Author(s): Cheryl Glenn (Editor), Gregory Clark (Contributor), Margaret Lyday (Contributor), William Denman (Contributor)
Publisher: University of Alabama Press
Publication Date: 31 Oct. 2004
Language: English
Print length: 264 pages
ISBN-10: 0817314245
ISBN-13: 9780817314248
Book Description
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 will serve 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.
Editorial Reviews
Review
The contribution of this book to the field lies in its recognition of diverse sites of rhetorical education, its address to gendered and racial audiences for rhetorical education in those sites, and its attention to public persuasion as a product of governmental and environmental texts. – Susan Miller, author of Assuming the Positions Cultural Pedagogy and the Politics of Commonplace Writing
From the Inside Flap
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.
Cheryl Glenn is Associate Professor of English at Penn State University and author ofUnspoken: A Rhetoric of Silence and Rhetoric Retold: Regendering the Tradition from Antiquity through the Renaissance. Margaret Lyday is Associate Professor of English at Penn State University and author of numerous articles on the rhetoric of narrative in such journals asCollege Board Review, English Record, and College English.
Wendy B. Sharer is Assistant Professor of English at East Carolina University and author ofVote and Voice: Women’s Organizations and Political Literacy, 1915-1930.
From the Back Cover
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 contribution of this book to the field lies in its recognition of diverse sites of rhetorical education, its address to gendered and racial audiences for rhetorical education in those sites, and its attention to public persuasion as a product of governmental and environmental texts.”–Susan Miller, author of
Assuming the Positions: Cultural Pedagogy and the Politics of Commonplace Writing
CONTRIBUTORS: Sherry Booth, Gregory Clark, William N. Denman, Susan Frisbie, Cheryl Glenn, Laura J. Gurak, S. Michael Halloran, Nan Johnson, Susan Kates, Rich Lane, Shirley Wilson Logan, Margaret M. Lyday, Thomas P. Miller, Wendy B. Sharer, and Jill Swiencicki.
About the Author
Cheryl Glenn is Associate Professor of English at Penn State University and author of Unspoken: A Rhetoric of Silence and Rhetoric Retold: Regendering the Tradition from Antiquity through the Renaissance. Margaret Lyday is Associate Professor of English at Penn State University and author of numerous articles on the rhetoric of narrative in such journals as College Board Review, English Record, and College English. Wendy B. Sharer is Assistant Professor of English at East Carolina University and author of Vote and Voice: Women’s Organizations and Political Literacy, 1915-1930.
Wow! eBook
