Teaching the post‐modern rhetor continuing the conversation on rhetorical agency

Cheryl Geisler Rensselaer Polytechnic Institute

Abstract

In responding to Gunn and Lundberg's critique of her report on rhetorical agency, Geisler uses their Ouija Board metaphor to undertake an analysis of what it might mean to teach the post‐modern rhetor. In particular, once the autonomous agent has been denaturalized, members of the profession of rhetoric have plenty to do in helping students first to engage with and then to participate in a more appropriately theorized rhetoric. Like the Ouija Board player, we may not be able to know how the results of our classroom teaching are related to our intentions. But—like every other rhetor—we need to recognize the costs of walking away from the game.

Journal
Rhetoric Society Quarterly
Published
2005-09-01
DOI
10.1080/02773940509391324
Open Access
Closed
Topics

Citation Context

Cited by in this index (9)

  1. Rhetoric Review
  2. Technical Communication Quarterly
  3. College Composition and Communication
  4. College Composition and Communication
  5. Philosophy & Rhetoric
Show all 9 →
  1. Rhetoric Society Quarterly
  2. Rhetoric Review
  3. Rhetoric Society Quarterly
  4. Philosophy & Rhetoric

Cites in this index (4)

  1. Rhetoric Society Quarterly
  2. Rhetoric Society Quarterly
  3. Rhetoric Society Quarterly
  4. Journal of Business and Technical Communication
Also cites 1 work outside this index ↓
  1. 10.1080/10417949309372909
    Southern Communication Journal  
CrossRef global citation count: 15 View in citation network →