College English, Volume 66, Number 2, November 2003 Johnnie M. Stover is associate professor of English at Florida Atlantic University. Her areas of instruction and research include American literatures of the nineteenth and twentieth centuries, with specializations in African American, American Indian, and women’s literatures. Portions of this essay appear in her book, Rhetoric and Resistance in Black Women’s Autobiography (University Press of Florida, 2003). T Nineteenth-Century African American Women’s Autobiography as Social Discourse: The Example of Harriet Ann Jacobs

In the spring of 2000, following the completion of a Ph.D. specializing in rhetoric and composition, I taught my first literature course: a writing-intensive survey of African American literature. The course, open to all students, regardless of major, used both traditional literature assignments, such as close readings, and more rhetorical assignments that asked the students to “join a conversation” on issues such as gender relations and African American education. After years of teaching argument in rhetoric and composition courses, I was excited about bringing some of the methods that had proved successful in this environment to the literature curriculum: peer review, audience analysis, guidance through the writing process, intensive revision, writing conferences. These were elements of writing instruction that I felt had been missing from my own undergraduate study in English literature, and I was eager to share them with my students. I envisioned transforming the lower-level writing course in literature by guiding students through the writing process and encouraging them to think of their writing in terms of the impact it would have on specific readers. The result was a disaster. Strategies that had elicited thoughtful revision from my rhetoric students fell flat in the literature classroom. For instance, I had had wonderful success with a peer review technique developed by Barbara Sitko (1993) in which students read a peer’s paper aloud and paused at the end of every sentence to summarize the main point of the essay and to predict what would appear next. My composition students had found this

_ nce, in an early British literature course, I was assigned to write an analysis of Shakespeare's That time of year thou mayest in me behold. I tried hard to get myself out of the essay (and thus out of the sonnet), but my effort was a C at best. On the last page, my professor drew a large box (to represent the whole sonnet) and three smaller boxes inside (to represent the parts of the sonnet). Paraphrasing John Ciardi, she wrote

n 1937 Meridel Le Sueur authored a textbook, Worker Writers, for use in writing classes she offered under the auspices of the Works Progress Administration in Minnesota. To illustrate for her students the basic principles of storytelling and narrative technique, Le Sueur included an annotated version of her short story, Biography of My Daughter. The story focuses on the firstperson narrator's visit to a state-run sanitarium to see a young friend, Rhoda. Upon arriving at the hospital, the narrator learns she has come too late: Rhoda has died. Although her friend's death will be officially attributed to tuberculosis, the narrator knows that months of anxiously searching for a job; of working sixteen hours a day when employment was to be had; and of standing in long relief lines when no jobs were available had punished Rhoda's body beyond repair. The narrator recognizes that Rhoda has died of starvation (29; all page numbers refer to the first edition of Worker Writers). As the narrator drives back to Minneapolis with Rhoda's grieving family, they pass through fields with round pumpkins [...] corn fattening, [and] melons like the crescent moons of the season (34). The abundance of the natural world stands in stark contrast to the privations known by Rhoda and other women like her during the Great Depression. From the narrator's perspective, a system of proprietary control of resources by private individuals has led to grotesque social inequities and created a world in which young women like Rhoda starve amidst abundance. In using Biography of My Daughter as an illustrative short story in Worker Writers, Le Sueur astutely highlights important tensions between public property and private ownership. For Le Sueur, a social activist and member of the Commu-

This essay argues that literary theory can no longer afford to adopt an exceptionalist view of its own disciplinary identity and relation to the Western tradition. To this end, it outlines a conceptual framework that distinguishes between competing tendencies within the Western tradition represented by the terms metaphysics and ontology. The implications of this distinction for literary theory are that the most important sources of the latter's disciplinary identity are neither the linguistics-based movement of French structuralism, as the term poststructuralism implies, nor a "modernity" that has been superseded, as the term postmodernism implies, but rather a modernist tradition of aesthetics shaped by eighteenth- and early nineteenth-century German romanticism and idealism.

onsider Pauline Hopkins's short story Talma Gordon (1900), first published in the Colored American Magazine. Like many Hopkins's writings, Talma Gordon takes up the issue the tragic mulatto and the larger theme miscegenation. In this text, however, she frames these social issues in the form detective fiction, the locked-room mystery structure that Edgar Allan Poe inaugurated with Murders in the Rue Morgue. The story opens at the Canterbury Club Boston, a private club composed wealthy, well-connected white men who gather monthly to discuss questions of vital importance to the life the Republic, such as that evening's topic, Expansion: Its Effect upon the Future Development the Anglo-Saxon throughout the World (4). The speaker, Dr. William Thornton, argues that despite the efforts to thwart intermarriage among races, it is inevitable, even between the white Boston Brahmins and the far-off tribes dark-skinned peoples (5). If are not ready to receive and assimilate the new material which will be brought to mingle with our pure Anglo-Saxon stream, Thornton warns, we should call a halt in our expansion policy (5). Arguing that man is powerless to combat both fate and the laws the Omnipotent, Thornton avers that

Argues that issues of generic hybridity embody multicultural literature while promoting another kind of multiculturalism that reflects the current debates about literary canons in general and the field of American literature in particular. Considers how a reading of texts that relies on all of their component parts allows literature to perform a vital function, to foster an informed and compassionate vision of the different.

Research Article| October 01 2002 Teaching American Literature in Francophone West Africa David G. Nicholls David G. Nicholls Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 392–395. https://doi.org/10.1215/15314200-2-3-392 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David G. Nicholls; Teaching American Literature in Francophone West Africa. Pedagogy 1 October 2002; 2 (3): 392–395. doi: https://doi.org/10.1215/15314200-2-3-392 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Incites inquiry as to how modern American literature reflects on the problem of identity. Spotlights the contribution to modern American writing by Wallace Thurman’s "Harlem" fiction. Endeavors to link a racial imperative to a sexual imperative by means of a current theoretical discourse surrounding notions of city and community life.

Review Article| April 01 2002 Teaching American Literature Linda Wagner-Martin Linda Wagner-Martin Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 271–275. https://doi.org/10.1215/15314200-2-2-271 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Linda Wagner-Martin; Teaching American Literature. Pedagogy 1 April 2002; 2 (2): 271–275. doi: https://doi.org/10.1215/15314200-2-2-271 Download citation file: 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

102 RHETORICA translation of that declamation (pp. 93-115) is not wholly convincing. The bibliography of secondary literature (pp. 627-28) needs to be extended in a revised edition. But such cavilling is hardly to the point. Vickers's introduction is lucid, wide-ranging and masterly. His notes are superb and properly acknowledge the contributions of earlier scholars. His selection of texts is enterprising, including much that is new, as well as a judicious choice of the best that is well-known. He provides a helpful glossary and user-friendly indexes to the material. This book is as useful as Russell and Winterbottom's famous selection of Ancient Literary Criticism and when it appears in paperback teachers and students of renaissance literature will find it indispensable. Peter Mack University of Warwick Manuel López Muñoz, Fray Luis de Granada y la retórica (Almería: Universidad de Almería, 2000) 222pp. Este libro es sin duda una rigurosa y documentada monografía so­ bre la aportación de Fray Luis de Granada a la retórica eclesiástica del Renacimiento. Manuel López Muñoz hace gala de un exquisito sentido filológico, patente tanto en lo ajustado del bagaje bibliográfico utilizado como en la selección, manejo y análisis de las fuentes. Asimismo, hay que advertir la alta calidad de las traducciones de los múltiples pasajes que se citan a lo largo del texto. Ahora bien, además de un profundo conocimiento del tema, el autor demuestra una indiscutible capacidad para transmitir los contenidos con un estilo muy cuidado y ameno. Por ello, pese a que esta obra va dirigida esencialmente a un público especializado, su lectura resulta ple­ namente accesible para cualquier lector culto, aunque no esté familiarizado con los usos y términos habituales en la bibliografía retórica. Los dos capítulos iniciales poseen un carácter eminentemente introduc­ torio. El primero muestra la evolución de la retórica desde la Antigüedad Clásica hasta las épocas paleocristiana y medieval. El segundo ofrece un panorama general de la retórica renacentista. En este último se pone de man­ ifiesto la notable importancia que adquirió la retórica eclesiástica durante el siglo XVI. Ciertamente, la retórica general, con una praxis en el ámbito civil, tuvo durante ese período un alcance sumamente limitado. Pero, ¿podría haber sido de otro modo en una época en la que las monarquías absolu­ tas estaban en una fase de plena consolidación? Ahora bien, en el ámbito religioso la aparición de los movimientos reformistas generó una situación radicalmente distinta. El uso de discursos persuasivos tenía ahí una final­ idad práctica indiscutible en unas diatribas que a menudo iban más allá de lo meramente teológico. La retórica se convirtió, pues, en un instrumento Reviews 103 de primer orden para la formación de clérigos, tanto en el marco católico como en el protestante. Los múltiples tratados publicados durante la men­ cionada centuria responden a las necesidades derivadas de tal estado de cosas. Como muy bien advierte López Muñoz, estos tratados constituyen un testimonio de una 'retórica minimalista'; es decir, en lugar de ofrecer una presentación global de la disciplina, se concentran de lleno en los mecan­ ismos de la predicación (lo que ha dado en llamarse 'arte concionatoria'). Este rasgo constituye probablemente el fenómeno más característico de la retórica renacentista. El tercer capítulo profundiza en esa misma línea, a par­ tir del tratamiento dado por la retórica humanística a los concioimudi genera. El autor presenta con cierto detalle la tipología de géneros de predicación en quince de los tratadistas más representativos de la retórica europea del período humanístico (entre los que se incluye el propio Fray Luis). La plu­ ralidad de tentativas clasificatorias documentadas ponen en tela de juicio la manida afirmación de que la retórica renacentista depende por entero de las fuentes antiguas, v muv particularmente del corpus doctrinal de Quintiliano. El capítulo cuarto está dedicado...

Reviews 101 Brian Vickers ed., English Renaissance Literary Criticism (Oxford: Clarendon, 1999) xvi + 655pp. Brian Vickers's anthology collects modern spelling selections from the most important critical statements in English between Sir Thomas Elyot's Boke named the Governonr (1531) and Thomas Hobbes's 1675 preface to his translation of Homer's Odyssey. Dryden's critical prose, much of it published before 1675, is justifiably treated as beyond the scope of a renaissance anthology. The dominant figures are Sir Thomas Wilson, George Puttenham, Sir Philip Sidney, whose Defence ofPoetry is included complete, John Hoskyns, Thomas Heywood and Ben Jonson. In comparison to the two volumes of G. Gregory Smith's Elizabethan Critical Essays (1904), which it replaces, Vickers's book includes more poetry (notably Baldwin's "Collingbourne", from the Mirrorfor Magistrates, Spenser's "October" from The Shepheardes Calendar, a scene attributed to Shakespeare in which Lodowick and Edward III discuss the writing of love poetry, and John Ford's "Elegy on John Fletcher", here printed for the first time) and more rhetoric. Vickers gives less space to Gabriel Harvey and Thomas Campion and omits Thomas Lodge, William Webbe and Thomas Nashe. Vickers's introduction insists that since literature was a form of rhetoric, English renaissance literary criticism was largely prescriptive, aiming to provide the kind of help which would be useful to writers (pp. 1-6). This enables him to put rhetoric at the centre of renaissance literary criticism and justifies his extensive selections from Wilson, Puttenham and Hoskyns (the latter two particularly illustrating the figures of speech). Vickers's excellent notes show the reliance of these English rhetorics on classical sources and also on Susenbrotus's continental Latin compilation Epitome troporum ac schematorum. He might have pointed out that both Wilson's rhetoric and Angel Day's account of the figures (15 editions between them) offer a wider diffusion for the "Englished Susenbrotus" than Puttenham, whose Arte of English Poesie, was printed only once. Vickers quotes Jonson and Wilson on the importance of ethics for lit­ erature (pp. 12-13) which he links with the fashion for epideictic (excellently illustrated among the texts he includes). Perhaps Vickers ought to acknowl­ edge that the ethical teaching of the Arcadia, whose heroes have faults which run from deceit to intended rape (and against whose impulses humanist ethical education is strikingly ineffectual), is more problematic than can be summed up as a concern to embody fully-realized images of virtue and vice (p. 13). Vickers notes the way rhetoricians took examples of the figures and tropes from Arcadia, giving examples from Puttenham and Hoskyns. He had no space for Abraham Fraunce or for Fulke Greville's ethical reading ofArca­ dia. Given his rhetorical focus, Vickers might have said more about copia and amplification, or perhaps have found space for some of the English examples of dialectical analyses of texts. Part of William Temple's analysis of Sidney's Defence would have suited his selection well. On the other hand the argu­ ment that Erasmus's encomium on marriage is the source for Shakespeare's first seventeen sonnets (pp. 32-39), which justifies the inclusion of Wilson's 102 RHETORICA translation of that declamation (pp. 93-115) is not wholly convincing. The bibliography of secondary literature (pp. 627-28) needs to be extended in a revised edition. But such cavilling is hardly to the point. Vickers's introduction is lucid, wide-ranging and masterly. His notes are superb and properly acknowledge the contributions of earlier scholars. His selection of texts is enterprising, including much that is new, as well as a judicious choice of the best that is well-known. He provides a helpful glossary and user-friendly indexes to the material. This book is as useful as Russell and Winterbottom's famous selection of Ancient Literary Criticism and when it appears in paperback teachers and students of renaissance literature will find it indispensable. Peter Mack University of Warwick Manuel López Muñoz, Fray Luis de Granada y la retórica (Almería: Universidad de Almería, 2000) 222pp. Este libro es sin duda una rigurosa y documentada monografía so­ bre la aportación de Fray Luis de Granada a la...

This study describes the extent to which shared assumptions of literary scholars form part of an introductory literature course. Fahnestock and Secor, in The Rhetoric of Literary Criticism, describe five special topoi of literary criticism (appearance/reality, paradigm, ubiquity, contemptus mundi, and paradox) that characterize the warrants of literary criticism appearing in a sample of major literary studies journals. This study triangulates ethnographic data of a class's meetings, analyses of students' essays, and questionnaires to discover whether these topoi are communicated to students in a survey course, whether students recognize and use them, and whether students are rewarded for using them. The special topoi of literary criticism appear in the discourse of instructors and students. Though textual analysis did not reveal a connection between using the special topoi in writing assignments and receiving a higher grade, questionnaires revealed that students adept at recognizing literary values and discourse conventions were more successful.

In three voices - one as a scholar, one as a writer, and one as an alcoholic - Hindman considers the question: in what ways can our own personal writing illuminate the theory and practice of teaching composition? Demonstrating the process of composing the self within the professional, she responds both passionately and personally to literary criticisms about recovery discourse. Her purpose is to “make writing matter” and, in doing so, to attempt to dispel the tension between competing versions of how the self is constructed. She also considers how, in and for recovery, she learned to write, and how it has affected her professional writing. This type of writing, which she has called “embodied rhetoric,” offers lessons for composing a better life.

344 RHETORICA in which he worked out his dramatistic poetics" (p. 105). As a set, the four chapters of Part One are the strongest of the collection in their consistent presentation and elaboration of Burke's later concept of aesthetics. Part Two collects three essays that consider Burke's work in the context of reader-response criticism, critical theory, and philosophy. Greig Hender­ son's "A Rhetoric of Form: The Early Burke and Reader-Response Criticism" considers Burke's concept of the formal relation between texts and audi­ ence expectations in the light of Wolfgang Iser's and Stanley Fish's readerresponse theories. Thomas Carmichael's "Screening Symbolicity: Kenneth Burke and Contemporary Theory" similarly examines Burke's theories in comparison with contemporary critical theory, suggesting ways in which Burke prefigured theorists like deMan and Lyotard vis a vis dramatism's antifoundationalist principles. Finally, Robert Wess's essay "Pentadic Terms and Master Tropes" examines A Grammar ofMotives's concluding chapter, "Four Master Tropes", in terms of its philosophical implications for dramatism. Part Three returns to more biographical material, but with the added emphasis of Burke's relation to religion. Wayne C. Booth's retrospective ac­ count of his correspondence with Burke emphasizes prominent religious undertones in the numerous "voices" Burke's letters often assumed. Burke's essay "Sensation, Memory, Imitation/and Story" represents Burke's strug­ gles towards the completion of the dramatistic model and, furthermore, is indicative of the religious undertones in Burke's theories. The final essay is Michael Feehan's discussion of Mary Baker Eddy, a prominent Christian Scientist, and her influence on Burke's Permanence and Change. Like Kenneth Burke in Greenwich Village, the editors of Unending Con­ versations see their collection as invoking and pluralizing "Burke's topos of the conversation" in contexts previously unvisited by Burke scholarship. As early attempts at expanding the range of application of dramatism, both texts offer useful and engaging starting points for further research. Paulo Campos The Ohio State University Peter L. Oesterreich and Thomas O. Sloane eds, Rhetorica Movet. Studies in Historical and Modern Rhetoric in Honour of Heinrich F. Plett (Leiden: Brill, 1999), pp. 545. After yielding so many scholars the chance to discuss rhetoric, Prof. Plett s dedication to the subject is gracefully acknowledged in this collection of essays, published on the occasion of his sixtieth birthday. In institutional terms his work has benefited all readers of Rhetorica: he was one of the founders of the ISHR in 1977 and served as its first Secretary General; he established the Centre for Rhetoric and Renaissance Studies at the Universitv Reviews 345 of Essen in 1989, and is an associate editor of this journal. In his own writing, such as the much-cited Rhetorik der Affekte, in the words of Thomas O. Sloane he "has welded a strong link between literary criticism and insights from the history of rhetoric". Written in English and German, Rhetorica Movet engages with the sub­ jects of three international conferences Prof. Plett organized at Essen: twothirds of it studies early modern rhetoric and poetics, with a subsidiary section on modern oratory. Some of the former contributions guide a rhetor­ ical technique smartly through an exercise programme, readying it at its classical antecedents then watching it bend and twist in a period's usage. Bernhard F. Scholz distinguishes Quintilian's view of ekphrasis as a report on the effect that a scene (not a work of art) has on the speaker's inner eye, such that the listener seems to see it too. Andrea and Peter Oesterreich examine Luther's comments on the relationship between rhetoric and dialectic. For Luther, dialectic produced faith while hope was aroused by rhetoric. Two authors take up Shakespeare's rhetoric: Wolfgang G. Muller, on the comic and persuasive uses of the enthymeme, and Peter Mack, on variants of antithesis which connect opposites structuring the last scene of The Winter's Tale. Two stylistic essays use frequency analysis on Dryden's versification (Hermann Bluhme) and mirroring structures in Spanish golden age verse (Jose Antonio Mayoral). Heiner Peters describes Sterne's explo­ ration of analogies between rhetoric and the art of fortification in Tristram Shandy. Other essays defend rhetoric. Judith Rice...

346 RHETORICA Roman notions of politics and ethics. Marijke Spies studies the claims made by an Amsterdam chamber of rhetoric, the Eglantine, that its writings on the art of rhetoric - which focused on natural human reason, took its examples from the vernacular and familiar, and gave instances of negotiation - were part of a process of reconciliation after the city left the Spanish crown to join the Dutch Republic in 1578. Several articles use ideas from classical rhetoric to interrogate modern German literature. Helmut Schanze discusses the relationship between the­ atrical speech and political oratory by examining the use of the metaphors of theatre and forum in Goethe, Jean Paul and recent studies of television and digital media. Gert Otto examines modern funeral orations by Max Frisch, Heinrich Boll and Christa Wolf in the light of the classical (Thucydides) and romantic (Grillparzer, Borne) traditions of consolatory oratory. Theodor Verweyen discusses the use of metonymy in Bertolt Brecht and Gottfried Benn in the light of modern analyses of classical theories this trope. Several of the modern pieces focus on the speech act and its context Rainer Schulze describes how studies of rhetoric have interacted with cognitive linguistics in the analysis of metaphors as constituents of understanding. Thomas O. Sloane mischievously argues that playing with words engenders a famil­ iarity and therefore a competence in playing with ideas—within defined playgrounds. As this brief notice has shown, the volume should be read as an un­ usually generous number of Rhetorica rather than a exploration of different aspects of a single topic (the editors wisely steer clear of an introduction). The wide range of the essays, literary critical, historical and theoretical, is a just tribute to the dedicatee's scholarship. Ceri Sullivan University of Wales, Bangor Georgia Clarke and Paul Crossley eds, Architecture and Language: Con­ structing Identity in European Architecture c. 1000—c. 1650 (Cambridge: Cambridge University Press, 2000). This volume of collected papers is noteworthy as containing the first extensive studies by art historians to acknowledge and explore the influence of teaching and theory of rhetoric on writings about architecture and on architectural practice in the Renaissance and early modern period. We have had a number of good books and articles on the influence of rhetoric on painting and on music in the Renaissance, and many works on architecture discuss political and social meanings of buildings without actually using the word rhetoric or employing rhetorical terminology, but until now we have lacked good assessments of the indebtedness of architectural treatises to Reviews 347 rhetorical invention, arrangement, and style, including viewing the classical orders of architecture in terms of rhetorical commonplaces, all of which is done in chapters of this book. The first four chapters discuss the language used by medieval writers to describe features of architectures in England, France, Italy, and Germany. It was only with Leon Battista Alberti, writing in the mid-fifteenth century, that the concepts and vocabulary of classical rhetoric entered architectural treatises. In "Architecture, Language, and Rhetoric in Alberti's De Re Aedificatoria ", Caroline van Eck shows that Alberti's source for theory and termi­ nology was not so much Vitruvius's De Architecture, as usually believed, but classical works on rhetoric by Aristotle, Cicero, Quintilian, and others. (There is an English translation of Alberti's treatise by J. Rykwert et al., published by the Harvard University Press, 1988.) Cammy Brothers then continues the subject with a chapter entitled 'Architectural Texts and Imitation in Late-Fifteenth- and Early-SixteenthCentury Rome". Debates ox er imitetio and eemuletio among Renaissance rhetoricians are echoed in architectural writing, and Brothers concludes that "the desire for authoritative models emerges from architectural treatises with increasing clarity over the course of the sixteenth century and parallels the development of an increasingly strict Ciceronianism" (p. 100). Subsequent chapters that will especially interest students of the history of rhetoric include "Sanmichelli's Architecture anti Literary Theory", by Paul Davies and David Hemsoll; "Architects and Academies: Architectural Theories of Imitetio and Literary Debates on Language and Style", by Alina A. Payne; and "The Rhetorical Model in the Formation of French Architectural Language in the Sixteenth Century: The Triumphal Arch as a Commonplace", by Yves Pauwels. Important rhetorical terms...

Suggests that it is easier to invigorate class discussion and stimulate critical thinking if students discover the constructed nature of the canon by first seeing that their notions about a “typical” Poe story have been shaped by an often invisible process of selection and exclusion.

The condition of our public discussions about literary and cultural works has much to say about the condition of our democracy and the author argues for more public discourse--in classrooms, newspapers, magazines, etc. to reclaim a public voice on national artistic matters. In this revealing study of the links among literature, rhetoric, and democracy, Rosa A. Eberly explores the public debate generated by amateur and professional readers about four controversial literary works: two that were censored in the United States and two that created conflict because they were not censored. In Citizen Critics Eberly compares the outrage sparked by the publication of James Joyce's Ulysses and Henry Miller's Tropic of Cancer with the relative quiescence that greeted the much more violent and sexually explicit content of Bret Easton Ellis's American Psychoand Andrea Dworkin's Mercy. Through a close reading of letters to the editor, reviews, media coverage, and court cases, Eberly shows how literary critics and legal experts defused censorship debates by shifting the focus from content to aesthetics and from social values to publicity. By asserting their authority to pass judgments--thus denying the authority of citizen critics--these professionals effectively removed the discussion from literary public spheres. A passionate advocate for treating reading as a public and rhetorical enterprise rather than solely as a private one, Eberly suggests the potential impact a work of literature may have on the social polity if it is brought into public forums for debate rather than removed to the exclusive rooms of literary criticism. Eberly urges educators to use their classrooms as protopublic spaces in which students can learn to make the transition from private reader to public citizen.

Review Article| January 01 2001 Increasing the Deadness Roger Sale Roger Sale Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 195–196. https://doi.org/10.1215/15314200-1-1-1951 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Roger Sale; Increasing the Deadness. Pedagogy 1 January 2001; 1 (1): 195–196. doi: https://doi.org/10.1215/15314200-1-1-1951 Download citation file: 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Longman Anthology of British Literature and the Norton Anthology of English Literature You do not currently have access to this content.

Review Article| January 01 2001 Norton and Longman Travel Separate Roads Karen Saupe Karen Saupe Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 201–207. https://doi.org/10.1215/15314200-1-1-201 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Karen Saupe; Norton and Longman Travel Separate Roads. Pedagogy 1 January 2001; 1 (1): 201–207. doi: https://doi.org/10.1215/15314200-1-1-201 Download citation file: 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Longman Anthology of British Literature and the Norton Anthology of English Literature You do not currently have access to this content.

Review Article| January 01 2001 Placing the Canon: Literary History and the Longman Anthology of British Literature George Drake George Drake Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 197–201. https://doi.org/10.1215/15314200-1-1-197 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation George Drake; Placing the Canon: Literary History and the Longman Anthology of British Literature. Pedagogy 1 January 2001; 1 (1): 197–201. doi: https://doi.org/10.1215/15314200-1-1-197 Download citation file: 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Longman Anthology of British Literature and the Norton Anthology of English Literature You do not currently have access to this content.

Notes that students can begin to learn that literature is not a dead art with no relevance to them by studying works that provide a wider context that will allow readers a new sense of the cultural milieu in which texts are written and read in conjunction with the ones in their course anthologies.

Considers how teaching John Updike’s short story “A&P” to treat issues of class and gender provides practice in reading for multiple meanings. Discusses students’ responses to the character “Sammy” and considers issues from personal response to reading the text. Notes multiple perspectives and ways of teaching “A&P.”

Argues that introducing students to literary criticism while introducing them to literature boosts their confidence and abilities to analyze literature, and increases their interest in discussing it. Describes how the author, in her college-level introductory literature course, used Shel Silverstein’s “The Giving Tree” (a children’s book) to introduce literary criticism, increase enthusiasm for literature, and build confidence in making meaning.

In the spring of 1998, Richard Leo Enos, as chair of the Lorraine Sherley lecture series, invited James Kinneavy and Linda Ferreira-Buckley to speak to the faculty and students at Texas Christian University. As a graduate student working on a dissertation involving kairos and American literature, I saw in Professor Kinneavy's arrival a significant opportunity to clarify some of the ideas I had been considering. In particular, I had read Kinneavy's article on kairos as a Neglected Concept and saw in his ideas a great potential for the integration of literary and rhetorical studies. Nonetheless, I felt Professor Kinneavy had failed to address fully the transcendental aspect of kairos (best articulated by Paul Tillich) that, I felt, was central to the type of interdisciplinary work I was interested in pursuing. When I approached Kinneavy at TCU, then, I was, truth be told, on a naive mission to right a wrong I felt he had committed. Needless to say, I was quickly disabused of my perception. Professor Kinneavy and I began a conversation on the complexities of kairos, and he carefully illustrated the significance of the term to both rhetoric and literature. Most importantly Kinneavy asserted that kairos was transcendent in that it worked across culture lines and that it offered a subtle way of addressing the situations in which rhetoric is born. Indeed, kairos, he argued, actually explained how rhetoric was born. He felt the term expressed how certain cultural movements and conditions united with special moments to create ripe times for the rhetorical act. In this way kairos was a cornerstone for rhetoric. When Professor Kinneavy left TCU, he and I began a dialogue through email and phone that culminated in the interview printed here for the first time. The interview was conducted at his home in Austin, Texas, in August 1998 and was initially meant simply as background research for my dissertation and an article I was writing. My hope for the interview was that Professor Kinneavy would expand upon his idea of kairos and that he would clarify his position in relation to those of other theorists.

All his life, Mikhail Bakhtin wanted to be known as a moral philosopher. But the strange history of his life in print-both in Soviet Russia and abroaddictated that the would appear last.1 Bakhtin began writing philosophy during the World War; his book (on Dostoevsky) was published in 1929, within months of his arrest. For him as for many exiled Russian intellectuals, the thirty years of Stalinism were one huge silence. Then Bakhtin was rediscovered; everything came out in a rush at the end of his life, starting in the 1960s, jumbled in time and dodging a lazy decrepit censorship. His fame in the West dates from 1968, for his astonishing theses about carnival (a product of his middle age). Scholars then began to attend to his earlier ideas about dialogue; and only in the past ten years has serious attention been devoted to the sober, post-neoKantian philosophy of his youth, the last writings to be translated. Bakhtin confessed that he had turned to literature because, in the Soviet climate, literary study was safer than philosophy-but without a consistent set of first principles, he said, literary criticism remained a parasitic profession upon which nothing serious could be based or built.2 In 1997 I attempted to summarize this stressful professional trajectory and its recuperation in a book on Bakhtin's First Hundred Years; here I would like to speculate on possible futures for Bakhtin Studies during the second hundred years, especially as they relate to the teaching classroom. Two areas especially are worth watching, which will be the burden of my comments today. First: since 1990 there has been a slow but steady infiltration of Bakhtin's early ethical writings into American theory and practice-a very welcome development, I think, which has already gone far to tame the embarrassing excesses of carnival and dialogism. For excess and inflation have accompanied Bakhtin's remarkable posthumous career every step of the way. The timing of that purple paperback, The Dialogic Imagination, was perfect. The year was 1980, the deep freeze of structuralism was still in effect, literary professionalism and precision was still equated with systematicity, symmetrical constructs and complex nomenclature. Then suddenly this palpably warm, erudite, chatty set of texts appeared, essays on literature that provided lots of labels-in fact, a whole taxonomy of new terms-while remaining wholly human-centered and engagingly imprecise. It could only have dazzled the stupefied American

Plato on Rhetoric and Language by Jean Nienkamp. Mahwah, NJ: Lawrence Erlbaum Associates for Hermagoras Press, 1999. 220 + ix pp. Beyond the Great Story: History as Text and Discourse by Robert F. Berkhofer, Jr. Cambridge: The Belknap Press of Harvard University Press, 1997. 381 + xii pp. Voices of the Nation: Women and Public Speech in Nineteenth‐Century American Literature and Culture by Caroline Field Levander. Cambridge: Cambridge University Press, 1998. 186 pp. The Evolution of English Prose 1700–1800: Style, Politeness, and Print Culture by Carey McIntosh. Cambridge: Cambridge University Press, 1998. 276 + xi pp.

Abstract This article explores the ways in which Romantic literary theory offers contemporary rhetoricians a balanced answer to the question of audience, . an answer that allows for prose which reflects a private vision at the same time that it strives for social transformation. In connecting Coleridge's and Keats's hostile reactions to their nineteenth‐century readers with current expressivist theories, especially the work of Peter Elbow, the need to avoid audience at certain stages in the writing process becomes apparent. Yet ultimately the most powerful writing is audience‐centered, as Shelley's A Defence of Poetry illustrates through its call for imaginative empathy.

Abstract: On Style, written by a certain Demetrius probably in the first century B.C., is an important witness to the rhetorical education of the third/second centuries B.C. It is a matter of long scholarly debate whether Demetrius intended his treatise to be a handbook of rhetoric or a work of literary criticism. Here it is argued that the public Demetrius writes his book for are pupils who have done the preliminary courses in rhetoric and have leamt to write progymnasmata. They now enter the final course on rhetoric and will compose the more difficult exercises, commonly termed declamationes.

On Style, written by a certain Demetrius probably in the first century B.C., is an important witness to the rhetorical education of the third/second centuries B.C. It is a matter of long scholarly debate whether Demetrius intended his treatise to be a handbook of rhetoric or a work of literary criticism. Here it is argued that the public Demetrius writes his book for are pupils who have done the preliminary courses in rhetoric and have learnt to write progymnasmata. They now enter the final course on rhetoric and will compose the more difficult exercises, commonly termed declamationes.

Helen Rothschild Ewald's 1993 essay, Waiting for Answerability: Bakhtin and Composition Studies, attempts to consolidate and redirect nearly a decade's appropriation of Bakhtin's work in composition studies. Its ambition to provide an authoritative map of and a new direction to Bakhtinian composition studies has been fulfilled in both its original place of publication and in its recent republication as the culminating essay in the first collection of landmark essays on Bakhtin, rhetoric, and (Farmer). While demonstrating the widespread use of Bakhtin in the field, Ewald characterizes this work as predominantly social-constructionist and heralds a new ethical emphasis that might be drawn from his earlier work on answerability. With heavy irony she deprecates how handy (332, 337) Bakhtin's work has been to a range of social-constructionist writers but chooses not to undertake a direct refutation of their claims. Instead, she chooses to suggest some teaching practices as part of a general reorientation of composition studies that would focus on and examine our specific situational responses to ethical issues that arise when we engage in or the teaching of writing (345). Connecting with a crossdisciplinary revival of inquiry into ethical issues, Ewald's intervention could be taken to herald an important ethical turn in Bakhtinian composition studies. Ewald necessarily draws much of her account of Bakhtin's early themes of ethics and answerability, as she acknowledges, from Gary Saul Morson and Caryl Emerson, Slavicists who have provided the most extensive and authoritative reading of Bakhtin to date and joined vigorously in the revival of ethical issues in literary criticism. Ewald shares not only their emphasis in Mikhail Bakhtin: Creation of a Prosaics on the superior authenticity and ethical seriousness of Bakhtin's early work but also their impatience with readers of his work who have confined their interest to his socially oriented theories of dialogue and carnival. Like Morson and Emerson, she eschews refutation of these readers but identifies herself with a more serious and worthy future line of inquiry into answerability in the ethical sense of individual accountability as

To understand the history of English, Ross Winterowd insists, one must understand how literary studies, composition-rhetoric studies, influential textbooks interrelate. Stressing the interrelationship among these three forces, Winterowd presents a history of English studies in the university since the Enlightenment.Winterowd s history is unique in three ways. First, it tells the whole story of English studies: it does not separate the history of literary studies from that of composition-rhetoric studies, nor can it if it is going to be an authentic history. Second, it traces the massive influence on English studies exerted by textbooks such as Adventures in Literature, Understanding Poetry, English in Action, and the Harbrace College Handbook. Finally, Winterowd himself is very much a part of the story, a partisan with more than forty years of service to the discipline, not simply a disinterested scholar searching for the truth.After demonstrating that literary studies literary scholars are products of Romantic epistemology values, Winterowd further invites controversy by reinterpreting the Romantic legacy inherited by English departments. His reinterpretation of major literary figures theory, too, invites discussion, possibly argument. And by directly contradicting current histories of composition-rhetoric that allow for no points of contact with literature, Winterowd intensifies the argument by explaining the development of composition-rhetoric from the standpoint of literature literary theory.

Describes the role of class discussion and a teacher’s particular discourse moves in the development of an inclusive learning culture in a high school English literature course with a rigorous academic curriculum. Focuses on how the teacher transformed previously tracked gifted and talented and general students’ understandings of what counted as being a reader while negotiating collaboration.

Offers a 30-year retrospective on the evolution of a researcher and of the field of English teaching. Discusses the tradition of scholarship that seeks to ground its approaches to teaching and learning in the best of their understandings of language use and language learning, drawing broadly on rhetoric, linguistics, sociology, literary criticism, cognitive science, and anthropology.

Robert Scholes. The Rise and Fall of English: Reconstructing English as a Discipline. New Haven and London: Yale University Press, 1998. Pp. Xiv + 203. Sharon Crowley. Composition in the University: Historical and Polemical Essays. Pittsburgh: Pittsburgh University Press, 1998. Xi + 306 pages. W. Ross Winterowd. The English Department: A Personal and Institutional History. Carbondale: Southern Illinois University Press, 1998. Xii + 261. Molly Meijer Wertheimer, ed. Listening to Their Voices: The Rhetorical Activities of Historical Women. Columbia: University of South Carolina Press, 1997. 408 pages. $47.50 cloth; $24.95 paper. Mary Lynch Kennedy, ed. Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies. Westport, Connecticut: Greenwood Press, 1998. 405 pages. John Schilb. Between the Lines: Relating Composition Theory and Literary Theory. Portsmouth: Boynton/Cook, 1996. Xv + 247. Hephzibah Roskelly and Kate Ronald. Reason to Believe: Romanticism, Pragmatism, and The Teaching of Writing. Albany, NY: State U of New York P, 1998. xiv + 187 pages. Thomas Newkirk. The Performance of Self in Student Writing. Portsmouth, NH: Boynton/Cook Heinemann, 1997. xiii + 107 pages. Kay Halasek. A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies. Southern Illinois University Press, 1999. 223 pages.

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

RHETORICA 96 Don Paul Abbot, Rhetoric in the New World: Rhetorical Theory and Practice in Colonial Spanish America, (Columbia, University of South Carolina Press, 1997) xiii + 135pp. The study and practice of rhetoric were at the center of all representations, interpretations and debates in colonial Spanish America. Readings and criticisms of the cultural production of the colonial period, since just before the Quintencenary celebration in 1992 and after, have shed light on diverse aspects of history, culture and society. However, these critical assessments have only superficially confronted the use and transformation of the precepts of the European rhetorical tradition across the Atlantic. In colonial Spanish America, rhetoric offered the theories behind the evangelization project and the rules to follow in the most important political debates of the period. Don Paul Abbot's contribution to colonial studies and the history of rhetoric in America, Rhetoric in the New World, looks at how Spanish, Amerindian and Mestizo rhetoricians challenged the classical tradition and offer a new perspective on secular and religious historical writing, the theory behind it, and culture. Spanish and Mestizo scholars gave continuity and provided a new perspective in theory and practice to Renaissance humanism and the rhetorical tradition. Abbot addresses this important problem, successfully demonstrating the important role of and adjustments made to ancient concepts in the practice of writing theory, considering the different addressees, and more important, the project of representation, translation and interpretation of the Amerindian culture. The texts under review in Abbot's book provide a crosssection of some important writers and intellectuals during the early colonial period. He discusses the works of Fray Luis de Granada, Bernardino de Sahagún, Diego Valadés, Fray Bartolomé de las Casas, José de Acosta, Inca Garcilaso de la Vega and José de Arriaga. The context to the transmission of the precepts of rhetoric from Spain to the New World is provided in an insightful manner with a study of the lesser known Breve tratado, by Fray Luis de Granada, one of the most important ascetic writers, Reviews 97 mystics and celebrated preachers in Spain during the sixteenth century. This is the first rhetorical treatise intended for missionaries converting people from the East and West Indies. Studies of other rhetorical guides are found in the chapters on Fray Diego Valadés (ch.3), Bartolomé de las Casas and José de Acosta (ch.4) and José de Arriaga (ch.6). The study of Bernardino de Sahagún's General History of New Spain is one of the most important chapters of this book. Sahagún's text inserts a considerable range of reflections of the spiritual conquest of New Spain, and also reveals to the western world a survey of all aspects of Mexican religion, society and natural philosophy. The Amerindian contribution to the rhetorical tradition in Latin America is found in the huehuehlahtolli. These were the speeches delivered by the learned men, "the speeches of the elders". Abbot also studies the use and influence of the European rhetorical tradition in the readings and interpretations by this historian of the huehuehlahtolli. Abbot provides a much needed comprehensive and detailed examination of the theories and practice of rhetoric during the sixteenth and seventeenth century in Spanish America. He is successful in two important tasks: finding the points of contact and rupture between the European rhetorical tradition and the new emerging ideas about writing, oratory, and theory in the New World, and linking rhetorical theory to experiential knowledge and cultural understanding provided in colonial texts. SANTA ARIAS Florida State University Robert Crawford ed., The Scottish Invention of English Literature (Cambridge: Cambridge University Press, 1998) 259 pp. This collection of articles presents a counter-narrative to previous histories of English Studies that have ignored the crucial role of Scotland in the institutionalization of English as a modem discipline. As the title suggests, the twelve articles in the volume use a variety of approaches to develop the thesis that "English Literature as a university subject is a Scottish invention" and to ...

Describes how a teacher of a college introductory-literature course used role-playing, a talk-show format, and reader-audience participation to help students make collaborative meaning for, and to promote students’ active engagement with a Flannery O’Connor short story.

Discusses the experience of the author (a college teacher) as a student in another teacher’s Native-American literature course. Looks at the classroom from both sides of the desk, assessing the course, evaluating her own learning experience, and gaining new perspectives on today’s two-year college students.

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

Describes a vocabulary activity the author uses in first-year composition classes which is effective, interesting, and fun for students who write an ongoing serialized short story with required vocabulary words chosen weekly from assigned student readings.

Presents a second discography (of compact disks only) which lists American literature (primarily poetry) set to music. Notes two publications that may be of use to those well–versed in literature but less knowledgeable about music.

Commentary: My intent in doing this project was to illustrate that an archaeological site as (apparently) obscure as the Amphiareion of Oropos holds a wealth of evidence about the nature and practice of rhetorical contests. Indirectly, I also hoped to illustrate that developing new methods of analysis through “field work” in classical rhetoric complements conventional arm-chair research - characteristic of literary analysis - as a source of primary evidence. The study opportunities and support that I received in 1974 and 1977 from the American School of Classical Studies at Athens and the Greek Ministry of Science and Culture convinced me that the Amphiareion would be appropriate for study. The Amphiareion was small enough for an in-depth examination and large enough to be known by ancient geographers such as Pausanias. From 1977 to 1985 I analyzed the information I had gathered about the site: the inscriptions my wife, Jane Helppie, and I had photographed and drawn on our field trips, the commentary of ancient sources, and the results of archaeological excavations under Basil Petracos and the Greek Archaeological Service. This study reveals that rhetoric was practiced at locations other than prominent centers such as Athens and that these practices were sustained for centuries. In the future I plan to visit other larger and better known sites in order to continue the search for information that provides the basis for a richer understanding of the history of written communication in Greece.

Presents six short descriptions of activities for the first day of class, involving thinking critically from day one; reading and responding to each other’s work; getting to know each other to develop class cohesion; promoting class participation; posing problems in an American literature survey course; and integrating a syllabus review with a writing activity.

Ponders F. Scott Fitzgerald’s essays about his "crack-up" and relates them to the many complex aspects of the struggles of a teacher using post-structural literary theory and teaching two-year college students.

Describes how one professor uses a classroom trial (based on Hemingway’s short story "The Short Happy Life of Francis Macomber") to prepare students for writing analytical essays about the story by teaching them to interrogate the text and by helping to cure the weaknesses of text-reticence and dubious deduction.

RHETORICA 236 Thomas P. Miller, The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces, (Pittsburgh: Pittsburgh University Press, 1997), x + 345 pp. Thomas Miller's excellent work The Formation of College English examines a strand in the development of English studies—the civic domain of rhetoric—neglected in other important histories of the discipline: Gerald Graff's Professing English Literature: An Institutional History (Chicago: University of Chicago Press, 1987), Franklin Court's Institutionalizing English Literature (Stanford: Stanford University Press, 1992), and Robert Crawford's Devolving English Literature (Oxford: Clarendon Press, 1992). In the role of respondent to the 1997 Conference on College Composition and Communication session "Octalog II: The (Continuing) Politics of Historiography", Miller stressed the "civic sense of the work that lies before us" as historiographers of the discipline of composition and rhetoric. In particular, he praised historical research based on a "civic philosophy of teaching that links critical understanding with collaborative action toward social justice" and applauded archival work "that take[s] up the project of reconstituting the experiences of those who have been erased from accounts of the dominant tradition." In The Formation of College English, Miller "takes up" the little examined "provincial traditions that introduced modem history, politics, rhetoric, literature, and science into the college curriculum as case studies of how the teaching of culture functions as a means of social reproduction and transformation" (p. 19). He offers a comprehensive and unique treatment of territory introduced in recent institutional accounts of the development of American classes in rhetoric/composition, including Nan Johnson's Nineteenth-Century Rhetoric in American Colleges (Carbondale: Southern Illinois University Press, 1992) and Winifred Bryan Homer's Nineteenth-Century Rhetoric: The American Connection (Carbondale: Southern Illinois University Press, 1993). Miller asks "from a historical perspective, what then are the practical values of rhetoric and composition?" (p. 285). The answer: studying parallels between "historical situations" leads to Henry Giroux's conception of "teachers as transformative intellectuals" who strive for self-awareness and view "education as a public discourse" (p. Reviews 237 288). Beginning with an examination of the "civic domain, where rhetoric concerns itself with popular values in political action," Miller applies key concepts defining Antonio Gramsci's rhetorical theory ("civil society," "cosmopolitanism," "organic and traditional intellectuals") to his exploration of "how the humanities can prepare students to become productively involved in political debates over popular values in practical action" (p. 7). In the first chapter, Miller points to print economy and the resulting expansion of the reading public as the driving force responsible for effacing rhetoric: "Professors...de-emphasized the composition of public discourse and concentrated on teaching taste to adapt higher education to the mission of instilling a common culture in the reading public" (pp. 60-61). In chapter two, Miller examines the role of professors at the elite English universities, the "antiquarians who divorced the learned tradition from the needs of contemporary learners", in an attempt to preserve English culture against change (p. 64). Conversely, the utilitarian approach to education characteristic of the dissenting academies and subsequently the provincial colleges introduced modem culture into higher education. The new pedagogy at these institutions was based on the belief that "free inquiry would advance liberal reform, economic progress, and rational religion" (p. 85). The next three chapters closely examine the development of the "new rhetoric" at: the Dissenting Academies, which encouraged students to assume a critical perspective on received beliefs; the provincial Scottish Universities, which reformed the university curriculum against a critical reexamination of classicism; and the colonial Irish "contact zones", where outsiders had to teach themselves the proprieties of English taste and usage. Miller's investigation of the classical tradition in Ireland, focusing on the elocutionary movement and English studies outside the university, represents a novel and fascinating contribution to rhetorical studies of this period. Miller devotes the following chapters to closely appraising the contributions to rhetorical theory and practice of perhaps the three most influential figures and movements of the period—Adam Smith and the rhetoric of a commercial society, George Campbell and the "science of man", and Hugh Blair and the rhetoric of belles lettres. In the final chapter, Miller examines the expansion of higher...

Discusses Margaret Atwood’s "provocative and funny" short story "Rape Fantasies," and describes how, when teaching this story the author encourages students to sympathize with Estelle (the narrator) before they judge her (instead of rushing to achieve closure and begin interpretation).

Suggests that doing literary criticism is how teachers and students hear other voices as they read, instead of projections of themselves. Espouses the study of style as the vehicle of literary criticism. Proposes a definition of style.