Abstract

Using a method of topical rhetorical analysis, inspired by K. Burke, to discuss the Ebonics debate, this article demonstrates that conversations about education, particularly writing instruction, have adopted a market rhetoric that limits teachers’ agency. However, reappropriation of this market rhetoric can help writing teachers to imagine and actuate a more empowered and long-sighted agency for themselves. Rhetorical analysis can therefore help educators to understand how local language practices shape their interaction with the rapidly changing material environment of fast capitalism.

Journal
Written Communication
Published
2005-10-01
DOI
10.1177/0741088305279954
Open Access
Closed
Topics

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (4)

  1. Written Communication
  2. College English
  3. Rhetoric Society Quarterly
  4. College English
Also cites 11 works outside this index ↓
  1. 10.2307/3594198
  2. 10.7551/mitpress/4130.001.0001
  3. 10.1515/9781400825493
  4. 10.1525/9780520340978
  5. 10.2307/1512118
  6. 10.1525/rh.1983.1.1.23
  7. 10.2307/4140679
  8. 10.2307/359060
  9. 10.4324/9780203065419
  10. Everyday exchanges: Marketwork and capitalist common sense
  11. 10.1017/CBO9780511552878
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