Bordelon, Suzanne. “Re-Publish or Perish: A Reassessment of George Pierce Baker’s The Principles of Argumentation: Minimizing the Use of Formal Logic in Favor of Practical Approaches.” CCC 57.4 (2006): 763-788.
The article contends that previous scholars have misread George Pierce Baker’s efforts by focusing primarily on The Principles of Argumentation and the role of logic. Baker’s view of logic was more complex than scholars have claimed. He challenged traditional concepts of formal logic, highlighting only those aspects that would help students learn argument.
[Note: This is the revised version of an article that originally appeared in CCC 57.3. The originally published version is available here in PDF.]
ccc57.4 GPBaker History Argument Logic Students Persuasion Analysis Audience Text Drama Rhetoric Pedagogy
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- Roberts-Miller, Patricia. Deliberate Conflict: Argument, Political Theory, and Composition Classes . Carbondale: Southern Illinois UP, 2004.
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- Whitburn, Merrill D. â€œRhetorical Theory in Yale’s Graduate Schools in the Late Nineteenth Century: The Example of William C. Robinson’s Forensic Oratory.” Rhetoric Society Quarterly 34 (2004): 55- 70.
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Dickson, Alan Chidsey, et al. “Interchanges: Responses to Richard Fulkerson, ‘Composition at the Turn of the Twenty-First Century’ (June 2005).” CCC 57.4 (2006): 730-762.
Higgins, Lorraine D. and Lisa D. Brush. “Personal Experience Narrative and Public Debate: Writing the Wrongs of Welfare.” CCC 57.4 (2006): 694-729.
Personal narrative embeds the expertise of subordinated groups in stories that seldom translate into public debate. The authors describe a community writing project in which welfare recipients used personal narratives to enter into the public record their tacit and frequently discounted knowledge. The research illustrates the difficulties and possibilities: rhetorical, emotional, and material: of constructing narratives that “cross publics.”
ccc57.4 Welfare Narrative Women Project Personal Public Community Rhetoric Ethos Deliberation Writing
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- Flower, Linda, Elenore Long, and Lorraine Higgins. Learning to Rival: A Literate Practice for Intercultural Inquiry. Mahwa, NJ: Earlbaum, 2000.
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- Higgins, Lorraine, and Lisa D. Brush. Getting by, Getting Ahead: Women’s Stories of Welfare and Work . Pittsburgh, PA: Higgins and Brush, 2002.
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Coogan, David. “Service Learning and Social Change: The Case for Materialist Rhetoric.” CCC 57.4 (2006): 667-693.
A materialist rhetoric in service learning is needed to teach students how to discover the arguments that already exist in the communities they wish to serve; analyze the effectiveness of those arguments; collaboratively produce viable alternatives with community partners; and assess the impact of their interventions. Through a discussion of a project that attempted but failed to increase parent involvement in Chicago’s public schools, this article shows why rhetorical production needs to be supported by the kind of rhetorical analysis that reveals how institutions exercise power. Materialist rhetoric challenges students, teachers, and community partners to write for social change and define change concretely, in terms of institutional practices or policies that they wish to influence.
ccc57.4 School Students Parents Community Control Reform Rhetoric Power Chicago SocialChange Education ServiceLearning Materialist
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Elbow, Peter. “The Music of Form: Rethinking Organization in Writing.” CCC 57.4 (2006): 620-666.
Written words are laid out in space and exist on the page all at once, but a reader can only read a few words at a time. For readers, written words are trapped in the medium of time. So how can we best organize writing for readers? Traditional techniques of organization tend to stress the arrangement of parts in space and certain metadiscoursal techniques that compensate for the problem of time. In contrast, I’ll describe five ways to organize written language that harness or bind time. In effect, I’m exploring form as a source of energy. More broadly, I’m implying that our concept itself of “organization” is biased toward a picture of how objects are organized in space and neglects the story of how events are organized in time.
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Canagarajah, A. Suresh. “The Place of World Englishes in Composition: Pluralization Continued.” CCC 57.4 (2006): 586-619.
Contesting the monolingualist assumptions in composition, this article identifies textual and pedagogical spaces for World Englishes in academic writing. It presents code meshing as a strategy for merging local varieties with Standard Written English in a move toward gradually pluralizing academic writing and developing multilingual competence for transnational relationships.
ccc57.4 English WorldEnglishes Students Language Variety Codes Texts Communities Transnational Monolingual Multilingual Vernacular GSmitherman AcademicWriting AAVE CodeMeshing
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