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Marie Secor - Constructing Rhetorical Education

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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.

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title Constructing Rhetorical Education author Charney Davida - photo 1

title:Constructing Rhetorical Education
author:Charney, Davida.
publisher:Southern Illinois University Press
isbn10 | asin:0809317648
print isbn13:9780809317646
ebook isbn13:9780585161617
language:English
subjectEnglish language--Rhetoric--Study and teaching--Congresses, Report writing--Study and teaching--Congresses.
publication date:1992
lcc:PE1404.C63375 1992eb
ddc:808/.0427
subject:English language--Rhetoric--Study and teaching--Congresses, Report writing--Study and teaching--Congresses.
Page ii
Page iii Constructing Rhetorical Education Edited By Marie Secor and - photo 2
Page iii
Constructing Rhetorical Education
Edited By Marie Secor and Davida Charney
Penn State University
SOUTHERN ILLINOIS UNIVERSITY PRESS
Carbondale and Edwardsville
Page iv
Copyright 1992 by the Board of Trustees,
Southern Illinois University
All rights reserved
Printed in the United States of America
Production supervised by Natalia Nadraga
95 94 93 92 4 3 2 1
Library of Congress Cataloging-in-Publication Data
Constructing rhetorical education / edited by Marie Secor and Davida
Charhey.
p. cm.
"This book grew out of the 1988 Penn State Conference on Rhetoric
and Composition which honored the career of Professor Wilma R.
Ebbitt"Pref.
Includes bibliographical references and index.
ISBN 0-8093-1764-8
1. English languageRhetoricStudy and teachingCongresses.
I. Charney, Davida. II. Ebbitt, Wilma R. III. Penn State
Conference on Rhetoric and Composition (1988)
PE1404.C63375 1992
808' .0427dc20
91-15153
CIP
The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences
-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1984.Picture 3
Frontispiece: Wilma R. Ebbitt
(Photograph by Greg Grieco)
Page v
CONTENTS
Preface
ix
Acknowledgments
xiii
Notes on Contributors
xv
I. How Culture Constructs Students and Teachers
1. Feminist Theory and Practice in the Writing Classroom:
A Critique and a Prospectus
Anuradha Dingwaney and Lawrence Needham, Oberlin College
6
2. Women's Work, Worthy Work:
Composition Instruction at Vassar College, 1897-1922
JoAnn Campbell, Indiana University
26
3. Spoken to Written Language:
Thoughts on the Evolution of Consciousness
Katherine Borland, Indiana University
43
4. A Reexamination of Attitudes Towards Black English Vernacular
Valerie M. Balester, Texas A&M University
63

Page vi
II. How Institutions Construct the Writing Classroom
87
5. Composing One's Self in a Discipline:
Students' and Teachers' Negotiations
Anne J. Herrington, University of Massachusetts at Amherst
91
6. When "Basic Skills" Are Really Basic and Really Skills
Louise Wetherbee Phelps, Syracuse University
116
7. Looking Under the Table:
The Shapes of Writing in College
Carmen B. Schmersahl and Byron L. Stay, Mount Saint Mary's College
140
8. Technology as a Catalyst for Educational Reform in English Classes:
Computer-Supported Writers' Conferences
Cynthia L. Selfe, Michigan Technological University
150
III. How Writers Develop
171
9. U-Shaped Behavior in Basic Writing:
The Case for Backsliding
Evangeline Marlos Varonis, University of Akron
175
10. Socio-Cognitive Development and Student Performance on Audience-Centered Argumentative Writing
Janice N. Hays and Kathleen S. Brandt, University of Colorado at Colorado Springs
202
IV. How Writers Respond to the Needs of Readers
231
11. Connection and Understanding
Jeanne Fahnestock, University of Maryland
235
12. Toward Improving Models of Writers:
Searching for Models of Audience
V. Melissa Holland, U.S Army Research Institute
257
13. Writers Meet Their Readers in the Classroom:
Revising After Feedback
Barbara M. Sitko, Washington State University
278
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