Emmanuelle Danblon (d'ora in poi D.) entra a pieno titolo nel mainstream di studi che, dalla metà degli anni '50 del secolo scorso, si prefiggono di recuperare e valorizzare la struttura e le radici razionali e 112 RHETORICA logiche della retorica, riconnettendo l'insegnamento aristotélico con moderni modelli socio-cognitivi. Dopo una breve introduzione (pp. 3-5), preceduta dalla prefazione di Marc Dominicy (pp. VII-XII), lo studio si articola in tre capitoli, i cui titoli costituiscono, per cosí dire, una progressione sillogistica di grande chiarezza: I) Raisonnement et rationalité (pp. 7-56); II) La rationalité de la Rhétorique (pp. 57151 ); III) Un modèle naturaliste de la raison rhétorique (pp. 153-232). Conclusion (pp. 233-238), Bibliographie (pp. 239-253), Index des noms propres e Index des notions costituiscono l'appropriata strumentazione finale del volume. Il método d'indagine di D. è positivamente caratterizzato da un' esauriente presentazione e da una chiara discussione critica della bibliografía di riferimento, da cui discendono non poche ipotesi personali ed originali, caratterizzate spesso da un utile ricorso alia schematizzazione di tavole riassuntive (ad es. pp. 45,163,185,192, 234). II primo capitolo affronta l'analisi della justification, valutata come un'espressione classica della razionalità umana. Una riflessione adeguatamente documentata sulla duplice razionalità del ragionamento induttivo, giá intuita dal pensiero aristotélico, conduce ad individúame precisamente i due criteri strettamente collegati: effabilité (des représentations) e argumentabilit é (des expressions), due tempi di un'epistemologia che procede dal contenuto proposizionale alla sua argomentabilitá. In tal modo si stabilisce una sorta di genealogía dell'induzione, che si basa sulla distinzione, prima diacronica, poi sincrónica, della formazione e utilizzazione del nostro patrimonio topico; basato, a sua volta, su tre tappe cognitive: alla fase deïVévidence, caratterizzata dalla mimesis, succédé quella del linguaggio orale, che trova la sua espressione 'giustificativa' nel proverbio. Infine, il linguaggio scritto con­ sente lo...

AbstractJohn Genung's late nineteenth century rhetoric textbooks, although founded on an eighteenth century model of Scottish composition, present an original conception of oratory. Genung's theory breaks free of the classical models and lays out the path to be followed during the development of speech studies among American rhetoricians of the early twentieth century.

Abstract This essay offers an analysis of “The Truth about the Paterson Strike,” Elizabeth Gurley Flynn's 1914 speech containing her ideas about the nature of propaganda in radical working-class movements. Flynn defines propaganda as ideological education, and her speech highlights the importance of oratory to early twentieth century radical propaganda campaigns. These ideas belie fundamental principles of contemporary propaganda studies, which define propaganda as manipulative, mass mediated persuasion to advance the interests of powerful elites and institutions, and contain oratory within the ethical art of rhetoric. The study concludes by recommending that the purview of propaganda studies be expanded to include Flynn's activities and those of other radical propagandists.

Abstract In the late 19th century the United States experienced a shift in presumption from paternal custody following divorce to maternal custody. This paper examines one child custody decision in the midst of this shift and finds that, ironically, rhetorical appeals to precedent and tradition were used to change precedent and tradition. More specifically, social change was grounded in the court's implicit gender hierarchy and rhetorically justified by appealing to precedent and tradition in particular ways, demonstrating that precedent is a rhetorical device that has force when used persuasively.

In 1996, New York University professor of physics Alan Sokal wrote a parody of an academic article he titled “Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity.” This parody escaped detection by the editors and was published in the journal Social Text. Sokal outed his own hoax in the academic magazine Lingua Franca, after which prolonged discussion about the hoax took place in both academic and popular venues. This article explores the rhetorical dimensions of Sokal’s hoax, defining the hoax as a rhetorical genre, relating the Sokal hoax to some 19th-century American scientific hoaxes, explaining why this hoax inspired such intense reactions, and identifying some of the stylistic and the generic exaggerations. The impassioned discussion of this hoax may be explained by the dynamics of its rhetorical context, which drew in Social Text ’s editors as it flattered their professional vanity and revived the debate over the culture wars. But the textual dynamics of Sokal’s hoax have been largely ignored, even though closer attention to genre, style, and argument might have prevented the hoax. Rhetorical understanding thus requires attention to both texts and contexts.

t the close of the twentieth century, College English published a special issue of essays subtitled Symposium: English 1999. As the title indicates, the collected articles address contemporary English departments. Although most articles focus on the specific pedagogical or professional exigencies of English studies, the last essay of this issue, Jeffrey Williams's Brave New University, raises a more general concern about the shift in university focus from scholarship to salesmanship (742). Williams argues that the increasingly privatized structure of the university significantly redefines the goals of higher education. Rather than characterizing universities and their faculty as places where experts work for the common good, popular discourse-from films to news media-reinforces the corporate image by depicting the university within a commercial profit rationale (745). Because a supposedly new profit motive impinges on the traditional mission of the university, Williams asks that academics critique this corporatized form of higher education, distinguish the university as a not-for-profit institution, and develop representations of the university that reclaim its foundations in the public good (749-50). At the same time that I appreciate Williams's indictment of the privatized university system, I am troubled by the prevailing sentiment-among conservative and liberal thinkers alike-that the university has strayed from its civic-minded origins and transformed itself into a site of corporate demagoguery. Recent discussion surrounding the contemporary university system suggests that an altruistic, even philanthropic, ethos overwhelmingly defines our understanding of higher education's original mission. Consider, for instance, the plethora of books that emerged in the 1990s detailing the failure of higher education. While these

Our heritage] stretches back... to Athens, where in a bus y marketplace a tutor called Socrates set up the same kind of shop: open to all comers , no fees charged , offering, on whatever subject a visitor might propose, a continuous dialectic that is, finally, its own end. -Stephen North, "The Idea of a Writing Center" Recent explorations of writing center research encapsulate the often -conflicting professional demands we face as administrators. On the one hand, we acknowledge the need for research to improve our understanding of the past narratives, present effects and future possibilities of writing center work. On the other hand, our individual identifications and disciplinary ethos often rely on the notion of a writing center director whose priorities include, as Harvey Kail writes, "teaching, service, service, service, and then research-on our service" (28). Added to this already-overburdened schedule is the privileging of place in writing center studies; if each center is uniquely shaped by its context, as the common argument goes, what kinds of research can speak across these myriad locations, moving beyond what Jeanette Harris has termed the "this -is -what -we -do -at -my-writing-center" genre? ("Review" 663). In other words, both our individual professional lives and the scholarship of our field are marked by our attempts to reconcile our identification as a highly communal professional group with our allegiance to the primacy of individual context.

Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of academic and personal writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.

The project Andrea Greenbaum attempts in EmancipatoryMovements in Composition is both worthwhile and ambitious. The project is worthwhile because introducing newcomers, particularly graduate students, to the multiple disciplines that have been incorporated into critical pedagogy in the last decade can be daunting, and there is certainly room in the field for text that names and organizes them. The project is ambitious because it attempts to do this in mere one hundred pages, with additional pages devoted to an appended syllabus, notes, and citations. Greenbaum opens her book with personal narrative of the Passover story, drawing from it the lesson that human beings need to experience oppression-even if it is relived only mythically-in order to understand our social responsibility to counter and resist those forces that seek to dominate, repress, and disempower individuals (xi), setting the polemical tone she maintains through the rest of the work. She organizes the book around what she identifies as four key approaches to critical pedagogy for the writing classroom: neosophistic rhetoric, cultural studies, feminist studies, and postcolonial studies, examining each for what they offer writing teachers seeking to enact critical pedagogy in their classrooms. Her first two chapters offer brief historical development of sophistic and cultural studies approaches. Greenbaum begins with the reclamation of sophistic rhetoric, drawing particularly on Susan Jarratt, Thomas Kent, John Poulakos, Sharon Crowley, and handful of others. She proposes that this neosophistic contributes to rhetoric of possibility by drawing attention to the indeterminacy of language, an empowering shift from logos privileged in Western philosophy to mythos that invites disruptive stoof the frontier is reconstrued as collabo ative zone of cultur l and linguistic contact, a historical moment of meeting, clashing, and cooperating ulticultura encounters (66).

Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of “academic” and “personal” writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey’s views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.

Recent scandals in the business community have alerted professional writing teachers to the importance of highlighting ethics in the curriculum. From former experiences in teaching courses emphasizing ethics, the authors have adapted the curriculum to include a limited discussion of ethical approaches and terms and assigned group writing projects that consider the effects of business on the broader community. As a result of the integration of this ethical component into the entire course, students learn major ethical approaches; gain a vocabulary of ethical terms they can apply in the business world; interrogate the larger questions of business and its interactions with the local, national, and international community; and engage in the kind of dialectical discussions that require critical thinking.

The media, which includes editorials, have been shown to play an important role in thedefinition of priorities in public agenda. In the domain of international matters, thepublic relies heavily on the media, and editorials play an even greater role. This articleexamines how explicit mentions of external sources of information function in theargumentative structure of editorials to achieve a persuasive effect. Acorpus of 40 editorials dealingwith Russia (taken fromLe Monde andThe New York Times between August 1999and March 2000) has been studied using a cognitive-based linguistic model of discourseanalysis. It is shown how under the guise of bringing some objectivity to the editorials’argumentation, external sources of information facilitate and enhance their subjectivity.

Working with accounts of famous trials can involve students in thinking through and critiquing important techniques of argumentation.

Abstract An intricate network of collaborative relationships surrounded and supported nineteenth‐century American women's public discourse. Antebellum women worked closely with families, friends, and hired help to create and deliver rhetoric, negotiate conflicting private and public obligations, accommodate gender norms, and construct “feminine”; ethos. However, despite collaboration's central importance to women's rhetoric, scholars currently lack a model that accounts fully for its many forms and multiple functions. This article introduces a new model of collaboration capable of explaining how and why this cooperative method offers marginalized groups their most effective means to the public forum in resistant surroundings.

In this article, a biochemist and a rhetorician collaborate to define "junk science." They apply that definition as they rhetorically analyze a book that makes strong claims about endocrine disruption (Our Stolen Future) and a website developed to embarrass those claims (Our Swollen Future). This article argues that junk science and accusations of junk science evince ideologicaVeconomic motives and pronounced efforts to construct, or assail, scientific ethos.

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

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

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

This article investigates children's evaluation/selection of ideas in writing-related tasks. The critical dimension being considered was to what extent the communicative goal that defines argumentation establishes basic criteria with which children decide whether to include counterargument in a text. Data analysis focused on participants' decisions and, most important, the rationales they present for their decisions. Two constraints seem to drive evaluation/selection processes. First, the content constraint, whereby a writer focuses on agreement with the idea itself; second, the rhetorical constraint, defined as a writer's perception of an idea's value in increasing the acceptability of his or her point of view. Counterargumentation must be perceived as a valuable rhetorical strategy if specific counterarguments are to be incorporated into a text; otherwise, counterargumentation remains part of the process of selection/evaluation without becoming explicit in the product of such a process—the text.

The Mexican diplomat Alfonso Reyes (1889–1959) was notable in the cultural panorama of Spanish America in the first half of the 20th century for his acquaintance with classical rhetoric, a discipline rarely studied at that time in that part of the world. This article distinguishes four aspects of rhetoric throughout Reyes’ oeuvre: (i) a vulgar sense, (ii) an erudite sense, (iii) classical theories, (iv) and modern applications. In his early work, Reyes uses rhetoric in a pejorative and vulgar sense. Around the year 1940, Reyes starts to show a lively interest in rhetoric, opts definitively for an erudite sense of the term, and initiates the study of the classical art of persuasion. In his third phase, Reyes gains deeper knowledge of rhetoric, lectures on the subject, and explains his favorite orators and theorists. Finally, his use of rhetoric reveals a commitment to the reality of Spanish America. Reyes’ rhetoric is an “actualised” and “Americanised” version that shows the possibilities of the classical art of persuasion in Spanish American society.

Reviews Roberto Velardi, Retorica, filosofía, letteratura. Saggi di storia della reto­ rica greca su Gorgia, Platone e Anassimene di Lampsaco (Napoli, 2001) A.I.O.N.: Annali dell'Istituto Universitario Oriéntale di Napoli. Di­ partimento di studi del mondo classico e del Mediterráneo antico: Sezione filologico-letteraria. Quaderni, VI, 2001, pp. 155. L'autore raccoglie in questo volume quattro saggi sulla retorica greca antica, che riguardano un arco di tempo dagli ultimi decenni del V alla meté del IV secolo a. C. L'Encomio di Elena di Gorgia da Leontini costituisce il più antico testo di retorica a noi giunto: ad esso è dedicato il primo saggio "11 logismos di Gorgia". II Velardi osserva (pp. 17s.), che fuñico genere di discorso che sia in grado di rivendicare a giusta ragione la veritá come suo obiettivo, proprio in quanto contrasta la pistis di coloro che prestano ascolto ai poeti, cioé la doxrt-credenza prodotta dalla peitho esercitata dalla tradizione poética, è il discorso di tipo nuovo elaborato in base alie rególe enunciate da Gorgia, del quale VEncomio di Elena costituisce insieme il manifesto programmatico e l'esemplificazione concreta. Lo strumento del quale questo discorso si deve dotare, per poter cogliere la verità, non è né Yapate poética, né Lincantesimo mágico prodotto dalla combinazione con la dccra-funzione, né l'opposizione tra teorie concorrenti come nei discorsi dei fisiologi, né le rególe della techne logografica, né la vélocité dell'intelligenza esibita nei dialoghi filosofici, ma il logismos. Il logismos è Lelemento che caratterizza il logos gorgiano e lo distingue da tutte le altre forme di logos, in versi e in prosa. II Velardi si sofferma in particolare sulle interpretazioni correnti del termine logismos in Gorgia, quindi sulla responsabilité e non responsabilité di Elena nella tradizione épica, infine analizza con particolare acume la sezione introduttiva dell'opera, per definiré in cosa consista il logismos. Allarga la sua indagine terminológica all'opera di Erodoto e osserva quindi che le occorrenze più antiche del sostantivo logismos—in ogni caso non anteriori alla data presumibile di composizione áeWElena—compaiono nei Corpus Hippocraticum. Il secondo capitolo ("Due redazioni áeWEncomio di Elena di Gorgia", testo ampliato di un contributo apparso in Vichiana, s. IV, 2, 2000: 147156 ) costituisce un intelligente saggio di critica testuale su un problemático passo áeWEncomio, par. 12. Per motivi relativi alla struttura il Velardi avanza hipótesi che il nostro testo áeWEncomio sia il frutto della giustapposizione di due redazioni distinte dell'opera: nella prima redazione, che doveva con-© The International Society for the History of Rhetoric, Rhetorica, Volume XXI, Number 3 (Summer 2003). Send requests for permission to reprint to: Rights and Permissions, University of California Press, Journals Division, 2000 Center St, Ste 303, Berkeley, CA 94704-1223, USA 197 198 RHETORICA cludersi con l'attuale par. 12, le cause del comportamento di Elena prese in esame erano soltanto tre (la divinita, la violenza, la persuasione della parola), perció l'elenco iniziale non comprende l'eros. In un secondo momento venne aggiunta una sezione relativa al logos ed una all'eros. In questa seconda parte, secondo la ricostruzione del Velardi, Eattenzione di Gorgia si concentra sulla peitho (par. 13) ed é possibile che la redazione ampliata rappresenti una fase piü matura della riflessione teórica di Gorgia, con la quale il maestro sici­ liano approfondiva Eindagine sulle dinamiche della persuasione. L'ipotesi del Velardi é che in questa sezione aggiunta Eautore áo\VEncomio fosse stimolato nelEindagine sui generi del discorso dalEincontro con Eeclettico am­ biente ateniese, mentre la riflessione sulEeros gli sarebbe stata suggerita dall'interesse del circolo socrático per questo tema. La discussione sulla natura del dialogo platónico prende le mosse dalla critica della scrittura formulata nel Fedro (il Velardi riproduce nel terzo capitolo il testo di una relazione tenuta al Convegno su "La struttura del dialogo platónico", Napoli 2000): é noto che gli studiosi, che si riconoscono nella 'Scuola di Tubinga', interpretano Eintera opera di Platone come un'introduzione alia vera e propria teoría filosófica, che si troverebbe invece nelle dottrine non scritte, e identificano nei dialoghi un sistema di rimandi al corpus dottrinale órale ed esotérico. II Velardi nella...

Abstract This essay argues that the word logos meant “a gathering or composition “ in Homeric Greek and that it retained this sense through the fifth century BCE. It first builds a philological case for the composition/ gathering meaning of logos. Next, it addresses the historiographic question of how the interpretation of logos as logic/language has come to prevail in our histories of Greek thought. Finally, it demonstrates the relevance that the composition/gathering reading of logos can have for the history of rhetoric by showing how it can help in rethinking the “rivalry “ between muthos and logos.

Nan Johnson demonstrates that after the Civil War, nonacademic or parlor traditions of rhetorical performance helped to sustain the icon of the white middle class as queen of her domestic sphere by promoting a code of rhetorical behavior for women that required the performance of conventional femininity. Through a lucid examination of the boundaries of that gendered rhetorical space - and the debate about who should occupy that space - Johnson explores the codes governing and challenging the American woman's proper rhetorical sphere in the postbellum years. While men were learning to preach, practice law, and set political policies, women were reading elocution manuals, letter-writing handbooks, and other conduct literature. These texts reinforced the conservative message that women's words mattered, but mattered mostly in the home. Postbellum pedagogical materials were designed to educate Americans in rhetorical skills, but they also persistently directed the American to the domestic sphere as her proper rhetorical space. Even though these materials appeared to urge white middle-class women to become effective speakers and writers, convention dictated that a woman's place was at the hearthside where her rhetorical talents were to be used in counseling and instructing as a mother and wife. Aided by twenty-one illustrations, Johnson has meticulously compiled materials from historical texts no longer readily available to the general public and, in so doing, has illuminated this intersection of rhetoric and feminism in the nineteenth century. The rhetorical pedagogies designed for a postbellum popular audience represent the cultural sites where a rethinking of women's roles becomes open controversy about how to value their words. Johnson argues this era of uneasiness about shifting gender roles and the icon of the quiet woman must be considered as evidence of the need for a more complete revaluing of women's space in historical discourse.

Abstract The focus of workplace communication research on visual rhetoric has tended to be the efficient and unproblematically "effective" functioning of visual texts. By suggesting ways in which the visual representations of science are construed by expert readers, this article responds to a call within our discipline for more critically focused contributions to the study of visual literacy. A former editor-in-chief of the American Journal of Botany was asked to explain his interpretation of visuals appearing over an 80-year period in that journal; his responses illustrate how visual explanations testify to their creators' authority and how, once established, such authority actuates the rational arguments of science. Rhetorical appeals within and arrangement of visual texts are considered, as is the persuasive power of legends and captions.