204 RHETORICA on the value for the human sciences of "contested concepts" and the endless debate which must go on around them. This collection provides models of different ways of studying the fas­ cinating parallelism between medicine and rhetoric. It shows how rhetorical knowledge can enhance our understanding of early modern medical and health-related works and it offers engaging readings of some very interesting little-known texts. Peter Mack Warburg Institute, London Patricia Pender, Early Modern Women's Writing and the Rhetoric of Modesty (Early Modern Literature in History, eds. Cedric C. Brown and Andrew Hadfield), New York: Palgrave/MacMillan, 2012. 218 pp., ISBN: 978-0-230-36224-6 In Early Modern Women's Writing and the Rhetoric of Modesty, Patricia Pender argues that the modesty topos frequent in early modern English women's works should not be read literally, but as "the very mark of liter­ ariness" and "early modern women's subtle and strategic self-fashioning" (3). In the introduction, Pender surveys earlier feminist criticism on modesty topoi that used this material to explain women's lower rate of publication, and argues that these critics have read the passages too literally, and, as a consequence, that we continue "to underrate [early modern women's] con­ siderable rhetorical ability and agency" (6). Pender's study reviews the use of modesty topoi in prefaces and writings by English authors Anne Askew, Katherine Parr, Mary Sidney, Aemilia Lanyer, and Anne Bradstreet, and also examines what Pender sees as a general tendency "to read women's modesty tropes autobiographically" (7). Chapter 1 surveys advice for the deployment of modesty topoi in classi­ cal and Renaissance rhetorics: Cicero, Quintilian, Ad Herennium, Castiglione, George Puttenham, Abraham Fraunce, and John Hoskins. Especially helpful is the summary (pp. 22-24) of the flexible and varied forms of this rhetorical strategy: disavowal of authorship, remorse, belittling the achievement, lack of time for writing, writing only at the behest of another, role of compiler not author, apology citing utility of the subject, and, in general, writers' discounting of their abilities. Pender links the use of the modesty topos to early modern understanding of figures as "dissimulation" (borrowing from Puttenham) and early modern anxiety about "women's innate duplicity" (34). Pender, whose background is English literature not history of rhetoric, convincingly argues that for women, as well as for men, avowing modesty is often not an apology, but rather a display of rhetorical proficiency. In Chapter 2 Pender quite brilliantly uses John Bale's editing of Anne Askew s Examinations as an example of the emphasis on "collaborative co- Reviews 205 authorship (al) in the early modern history of the book. However, in­ stead of seeing Bale as supporting Askew's purpose, Pender searches for those places where Askew's words "exceed the frame that Bale provides for them, finding that Askew offers a "profoundly confident and combative self-representation under the guise of weak and humble woman" (49). This conclusion is not news in Askew criticism, although reading Askew through the rhetoric of modesty is innovative and helpful. It is disappointing that Pender did not follow through, though, on her initial observation. For ex­ ample, she argues that Bale misunderstands Askew's rhetoric of modesty (complimenting judges, humble submission, quoting authority) to circum­ vent her accusers (60-61), that Bale himself is misled by Askew's modesty into reading her as a weak woman made strong by God's grace (59-60): "[wjhan she semed most feble, than was she most stronge. And gladly she rejoiced in that weaknesse, that Christ's power myght strongelye dwell in her" (61). Here is a missed opportunity to argue, instead, for collaborative coathorship, to see that Bale does understand Askew, recognizing her wily use of Paul's celebration of the weak and foolish made strong and wise by Christ (1 Corinthians 1:27—a celebration that Erasmus had famously deployed in The Praise of Folly). In Chapter 3, Pender suggests that focusing on modesty rhetoric in Katherine Parr's Prayers or Medytacions refines "our understanding of her development of a degendered, generically-human speaking subject" (72). But, suggests Pender, although Parr does not apologize for her sex, substi­ tuting the...

Research Article| November 01 2005 Review of Cheryl Glenn, Margaret M. Lyday, and Wendy B. Sharer, eds., Rhetorical Education in America. Tuscaloosa: University of Alabama Press, 2004. 245 pp. Jane Donawerth Jane Donawerth Department of English, University of Maryland, College Park, MD 20742, USA jane\_donawerth@verizon.net Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (2005) 23 (4): 403–404. https://doi.org/10.1525/rh.2005.23.4.403 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Cite Icon Cite Search Site Citation Jane Donawerth; Review of Cheryl Glenn, Margaret M. Lyday, and Wendy B. Sharer, eds., Rhetorical Education in America. Tuscaloosa: University of Alabama Press, 2004. 245 pp. . Rhetorica 1 November 2005; 23 (4): 403–404. doi: https://doi.org/10.1525/rh.2005.23.4.403 Download citation file: Ris (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 ContentRhetorica Search This content is only available via PDF. © The International Society for the History of Rhetoric Article PDF first page preview Close Modal You do not currently have access to this content.

Reviews 403 faith not only to sustain the congregation but also to encourage it to confront social injustice and work for racial uplift. Collectively, these women's spatial and rhetorical strategies point to an alternative method for crafting effective ethos and promoting Christian community. The epilogue addresses whether or not the "populist" preaching prac­ tices employed by O'Connor, Hill, and Moore are "feminine" ones. While acknowledging that a number of male church leaders (including Henry Ward Beecher, post-Vatican II priests, and African American preachers) have used similar methods, Mountford argues that women's abandonment of the pul­ pit, disclosure of the personal, and efforts to level hierarchy represent a significant "ritual transgression of sacred space" and tradition (156). In other words, women preachers choose alternative discursive methods and de­ livery styles in order to create ethos in a place and position traditionally antithetical to them. The Gendered Pulpit represents an important step toward understanding how gender affects discourse and rhetorical performance. Mountford con­ cludes by inviting other feminist rhetoricians into the new theoretical home afforded by a refigured fifth canon of delivery, and she encourages them to build upon her foundation and undertake further studies of women min­ isters in sacred spaces. Mountford's fine work makes a convincing case for the fifth canon as a promising site for investigating gender and rhetoric and, ultimately, for making the entire discipline inclusive and comprehensive. Lindal Buchanan Kettering University Cheryl Glenn, Margaret M. Lyday, and Wendy B. Sharer, eds., Rhetor­ ical Education in America. Tuscaloosa: University of Alabama Press, 2004. 245 pp. This volume reconsiders contemporary rhetorical education from the perspective of the history of rhetoric. The editors provide a helpful intro­ duction (Glenn) and afterword (Lyday and Sharer). Many of the essays were plenary presentations at a Penn State Rhetoric Conference organized by the editors. The volume's most successful essays link a study of how rhetoric was historically taught with how it might be taught today. In "Lest We Go the Way of the Classics: Toward a Rhetorical Future for English Departments," Thomas P. Miller reviews the history of composition teaching as a history of crises of literacy, and suggests that we now need a curriculum that will move us from the traditional interpretive stance of the critical observer to the rhetorical stance of the practical agent involved in negotiation. Shirley Wilson Logan, in "'To Get an Education and Teach My People': Rhetoric for Social Change," examines the self-help schooling of nineteenth-century African 404 RHETORICA Americans for clues to help today's disenfranchised communities. Logan calls for "consilience," that is, a linking of knowledge across disciplines, and a rhetorical education that concentrates as much on critiquing and evalu­ ating contemporary discourses as on producing writing. With meticulous scholarship, in "Parlor Rhetoric and the Performance of Gender in Postbellum America," Nan Johnson reveals the conservative réinscription of gender roles in the potentially liberating growth of manuals for parlor rhetoric after the Civil War. Gregory Clark reminds us of the range of American rhetorics in his examination of the national park as a public experience establishing a shared sense of national collectivity, a training ground for citizens who need to respond to public conflict with transcendence. Essays by William Denman and by Sherry Booth and Susan Frisbie are not as strong. Denman argues that rhetoric lost its civic purpose during the nineteenth-century expansion that attempted to keep out the vulgar and the foreign by policing the borders of oral and written communication, but he ignores the growth in specialized textbooks and conduct-book rhetoric that offered rhetorical education to working class and female students. Booth and Frisbie argue that metaphor should be central to rhetorical education and analyze their qualified success in teaching metaphor to their students, but they mistakenly suggest that Aristotle did not find metaphor important to rhetoric and their claim that Renaissance rhetoric emphasized style not content has been significantly revised in recent scholarship. Other essays offer perceptive variations on the collection's theme of the history of rhetoric as a guide to future teaching. Susan Kates links James Raines's revision of the history of English to include respect for Appalachian English...

In the late Renaissance in England and France women appropriated classical rhetorical theory for their own purposes, creating a revised version that presented discourse as modeled on conversation rather than public speaking. In Les Femmes Illustres (1642), Conversations Sur Divers Sujets (1680), and Conversations Nouvelles sur Divers Sujets, Dediées Au Roy (1684), Madeleine de Scudéry adapted classical rhetorical theory from Cicero, Quintilian, Aristotle, and the sophists to a theory of salon conversation and letter writing. In The Worlds Olio (1655), Margaret Cavendish, Duchess of Newcastle, feminizes rhetoric by analogies from women's experience and inserts women into empiricist rhetoric by assuming discourse based on conversation rather than public speaking. In Women's Speaking Justified (1667), Margaret Fell revises sermon rhetorics, claiming preaching for women, but preaching in private spaces, in the Quaker prophetic fashion. In A Serious Proposal to the Ladies (1701), Mary Astell adapts Augustine, proposing a women's college to promote a "Holy Conversation", and a rhetoric of written discourse treating writer and reader as conversational partners. These women use categories of the ideal woman to contest the gendering of discourse in their culture, questioning "private" and "public" as defining terms for communication.

Dissertation Abstracts 48 (June 1988): 3125-A: Emphasizes medieval Arabic philosophers al-Farabi, Avicenna, and Averroes. Attention to general logical and epistemological topics: the relationship between language and argumentation; the end of logic as the production of conception (tasawwur) or assent (tasdiq); the orientation of logic towards demonstration; the relationship between logic and syllogistic. Also includes detailed analyses of the formal This content downloaded from 157.55.39.171 on Sat, 23 Jul 2016 05:36:05 UTC All use subject to http://about.jstor.org/terms