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The phenomenon of the Octalog came into being at the 1988 CCCC when James J. Murphy, with support from Theresa Enos and Stuart Brown, proposed and chaired a roundtable composed of eight distinguish...

This article examines the historiographic trajectory of rhetoric and composition studies by analyzing archival research practices, using Kenneth Burke’s dramatistic pentad as our analytical tool. We rely on a Burkean framework of “scenes, acts, agents, agencies, purposes, and attitudes” to invigorate our understanding of historiographic methods and to open up new possibilities for future histories of rhetoric and composition.

This is the text of Cheryl Glenn’s address at the CCCC meeting in March 2008.

Edward Schiappa. The Beginnings of Rhetorical Theory in Classical Greece. New Haven & London: Yale University Press, 1999. x + 230 pages. Maureen Daly Goggin. Authoring A Discipline: Scholarly Journals and the Post‐World War II Emergence of Rhetoric and Composition. Manwan, NJ: Lawrence Erlbaum, 2000. vii‐xxviii + 262 pages. $59.95 cloth. Ann E. Berthoff. The Mysterious Barricades, Language and Its Limits. Toronto: University of Toronto Press, 1999. 191 pages. Nancy Lee Chalfa Ruyter. The Cultivation of Body and Mind in Nineteenth‐Century American Delsartism. Westport, CT: Greenwood Press, 1999. 152 pages + 17 photographs and illustrations. $55.00 hardcover. Brenda Jo Brueggemann. Lend Me Your Ear: Rhetorical Constructions of Deafness. Washington, DC: Gallaudet University Press, 1999. 336 pages. $49.95 cloth. Laura Gray‐Rosendale. Rethinking Basic Writing: Exploring Identity, Politics, and Community in Interaction. Mahwah, NJ: Lawrence Erlbaum Associates, 2000. vii‐xiv + 191 pages. $39.95 cloth. $19.95 paper.

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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.

Catherine Hobbs, ed. Nineteenth‐Century Women Learn to Write. Charlottesville and London: University of Virginia Press, 1995.343 pages. $47.50 cloth. Richard Fulkerson, Teaching the Argument in Writing. Urbana, IL: NCTE, 1996, 184 pp. Thomas P. Miller. The Formation of College English. Pittsburgh: University of Pittsburgh Press, 1997. ix‐x + 345 pages. $22.95 paper.

Sophistical Rhetoric in Classical Greece by John Poulakos. Columbia, S.C.: University of South Carolina Press, 1995, pp. xiv + 220. Prisoner of History: Aspasia of Miletus and Her Biographical Tradition by Madeleine M. Henry. New York and Oxford: Oxford UP, 1995; 201 pp. Reclaiming Rhetorica: Women in the Rhetorical Tradition edited by Andrea A. Lunsford. Pittsburgh, University of Pittsburgh Press, 1995; xiv; 354. Political Rhetoric, Power, and Renaissance Women eds. Carole Levin and Patricia A. Sullivan. Albany: SUNY Press. 1995. 293 pp. Allegories of America: Narratives, Metaphysics, Politics, by Frederich Michael Dolan. Ithaca: Cornell University Press, 1994, 232 pp. The Past as Future by Jürgen Habermas (Interviewed by Michael Haller); edited and translated by Max Pensky. Lincoln, NE: University of Nebraska Press, 1994; xxvi; 185pp.

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Perhaps the most intellectually stimulating result of the literacy crisis has been our recognition of literacy as a continuum of expertise, practices, and beliefs. We know that literacies range from oral and orthographic practices involving print and electronic texts to isolated and social behaviors encompassing the informational sphere of home, society, or school. Academic literates have come to recognize the wide range of literacies in play today and to realize that many literacies are outside our own literate experience-or rather, we have come to realize that we are outside observers to those literacies that we have not experienced. Although we are indelibly inscribed with our own literate practices and deeply entrenched in our academic culture, we can still recognize the continuum of literacies. However, we have difficulty fully understanding and valuing those literacies that function outside the academy. No matter how wide-ranging our twentieth-century views of literacy might be, whether we refer to Shirley Brice Heath's studies in the American Piedmonts, Sylvia Scribner and Michael Cole's Vai project, E. D. Hirsch's cultural literacy, or Walter Ong's and Eric Havelock's theories of orality and literacy, we continue to privilege the written word. Even our respectful explorations and discussions of Vai and Piedmont literacies are implicitly situated in comparison with schooled literacy. Our concepts of literacy are inevitably colored by our own dependence on the physical artifact (on handwriting, on hard copy) and on our deep-seated insistence that reading and writing are inseparable language arts. Thus, the text-dependency-reading books, writing books, and reading and writing about those books-in our own documentary culture and noetic world makes very difficult an accurate conception of alternative literacy practices, be they current or distant in time. But medieval popular literacy can provide a crucial link for understanding those alternatives; medieval practices prefigure and explain some of our own literacy practices, especially those outside the academy.

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A standard in its field, this new edition provides the most up-to-date current thinking on rhetoric.