By focusing on local problems or issues, student writers can craft research essays that exemplify civic engagement, a practice that reaffirms composition tradition from classical rhetoric and the educational philosophy of John Dewey.

This article analyzes the statements on plain style made by Royal Society writers and seventeenth-century women writers. Using scholarship in feminist rhetorical theory, the article concludes that Royal Society plain stylists constructed scientific discourse as a masculine form of discourse by purging elements that were associated with femininity, such as emotional appeals. The article also discusses how women writers, particularly Margaret Cavendish, embraced a plain style more out of concern for their audience than out of a desire to eliminate undesirable feminine attributes. The implications of this historical study for understanding of current practice are noted.

Genetic medicine, which consists mostly of screening tests for certain heritable diseases but may soon include treatment for heritable diseases based on molecular genetics, is made possible by two critical junctures in the textual representation of medical subjects. The first is the transformation of organic human genetic material into computationally sophisticated data, and the second is the subsequent conversion of these vast quantities of genetic data into intellectual property through gene patenting and screening-test marketing. This article examines these representational changes in medical subjects through an intertextual and rhetorical analysis of the documentation surrounding the discovery, patenting, and marketing of the breast cancer susceptibility gene BRCA1 by the biotechnology company Myriad Genetics. It identifies the impact of these changes on the analysis of the risks and benefits associated with screening for heritable diseases.

During his long scholarly career, Kenneth Burke interacted with numerous other important twentieth-century thinkers. Several of these relationships have been documented and studied through article- and book-length projects. However, Burke's long correspondence with prominent folklorist and sociolinguist Dell Hymes, while mentioned by some Burke scholars, has not been extensively explored. This article examines their written correspondence and elements of their published works and argues that Burke's articulation of key rhetorical concepts—especially "identification"—figures large in Hymes's early articulation of the basis of sociolinguistic study.

Research Article| January 01 2005 Aristotle’s Phantasia in the Rhetoric: Lexis, Appearance, and the Epideictic Function of Discourse Ned O'Gorman Ned O'Gorman Search for other works by this author on: This Site Google Philosophy & Rhetoric (2005) 38 (1): 16–40. https://doi.org/10.2307/40238199 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ned O'Gorman; Aristotle’s Phantasia in the Rhetoric: Lexis, Appearance, and the Epideictic Function of Discourse. Philosophy & Rhetoric 1 January 2005; 38 (1): 16–40. doi: https://doi.org/10.2307/40238199 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 All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2004 The Pennsylvania State University2004The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2005 Kenneth Burke, John Dewey, and the Pursuit of the Public Paul Stob Paul Stob Search for other works by this author on: This Site Google Philosophy & Rhetoric (2005) 38 (3): 226–247. https://doi.org/10.2307/40238218 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Paul Stob; Kenneth Burke, John Dewey, and the Pursuit of the Public. Philosophy & Rhetoric 1 January 2005; 38 (3): 226–247. doi: https://doi.org/10.2307/40238218 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 All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2005 The Pennsylvania State University2005The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2005 “Listening to Reason”: The Role of Persuasion in Aristotle’s Account of Praise, Blame, and the Voluntary Allen Speight Allen Speight Search for other works by this author on: This Site Google Philosophy & Rhetoric (2005) 38 (3): 213–225. https://doi.org/10.2307/40238217 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Allen Speight; “Listening to Reason”: The Role of Persuasion in Aristotle’s Account of Praise, Blame, and the Voluntary. Philosophy & Rhetoric 1 January 2005; 38 (3): 213–225. doi: https://doi.org/10.2307/40238217 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 All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2005 The Pennsylvania State University2005The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| January 01 2005 Aristotle on False Reasoning: Language and the World in the Sophistical Refutations Aristotle on False Reasoning: Language and the World in the Sophistical RefutationsSchreiber, Scott Marina Berzins McCoy Marina Berzins McCoy Search for other works by this author on: This Site Google Philosophy & Rhetoric (2005) 38 (1): 92–95. https://doi.org/10.2307/40238204 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Marina Berzins McCoy; Aristotle on False Reasoning: Language and the World in the Sophistical Refutations. Philosophy & Rhetoric 1 January 2005; 38 (1): 92–95. doi: https://doi.org/10.2307/40238204 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 All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2004 The Pennsylvania State University2004The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2005 Reading Logos as Speech: Heidegger, Aristotle and Rhetorical Politics Stuart Elden Stuart Elden Search for other works by this author on: This Site Google Philosophy & Rhetoric (2005) 38 (4): 281–301. https://doi.org/10.2307/40238270 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Stuart Elden; Reading Logos as Speech: Heidegger, Aristotle and Rhetorical Politics. Philosophy & Rhetoric 1 January 2005; 38 (4): 281–301. doi: https://doi.org/10.2307/40238270 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 All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2005 The Pennsylvania State University2005The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Abstract I identify three modern approaches used to theorize epideictic rhetoric and suggest that each approach has difficulty dealing with the category of presence assigned to the genre by Aristotle. Drawing on Thucydides and, through him, Pericles' funeral oration, I suggest that Jacques Derrida's funeral speeches provide a way of rethinking the epideictic genre's presence as rhetorical ethics. More specifically, I argue that the function of presence in epideictic rhetoric is to provide an ethical interruption, and that Derrida, as one of our most accomplished funeral orators, helps us clarify the category of presence as it is described in Aristotle's and Thucydides' discussions of epideictic oratory.

In this essay, I analyze Kenneth Burke’s Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire’s conception of praxis. I argue that Burke’s theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time “when war is always threatening.”

In this essay, I analyze Kenneth Burke's Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire's conception of praxis. I argue that Burke's theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time when war is always threatening.:'

My article traces the development, chronicles the impact, and explains the essence of Herbert Spencer's “The Philosophy of Style” (1852). Spencer's essay has had a significant influence on stylistics, especially in scientific and technical communication. Although in our generation Spencer's contribution to stylistics is not widely remembered, it ought to be. His single essay on this subject was seminal to modern theories about effective communication, not because it introduced new knowledge but because it was such a rhetorically astute synthesis of stylistic lore, designed to connect traditional rhetorical theory with 19th-century ideas about science, technology, and evolution. It was also influential because it was part of Spencer's grand “synthetic philosophy,” a prodigious body of books and essays that made him one of the most prominent thinkers of his time. Spencer's “Philosophy of Style” carried the day, and many following decades, with its description of the human mind as a symbol-processing machine, with its description of cognitive and affective dimensions of communication, and with its scientifically considered distillation of the fundamental components of effective style. We should read Spencer's essay and understand its impact not so much because we expect it to teach us new things about good style, but precisely because: 1) it's at the root of some very important concepts now familiar to us; 2) it synthesizes these concepts so impressively; 3) we can use it heuristically as we continue thinking about style; and 4) it provides a compact, accessible touchstone for exploring—with students, clients, and colleagues—the techniques of effective style for scientific and technical communication.

While it has become increasingly commonplace to claim Kenneth Burke as a proto-ecocritic, the question of how his thinking and criticism was influenced by the science of ecology has not been addressed. This article places Attitudes toward History, the work in which Burke first mentions ecology by name, back within ecological conversations of the mid 1930s and argues not only that the science of ecology was fairly well known to Burke and his contemporaries but that ecological rhetoric saturates Attitudes toward History; in particular, it underlies Burke's critique of efficiency and his idea of the "comic frame."

Abstract Although conventional views about nineteenth‐century rhetoric highlight a shift from oratory to composition and from classical rhetoric with origins in Cicero and Quintilian to a "new" rhetoric with origins in Campbell, Blair, and Whately (with an attendant loss of scholarship and quality), William C. Robinson's Forensic Oratory (1893) can be grouped with a growing number of works that complicate such views. Robinson continues to emphasize oratory and to derive his theory from Cicero and Quintilian, using a complex of ideas called "uniformitarianism" to justify his direct appropriation of classical ideas. The resulting rhetoric lacks neither responsible scholarship nor high quality.

This essay engages two contemporary views as to the authorial purposes of the Rhetoric. Advocates of one view maintain that Aristotle valued democracy and understood rhetoric to be a form of positive civic or democratic discourse and that the Rhetoric was written to express this view, while others suggest that Aristotle's purpose in writing the Rhetoric was to instruct members of the Academy and Lyceum in the "necessary evil" of using rhetoric to deal with the ignorant masses. In response, I demonstrate that the first view is clearly not supported by the Aristotelian texts and that the second view needs to expand the contexts within which the Rhetoric is understood to include the long and turbulent transmission and editorial history of the Aristotelian corpus before any purpose or intent can be ascribed to Aristotle without so much qualification as to make the ascription essentially meaningless.

Approved by the CCCC Executive Committee February 25, 2004 Increasingly, classes and programs in writing require that students compose digitally. Such writing occurs both in conventional “face-to-face” classrooms and in classes and programs that are delivered at a distance. The expression “composing digitally” can refer to a myriad of practices. In its simplest form, such writing can refer to a “mixed media” writing practice, the kind that occurs when students compose at a computer screen, using a word processor, so that they can submit the writing in print (Moran). Such writing may not utilize the formatting conventions such as italics and bold facing available on a word processor; alternatively, such writing often includes sophisticated formatting as well as hypertextual links.

By emphasizing the negative meanings of words, ignoring variations in translations, and quoting out of context, Steven B. Katz has argued in an influential article that an “ethic of expediency … underlies technical communication and deliberative rhetoric, and by extension writing pedagogy and practice based on it.” Katz's assertion misrepresents the motive of technical communication and its pedagogy, and it brings discredit to the professions of technical communication and the teaching of technical communication. His attempt to discredit the motive of technical communication is part of a two-millennia-long contest for status between intellectuals and the working classes, and it creates unnecessary mistrust at a time in history when people must focus even more on cooperating socially in order to sustain democratic cultures and our physical environment for future generations.

Focusing on the references to women and the feminine in The Second Philippic Against Antony, I argue that Cicero's female allusions open up a rhetorical space that exposes the subtle tensions within the Roman social dynamic of men and women. This historically contextualized rhetorical analysis offers a complex understanding of Roman women as both historical entities and rhetorical representations. The article illustrates the importance of understanding not only women in the rhetorical tradition but also mythical portrayals of women as an argumentative strategy. 1

Quintilian is known primarily as an advocate of a pedagogical system grounded in imitation. But in Book XII of the Institutio Oratoria, Quintilian states that he has left the work of his predecessors behind and, further, that he is offering an original contribution to the rhetorical tradition. Quintilian's claims of originality and proprietary interest throughout his texts demonstrate that he is continually announcing himself as an author, in surprisingly modern terms. This paper argues that Quintilian honors his own demand that the ideal rhetor move beyond quotation and canny arrangement of his predecessors' work.

Abstract A Rhetoric of Motives is Kenneth Burke's only published work to consistently focus upon the subject of race. Although encouraged by the book's topic, this treatment was significantly shaped by Burke's friendship with African American novelist and critic, Ralph Ellison. Consequently, this essay offers one history of Burke's Rhetoric, drawing on both published work and unpublished correspondence between and concerning these two men. Based upon these materials, I isolate three texts as the central moments of the Burke/Ellison dialogue on race: Ellison's essay, “Richard Wright's Blues,”; Ellison's letter to Burke of November 23, 1945, and, finally. Burke's A Rhetoric of Motives.

(2003). Review of Technical Communication, Deliberative Rhetoric, and Environmental Discourse: Connections and Directions. Technical Communication Quarterly: Vol. 12, No. 2, pp. 234-236.

This study investigates the practice of presenting multiple supporting examples in parallel form. The elements of parallelism and its use in argument were first illustrated by Aristotle. Although real texts may depart from the ideal form for presenting multiple examples, rhetorical theory offers a rationale for minimal, parallel presentation. The form for presenting data can also influence the way it is observed and selected, as the case of the Linnaean template for species grouping illustrates. Parallel presentation is not limited to verbal phrasing. Arranging data in tables, typical in scientific discourse, satisfies the same requirements for minimal, equivalent presentation of evidence. Arranging representational or iconic images in rows or arrays is yet another mode for the parallel presentation of evidence, although this mode has a recent history. A cognitive rationale can perhaps explain the use of parallelism to present multiple supporting examples.

Abstract Burke's famous performance at the First American Writers’ Congress in 1935 should be understood in relation to its occasion. The Congress was held to enlist the services of writers in creating a broad Popular Front, or People's Front, to encourage social change, so Burke's recommendation that “the people”; ought to be substituted for “the worker”; in Communist Party symbolism—that “propaganda by inclusion”; ought to succeed “propaganda by exclusion “—was actually in moderate keeping with the Congress’ broad aim. Though his recommendation was resisted by some, Burke was actually not so much marginalized by the Congress as identified with its controversies.

The first part of this article shows that research in the history of technical communication has increased in quantity and sophistication over the last 20 years. Scholarship that describes how to teach with that information, however, has not followed, even though teaching the history of the field is a need recognized by several scholars. The article provides and defends four guidelines as a foundation to study ways to incorporate history into classroom lessons: 1) maintain a continued research interest in teaching history; 2) limit to technical rather than scientific discourse; 3) focus on English-language texts; and 4) focus on American texts, authors, and practices. The second part of the essay works within the guidelines to show a lesson that contrasts technical texts by Benjamin Franklin and Herbert Hoover. The lesson can help students see the difference in technical writing before and after the Industrial Revolution, a difference that mirrors their own transition from the university to the workforce.

Abstract The study of emotion has regained prominence in the fields of psychology and rhetoric. Despite this interest, little has been written about the art of making an emotional appeal. This essay focuses on the writing of Quintilian, in particular Book VI of his Institutes of Oratory, in an effort to describe his theory of emotional appeal, and to see whether it has relevance today. The essay presents Quintilian's theory in the form of "rules."

Homer's Iliad is an epic story about human character, which predates the Aristotelian lectures by some four hundred years. While classical scholars have always valued Aristotle's notion of ethos as a primary factor in persuasion, few have traced this concept to this earlier period. Following a close analysis of speeches in the Iliad, this examination attempts to reconstruct what Homer's theory of character might have looked like. While Aristotle seems to have understood character much differently than did Homer, enough evidence exists to suggest that Aristotle may have embraced Homer's Iliad and the story it tells about the importance of age, social convention, and the heroic.

Abstract This essay argues that the construction of the 18th and 19th century British rhetorical theories and canon was strongly influenced by the debates between Catholic (or Anglo‐Catholic) traditionalists and Protestant critics over religious hermeneutics, by examining three specific cases, the Phalaris controversy, definitions of the enthymeme, and the reception history of the Rhetorica ad Alexandrum. The major figures discussed are Richard Bentley, William Temple, John Gillies, Edward Copleston, Sydney Smith, Richard Whately, James Hessey, and William Hamilton. Notes Research for this study has been supported by many sources, including a fellowship at the Tanner Humanities Center of the University of Utah, a Rocky Mountain MLA Huntington fellowship, and a First Year Assistant Professor grant from Florida State University. An NEH Summer 2002 Seminar, "The Reform of Reason,"; which I co‐directed with Jan Swearingen, provided an opportunity to revise this essay, and I owe thanks to both the NEH and the fifteen seminar participants. I also owe thanks to several libraries, including the Bodleian Library, the British Library, Cambridge University Library, Folger Shakespeare Library, Huntington Library, Rylands Library, St. Deiniol's Library, and the ILL staffs of Montana State University and Florida State University libraries. I also would like to thank Marilyn Faulkenburg, Thomas Miller, Christopher Stray, Jan Swearingen, and Karen Whedbee for many useful comments.

Explores a connection that inhered in ancient practices, a connection not as apparently relevant to contemporary pedagogy, but just might be: that between rhetorical training and athletic training. Looks at two considerations that help render more salient the cultural and historical connections. Discusses how the sophists emphasized the materiality of learning, the corporeal acquisition of rhetorical movements through rhythm, repetition, and response.

or rhetoric and composition, the last decade of the twentieth century might be deemed Return of the Ancients. In many ways, contemporary scholars have taken up an earlier resurgence of the ancients, one that began decades earlier with what have since become standard historical treatments of the ancients (Kennedy, Kerferd, and Guthrie), and, perhaps most notably, in 1972, when Rosamond Kent Sprague's volume The Older Sophists made available the sophistic fragments in translation for the first time. But recent work aims to be more connective: rather than writing history for the sake of history, scholars such as Janet Atwill, Richard Enos, Susan Jarratt, John Poulakos, Takis Poulakos, Kathleen Welch, Victor Vitanza, and most recently Jeffrey Walker (Rhetoric) have reclaimed, refigured, and reread Aristotle, Isocrates, and the sophists, delineating ways in which these ancient figures might help us reframe or reconsider contemporary debates about pedagogy. The connections to feminism (arratt), cultural studies (T. Poulakos and Welch), postmodernism (Vitanza and Atwill) and the liberal arts (Atwill and Walker) have been convincing enough to spark renewed and broadened interest in how the ancients conceptualized rhetoric, how they taught, what they did. In many ways what follows is also a return to the ancients, but rather than attempt to connect the ancients to discourse already in circulation-an important task, to be sure-I want to instead explore a connection that inhered in ancient practices, a connection that isn't as apparently relevant to contemporary pedagogy, but as I will suggest just might be: that between rhetorical training and athletic training. It is important to note at the outset, as many writers have pointed out (for

This essay suggests that readers of Aristotle's Rhetoric should take a broader view than is usually applied to understanding the book. Specifically, the reader is asked to explore Aristotle's other works to identify his metarhetoric-that is, Aristotle's notion of the prior knowledges a rhetor needs to have in order to be rhetorical. The essay employs four examples from Aristotle's On Memory and Recollection to demonstrate how ideas from even one of his other books can enhance our comprehension of the Rhetoric. It concludes with a suggested plan for studying Aristotle's metarhetoric.

This article compares three rhetorical approaches to accident analysis: materialist, classical, and constructivist. The focal points for comparison are the two accident reports issued by the National Transportation Safety Board (NTSB)—reports that attempted (and failed) to persuade the Chicago Transit Authority (CTA) to change a problematic policy about rail communication alongside its technology for rail communication. The central question the article asks is, How can rhetorical theory help explain the CTA”s inaction, which ultimately led to property damage, injury, and death? Classical and constructivist approaches, emphasizing rational deliberation between equals, on one hand, and the social construction of technical knowledge between professionals, on the other, offer plausible explanations for what went wrong. But only the materialist approach appears capable of discerning the ideological nature of the CTA”s resistance to the NTSB”s recommendations.

Research Article| January 01 2002 Using Historical Practices to Teach Rhetorical Theory Wade Mahon Wade Mahon Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 61–78. https://doi.org/10.1215/15314200-2-1-61 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Wade Mahon; Using Historical Practices to Teach Rhetorical Theory. Pedagogy 1 January 2002; 2 (1): 61–78. doi: https://doi.org/10.1215/15314200-2-1-61 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 Issue Section: Cluster on Technology You do not currently have access to this content.

Abstract This article examines two texts important in American rhetorical history, Caleb Bingham's 1794 American Preceptor and Eliphalet Pearson's 1802 abridgment of Blair's Lectures. These schoolbooks challenge accepted historiographies of late eighteenth‐ and early nineteenth‐century rhetoric in two ways: they demonstrate that neoclassicism encompassed a much greater variety of ancient figures and texts than is usually presumed, and they suggest that neoclassical rhetorics operated within a more complicated sociopolitical milieu than is commonly understood. Bingham and Pearson emerge as key figures in early American rhetorical history and their books prompt reconsideration of American neoclassicism.

Abstract At Rhetoric 3.12 Aristotle describes differences between a “written”; style, which he associates with the epideictic genre, and a “debating”; style suited to deliberative and forensic oratory. This paper argues that this seemingly unproblematic distinction constitutes a crucial indicator of the orientation of Aristotle's style theory as a whole. Passages throughout Rhetoric 3.1–12 offer precepts oriented toward the medium of writing and the reading of texts‐that is, they describe a specifically “written “ style of prose. In contrast, Aristotle largely neglects the agonistic style of practical oratory, a fact that can be taken as another indication of the literary, and literate, bias pervading Aristotle's account of prose lexis. In addition to disclosing nuances in the text of Rhetoric 3, this study contributes to our understanding of the ways in which early rhetorical theory responds to and is constrained by the circumstances of written composition and oratorical performance.

Abstract All but ignored by historians of rhetoric, Quintilian ‘s meditations on improvisation not only allow us to situate the Institutio Oratoria more firmly in its historical context but also require us to confront issues of performance, issues which (again) have been largely overlooked in historical studies of rhetoric. Quintilian's many references to extemporaneous speech participate in a broader argument the author advances against what he sees as the unscrupulous activities of the delatores (informers working in the service of the Emperors) and the theory of oratory implicit in their oratorical practices. In particular, Quintilian uses the topic of improvisation as an argumentative vehicle to reject the dependence of the delatores on natural ability, to parody their artless attempts at extemporization, and to promote his own educational program based on study, training, and art. Quintilian's discussion of improvisation also invites consideration of oratorical performance: the occasions upon which an orator should switch from a scripted to an improvised mode of performance, the psychological and affective experience of the orator who speaks extemporaneously, and the response of listeners who (according to Quintilian) regard the extemporized oration as more credible, more engaging, and more authentic than the one prepared in advance. For Quintilian, improvisation is the mode of performance to which all oratory should aspire.

Argues that Kenneth Burke used “The Interpretation of Dreams,” as well as other works by Sigmund Freud, as a lesson on reading, taking over the central tropes of dreamwork and making them broadly dialectical rather than strictly psychoanalytic terms. Suggests that Freud’s “tropology” of dreaming is crucial for reading Burke.

Abstract It has generally been assumed that Aristotle's Rhetoric was unknown or insignificant in nineteenth century England. This article shows that it was an important text in the period and argues that the pattern of publication of translations, editions, and student aids concerning Aristotle's Rhetoric reflects a pedagogical movement beginning with a broadly humanistic tradition of the Noetic school at Oriel College, Oxford at the beginning of the nineteenth century and ending with a more philologically oriented approach at Cambridge towards the end of the century. Among the authors discussed are John Gillies, Thomas Taylor, Edward Copleston, Richard Whately, Prime Minister Gladstone, Daniel Crimmin, Theodore Buckley, James Hessey, James Rogers, Richard Claverhouse Jebb, Edward Cope, and J. E. C. Welledon.

The purpose of this study is to describe the intermediate forms of children’s informational and story compositions across the elementary grades. Two hundred twenty-two informational texts and 222 story texts were collected from 2 classes of each grade level, K–5, in a suburban, middle- to upper-middle-class school in a large district. These texts were analyzed for sophistication in macro-level organization including global elements, grammars of story and information genres (e.g., setting, initiating event, etc. for story, and topic orientation, characteristic attributes, etc. for information), and global structures (e.g., visual diagrams of content relationships). Findings indicate that even the youngest children differentiated between the genres with over half of all kindergartners and first graders producing texts classified at some level of organizational complexity above labels and statements. By second grade all but a few children did so. The youngest writers’ readings of their productions of labels, genre-specific statements, and more complex information and story texts provide insights into the beginnings of written genre knowledge development for this suburban group of children. Texts produced across the grades offer additional insights into children’s developing control of story and informational writing. The intermediate forms are considered as a possible framework of story and informational writing development for children in this particular mainstream context.

In spite of the continuing influence of Aristotle's Rhetoric on the discipline of rhetoric, no widespread agreement exists about whether the text is a systematic treatise about the tekhne (art) of rhetoric or a disconnected set of lecture notes. A significant piece of the puzzle belongs to Aristotle's metaphorical definitions of rhetoric in Book I of that text. Although scholarly efforts to interpret these definitions have informed our understanding of the text, they have done so without fully addressing how these definitions function within the text. This article affers a new approach to investigating these statements, one that considers them from Aristotle's own perspective on such linguistic matters: the author uses Aristotle's theory of metaphor as a measure of his practice in these definitions. The outcome indicates that Aristotle's practice in this situation does not match his theory, a circumstance that has certain consequences for our reading of the Rhetoric.

This study of Kenneth Burke's writings traces the critic's commitment and contribution to philosophy prior to 1945. The author contends that rather than belonging to the late-modernist tradition, Burke actually starts from a position closely akin to such postmodern figures as Michel Foucault.