Rhetorical Education In America PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Rhetorical Education In America PDF full book. Access full book title Rhetorical Education In America by Cheryl Jean Glenn. Download full books in PDF and EPUB format.
Author: Cheryl Jean Glenn
Publisher: University of Alabama Press
ISBN: 0817355758
Category : Education
Languages : en
Pages : 263
Get Book
Book Description
A timely collection of essays by prominent scholars in the field—on the past, present, and future of rhetoric instruction. From Isocrates and Aristotle to the present, rhetorical education has consistently been regarded as the linchpin of a participatory democracy, a tool to foster civic action and social responsibility. Yet, questions of who should receive rhetorical education, in what form, and for what purpose, continue to vex teachers and scholars. The essays in this volume converge to explore the purposes, problems, and possibilities of rhetorical education in America on both the undergraduate and graduate levels and inside and outside the academy. William Denman examines the ancient model of the "citizen-orator" and its value to democratic life. Thomas Miller argues that English departments have embraced a literary-research paradigm and sacrificed the teaching of rhetorical skills for public participation. Susan Kates explores how rhetoric is taught at nontraditional institutions, such as Berea College in Kentucky, where Appalachian dialect is espoused. Nan Johnson looks outside the academy at the parlor movement among women in antebellum America. Michael Halloran examines the rhetorical education provided by historical landmarks, where visitors are encouraged to share a common public discourse. Laura Gurak presents the challenges posed to traditional notions of literacy by the computer, the promises and dangers of internet technology, and the necessity of a critical cyber-literacy for future rhetorical curricula. Collectively, the essays coalesce around timely political and cross-disciplinary issues. Rhetorical Education in America serves to orient scholars and teachers in rhetoric, regardless of their disciplinary home, and help to set an agenda for future classroom practice and curriculum design.
Author: Cheryl Jean Glenn
Publisher: University of Alabama Press
ISBN: 0817355758
Category : Education
Languages : en
Pages : 263
Get Book
Book Description
A timely collection of essays by prominent scholars in the field—on the past, present, and future of rhetoric instruction. From Isocrates and Aristotle to the present, rhetorical education has consistently been regarded as the linchpin of a participatory democracy, a tool to foster civic action and social responsibility. Yet, questions of who should receive rhetorical education, in what form, and for what purpose, continue to vex teachers and scholars. The essays in this volume converge to explore the purposes, problems, and possibilities of rhetorical education in America on both the undergraduate and graduate levels and inside and outside the academy. William Denman examines the ancient model of the "citizen-orator" and its value to democratic life. Thomas Miller argues that English departments have embraced a literary-research paradigm and sacrificed the teaching of rhetorical skills for public participation. Susan Kates explores how rhetoric is taught at nontraditional institutions, such as Berea College in Kentucky, where Appalachian dialect is espoused. Nan Johnson looks outside the academy at the parlor movement among women in antebellum America. Michael Halloran examines the rhetorical education provided by historical landmarks, where visitors are encouraged to share a common public discourse. Laura Gurak presents the challenges posed to traditional notions of literacy by the computer, the promises and dangers of internet technology, and the necessity of a critical cyber-literacy for future rhetorical curricula. Collectively, the essays coalesce around timely political and cross-disciplinary issues. Rhetorical Education in America serves to orient scholars and teachers in rhetoric, regardless of their disciplinary home, and help to set an agenda for future classroom practice and curriculum design.
Author: Michael-John DePalma
Publisher: Routledge
ISBN: 1000037169
Category : Language Arts & Disciplines
Languages : en
Pages : 183
Get Book
Book Description
This book offers new insight into the ways rhetorical educators’ religious motives influenced the shape of nineteenth-century rhetorical education and invites scholars of writing and rhetoric to consider what the study of religiously-animated pedagogies might reveal about rhetorical education itself. The author studies the rhetorical pedagogy of Austin Phelps, the prominent preacher and professor of sacred rhetoric at Andover Theological Seminary, and his theologically-motivated adaptation of rhetorical education to fit the exigencies of preachers at the first graduate seminary in the United States. In disclosing how Phelps was guided by his Christian motives, the book offers a thorough examination of how professional rhetoric was taught, learned, and practiced in nineteenth-century America. It also provides an enriched understanding of rhetorical theories and pedagogies in American seminaries, and contributes deepened awareness of the ways religious motives can function as resources that enable the reshaping of rhetorical theory and pedagogy in generative ways. Exploring the implications of Phelps’s rhetorical theory and pedagogy for future studies of religious rhetoric, histories of rhetorical education, and twenty-first century writing pedagogy,this book will be essential reading for scholars and students of rhetoric, education, American history, religious education, and writing studies.
Author: Jessica Enoch
Publisher: SIU Press
ISBN: 9780809328352
Category : Language Arts & Disciplines
Languages : en
Pages : 244
Get Book
Book Description
Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911 examines the work of five female teachers who challenged gendered and cultural expectations to create teaching practices that met the civic and cultural needs of their students. The volume analyzes Lydia Maria Child’s The Freedmen’s Book, a post–Civil War educational textbook for newly freed slaves; Zitkala Ša’s autobiographical essays published in the Atlantic Monthly in 1900 that questioned the work of off-reservation boarding schools for Native American students; and Jovita Idar, Marta Peña, and Leonor Villegas de Magnón’s contributions to the Spanish-language newspaper La Crónica in 1910 and 1911—contributions that offered language and cultural instruction their readers could not receive in Texas public schools. Author Jessica Enoch explores the possibilities and limitations of rhetorical education by focusing on the challenges that Child, Zitkala Ša, Idar, Peña, and Villegas made to dominant educational practices. Each of these teachers transformed their seemingly apolitical occupation into a site of resistance, revising debilitating educational methods to advance culture-based and politicized teachings that empowered their students to rise above their subjugated positions. Refiguring Rhetorical Education considers how race, culture, power, and language are both implicit and explicit in discussions of rhetorical education for marginalized students and includes six major tenets to guide present-day pedagogies for civic engagement.
Author: Grace Wetzel
Publisher: SIU Press
ISBN: 0809338688
Category : Language Arts & Disciplines
Languages : en
Pages : 278
Get Book
Book Description
Examining the rhetorical and pedagogical work of three turn-of-the-century newspaperwomen At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s. Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshta Theamba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black (“Annie Laurie”). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communities—especially systematically marginalized voices—to speak, write, and teach alongside them. Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literacy learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her “Little Jim” story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism.
Author: Shirley Wilson Logan
Publisher: SIU Press
ISBN: 0809387123
Category : Language Arts & Disciplines
Languages : en
Pages : 224
Get Book
Book Description
Liberating Language identifies experiences of nineteenth-century African Americans—categorized as sites of rhetorical education—that provided opportunities to develop effective communication and critical text-interpretation skills. Author Shirley Wilson Logan considers how nontraditional sites, which seldom involved formal training in rhetorical instruction, proved to be effective resources for African American advancement. Logan traces the ways that African Americans learned lessons in rhetoric through language-based activities associated with black survival in nineteenth-century America, such as working in political organizations, reading and publishing newspapers, maintaining diaries, and participating in literary societies. According to Logan, rhetorical training was manifested through places of worship and military camps, self-education in oratory and elocution, literary societies, and the black press. She draws on the experiences of various black rhetors of the era, such as Frederick Douglass, Frances Harper, Fanny Coppin, Charles Chesnutt, Ida B. Wells, and the lesser-known Oberlin-educated Mary Virginia Montgomery, Virginia slave preacher "Uncle Jack," and former slave "Mrs. Lee." Liberating Language addresses free-floating literacy, a term coined by scholar and writer Ralph Ellison, which captures the many settings where literacy and rhetorical skills were acquired and developed, including slave missions, religious gatherings, war camps, and even cigar factories. In Civil War camp- sites, for instance, black soldiers learned to read and write, corresponded with the editors of black newspapers, edited their own camp-based papers, and formed literary associations. Liberating Language outlines nontraditional means of acquiring rhetorical skills and demonstrates how African Americans, faced with the lingering consequences of enslavement and continuing oppression, acquired rhetorical competence during the late eighteenth century and throughout the nineteenth century.
Author: Andrea A. Lunsford
Publisher: SAGE Publications Inc
ISBN: 1412909503
Category : Language Arts & Disciplines
Languages : en
Pages : 713
Get Book
Book Description
The SAGE Handbook of Rhetorical Studies surveys the latest advances in rhetorical scholarship, synthesizing theories and practices across major areas of study in the field and pointing the way for future studies. Edited by Andrea A. Lunsford and Associate Editors Kirt H. Wilson and Rosa A. Eberly, the Handbook aims to introduce a new generation of students to rhetorical study and provide a deeply informed and ready resource for scholars currently working in the field.
Author: Davida Charney
Publisher: SIU Press
ISBN: 9780809317646
Category : Language Arts & Disciplines
Languages : en
Pages : 462
Get Book
Book Description
In nineteen essays illustrating its many aspects, this book offers an argument for what it takes to construct a complete rhetorical education. The editors take an approach that is pragmatic and pluralistic, based as it is on the assumptions that a rhetorical education is not limited to teaching freshman composition (or any specific writing course) and that the contexts in which such an education occurs are not limited to classrooms. This thought-provoking volume stresses that while a rhetorical education results in the growth of writing skills, its larger goal is to foster critical thinking.
Author: David Gold
Publisher: SIU Press
ISBN: 0809387255
Category : Language Arts & Disciplines
Languages : en
Pages : 216
Get Book
Book Description
Rhetoric at the Margins: Revising the History of Writing Instruction in American Colleges, 1873-1947 examines the rhetorical education of African American, female, and working-class college students in the late nineteenth and early twentieth centuries. The rich case studies in this work encourage a reconceptualization of both the history of rhetoric and composition and the ways we make use of it. Author David Gold uses archival materials to study three types of institutions historically underrepresented in disciplinary histories: a black liberal arts college in rural East Texas (Wiley College); a public women's college (Texas Woman's University); and an independent teacher training school (East Texas Normal College). The case studies complement and challenge previous disciplinary histories and suggest that the epistemological schema that have long applied to pedagogical practices may actually limit our understanding of those practices. Gold argues that each of these schools championed intellectual and pedagogical traditions that differed from the Eastern liberal arts model—a model that often serves as the standard bearer for rhetorical education. He demonstrates that by emphasizing community uplift and civic participation and attending to local needs, these schools created contexts in which otherwise moribund curricular features of the era—such as strict classroom discipline and an emphasis on prescription—took on new possibilities. Rhetoric at the Margins describes the recent revisionist turn in rhetoric and composition historiography, argues for the importance of diverse institutional microhistories, and argues that the nineteenth and early twentieth centuries offer rich lessons for contemporary classroom practice. The study brings alive the voices of black, female, rural, Southern, and first-generation college students and their instructors, effectively linking these histories to the history of rhetoric and writing. Appendices include excerpts of important and rarely seen primary source material, allowing readers to experience in fuller detail the voices captured in this work.
Author: Susan Kates
Publisher: SIU Press
ISBN: 9780809323401
Category : Education
Languages : en
Pages : 192
Get Book
Book Description
In this study of the history of rhetoric education, Susan Kates focuses on the writing and speaking instruction developed at three academic institutions founded to serve three groups of students most often excluded from traditional institutions of higher education in late-nineteenth-and early-twentieth-century America: white middle-class women, African Americans, and members of the working class. Kates provides a detailed look at the work of those students and teachers ostracized from rhetorical study at traditional colleges and universities. She explores the pedagogies of educators Mary Augusta Jordan of Smith College in Northhampton, Massachusetts; Hallie Quinn Brown of Wilberforce University in Wilberforce, Ohio; and Josephine Colby, Helen Norton, and Louise Budenz of Brookwood Labor College in Katonah, New York. These teachers sought to enact forms of writing and speaking instruction incorporating social and political concerns in the very essence of their pedagogies. They designed rhetoric courses characterized by three important pedagogical features: a profound respect for and awareness of the relationship between language and identity and a desire to integrate this awareness into the curriculum; politicized writing and speaking assignments designed to help students interrogate their marginalized standing within the larger culture in terms of their gender, race, or social class; and an emphasis on service and social responsibility.
Author: Mark Garrett Longaker
Publisher: University of Alabama Press
ISBN: 0817315470
Category : Education
Languages : en
Pages : 290
Get Book
Book Description
Casts a revealing light on modern cultural conflicts through the lens of rhetorical education. Contemporary efforts to revitalize the civic mission of higher education in America have revived an age-old republican tradition of teaching students to be responsible citizens, particularly through the study of rhetoric, composition, and oratory. This book examines the political, cultural, economic, and religious agendas that drove the various—and often conflicting—curricula and contrasting visions of what good citizenship entails. Mark Garrett Longaker argues that higher education more than 200 years ago allowed actors with differing political and economic interests to wrestle over the fate of American citizenship. Then, as today, there was widespread agreement that civic training was essential in higher education, but there were also sharp differences in the various visions of what proper republic citizenship entailed and how to prepare for it. Longaker studies in detail the specific trends in rhetorical education offered at various early institutions—such as Yale, Columbia, Pennsylvania, and William and Mary—with analyses of student lecture notes, classroom activities, disputation exercises, reading lists, lecture outlines, and literary society records. These documents reveal an extraordinary range of economic and philosophical interests and allegiances—agrarian, commercial, spiritual, communal, and belletristic—specific to each institution. The findings challenge and complicate a widely held belief that early-American civic education occurred in a halcyon era of united democratic republicanism. Recognition that there are multiple ways to practice democratic citizenship and to enact democratic discourse, historically as well as today, best serves the goal of civic education, Longaker argues. Rhetoric and the Republic illuminates an important historical moment in the history of American education and dramatically highlights rhetorical education as a key site in the construction of democracy.
