By Associate Professor Marie Secor, Davida Charney
In nineteen essays illustrating its many features, this e-book bargains an issue for what it takes to build an entire rhetorical education.The editors take an technique that's pragmatic and pluralistic, dependent because it is at the assumptions rhetorical schooling isn't constrained to instructing freshman composition (or any particular writing path) and that the contexts within which such an schooling happens aren't restricted to study rooms. This thought-provoking quantity stresses that whereas a rhetorical schooling ends up in the expansion of writing abilities, its better target is to foster serious pondering.
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She has conducted numerous writing-across-the-curriculum workshops at the secondary and college levels, often focusing on computers as effective tools for supporting writing-across-the-curriculum efforts. BARBARA M. D. from Carnegie Mellon University. An affiliate of the Center for the Study of Writing at Carnegie Mellon, her research focuses on writers' revising processes and on developing models of writing instruction based on cognitive process research. Her other interests include writing with computers and instructional uses of computers.
BYRON L. STAY is Associate Professor of Writing at Mount St. Mary's College in Emmitsburg, Maryland, and Director of the Writing and Communications Program. When he is not teaching argumentative writing or descriptive and narrative writing, he works in and manages the college Writing Center. He has published articles in the Writing Center Journal, the Journal of Teaching Writing, and the Maryland English Journal. EVANGELINE MARLOS VARONIS is a Lecturer in the English Department of the University of Akron.
Section VI, "How Affective Discourse Constructs Its Public," expands the notion of readership to the polity at large. The essays in this section show how orators and institutions use pathos to shape public opinion and action. Rather than discussing the individual essays in detail here, we provide extended introductory notes at the head of each section. These notes explore the relationships among the essays and foreground the larger issues they raise for rhetorical education. In drawing these theoretical and pedagogical implications from an essay (or conjunctions of essays), we often extrapolate from the particular conclusions drawn by the authors to issues of broader concern.