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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.
"This collection of essays studies the rhetoric of Otherness and explores how outsiders to mainstream sites for rhetorical participation find ways to make themselves heard while retaining marginal identities. The question that this collection answers is: how do people who are defined as outsiders create agency-- how do they become agents of change, of social, political, spiritual, and cultural power-- outside of those spaces that we traditionally understand as belonging to the powerful? This collection brings to light the many different ways that politically or socially marginalized people use discourse to garner, access, undermine, or overturn power-- to make themselves seen and heard."--Jacket.
A collection of 21 essays by David Bartholomae — one of the composition community’s most prominent members — Writing on the Margins: Essays on Composition and Teaching includes selections that have helped shape the discipline of composition studies. With Bartholomae’s wide-ranging introduction and three retrospective postscripts to set the essays in context, Writing on the Margins serves as a valuable reference — and as a powerful introduction to crucial issues in the field.
Disability Rhetoric is the first book to view rhetorical theory and history through the lens of disability studies. Traditionally, the body has been seen as, at best, a rhetorical distraction; at worst, those whose bodies do not conform to a narrow range of norms are disqualified from speaking. Yet, Dolmage argues that communication has always been obsessed with the meaning of the body and that bodily difference is always highly rhetorical. Following from this rewriting of rhetorical history, he outlines the development of a new theory, affirming the ideas that all communication is embodied, that the body plays a central role in all expression, and that greater attention to a range of bodies is therefore essential to a better understanding of rhetorical histories, theories, and possibilities.
Rhetoric has traditionally studied acts of persuasion in the affairs of government and men, but this work investigates the language of other, non-traditional rhetors, including immigrants, women, urban children and others who have long been on the margins of civic life and political forums.
Between the advent of print advertising and the dawn of radio came cinema ads. These ads, aimed at a captive theater audience, became a symbol of the developing binary between upper-class film consumption and more consumerist media. In Profit Margins, Jeremy Groskopf examines how the ad industry jockeyed for direct advertisement space in American motion pictures. In fact, advertisers, who recognized the import of film audiences, fought exhibitors over what audiences expected in a theater outing. Looking back at these debates in four case studies, Groskopf reveals that advertising became a marker of class distinctions in the cinema experience as the film industry pushed out advertisers in order to create a space free of ads. By restricting advertising, especially during the rise of high-class, palatial theaters, the film industry continued its ongoing effort to ascend the cultural hierarchy of the arts. An important read for film studies and the history of marketing, Profit Margins exposes the fascinating truth surrounding the invention of cinema advertising techniques and the resulting rhetoric of class division.
A careful analysis of the rhetorical thought of René Descartes and of a distinguished group of post-Cartesians. Covering a unique range of authors, including Bernard Lamy and Nicolas Malebranche, Carr attacks the idea, which has become commonplace in contemporary criticism, that the Cartesian system is incompatible with rhetoric. Carr analyzes the writings of Balzac, the Port-Royalists Arnauld and Nicole, Malebranche, and Lamy, exploring the evolution of Descartes’ thought into their different theories of rhetoric. He constructs his arguments, probing each author’s writings on rhetoric, persuasion, and attention, to demonstrate the basis for rhetorical thought present in Descartes’ theory of persuasion when it is combined with his psychophysiology of attention.
What is flirtation, and how does it differ from seduction? In historical terms, the particular question of flirtation has tended to be obscured by that of seduction, which has understandably been a major preoccupation for twentieth-century thought and critical theory. Both the discourse and the critique of seduction are unified by their shared obsession with a very determinate end: power. In contrast, flirtation is the game in which no one seems to gain the upper hand and no one seems to surrender. The counter-concept of flirtation has thus stood quietly to the side, never quite achieving the same prominence as that of seduction. It is this elusive (and largely ignored) territory of playing for play’s sake that is the subject of this anthology. The essays in this volume address the under-theorized terrain of flirtation not as a subgenre of seduction but rather as a phenomenon in its own right. Drawing on the interdisciplinary history of scholarship on flirtation even as it re-approaches the question from a distinctly aesthetic and literary-theoretical point of view, the contributors to Flirtations thus give an account of the practice of flirtation and of the figure of the flirt, taking up the act’s relationship to issues of mimesis, poetic ambiguity, and aesthetic pleasure. The art of this poetic playfulness—often read or misread as flirtation’s “empty gesture”—becomes suddenly legible as the wielding of a particular and subtle form of nonteleological power.
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.
'This book makes a significant and needed contribution to post-structural philosophy and literary theory. In this impressive analysis that delicately weaves together philosophical and literary texts, Ewa Ziarek powerfully and persuasively demonstrates that the rhetoric of the failure of traditional subject-centered rationality does not lead to nihilism or nominalism.'-Kelly Oliver, University of Texas at Austin