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The Handbook of Rhetoric and Public Address is a state-of-the-art companion to the field that showcases both the historical traditions and the future possibilities for public address scholarship in the twenty-first century. Focuses on public address as both a subject matter and a critical perspective Mindful of the connections between the study of public address and the history of ideas Provides an historical overview of public address research and pedagogy, as well as a reassessment of contemporary public address scholarship by those most engaged in its practice Includes in-depth discussions of basic issues and controversies public address scholarship Explores the relationship between the study of public address and contemporary issues of civic engagement and democratic citizenship Reflects the diversity of views among public address scholars, advancing on-going discussions and debates over the goals and character of rhetorical scholarship
Imagining Rhetoric examines how womenÆs writing developed in the decades between the American Revolution and the Civil War, and how women imagined using their education to further the civic aims of an idealistic new nation. In the late eighteenth century, proponents of female education in the United States appropriated the language of the Revolution to advance the cause of womenÆs literacy. Schooling for women—along with abolition, suffrage, and temperance—became one of the four primary arenas of nineteenth-century womenÆs activism. Following the Revolution, textbooks and fictions about schooling materialized that revealed ideal curricula for women covering subjects from botany and chemistry to rhetoric and composition. A few short decades later, such curricula and hopes for female civic rhetoric changed under the pressure of threatened disunion. Using a variety of texts, including novels, textbooks, letters, diaries, and memoirs, Janet Carey Eldred and Peter Mortensen chart the shifting ideas about how women should learn and use writing, from the early days of the republic through the antebellum years. They also reveal how these models shaped womenÆs awareness of female civic rhetoric—both its possibilities and limitations.
Both a historical recovery and a critical rethinking of the functions and practices of textbooks, Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States argues for an alternative understanding of our rhetorical traditions. The authors describe how the pervasive influence of nineteenth-century literacy textbooks demonstrate the early emergence of substantive instruction in reading and writing. Tracing the histories of widespread educational practices, the authors treat the textbooks as an important means of cultural formation that restores a sense of their distinguished and unique contributions. At the beginning of the nineteenth century, few people in the United States had access to significant school education or to the materials of instruction. By century’s end, education was a mass—though not universal—experience, and literacy textbooks were ubiquitous artifacts, used both in home and in school by a growing number of learners from diverse backgrounds. Many of the books have been forgotten, their contributions slighted or dismissed, or they are remembered through a haze of nostalgia as tokens of an idyllic form of schooling. Archives of Instruction suggests strategies for re-reading the texts and details the watersheds in the genre, providing a new perspective on the material conditions of schooling, book publication, and emerging practices of literacy instruction. The volume includes a substantial bibliography of primary and secondary works related to literacy instruction at all levels of education in the United States during the nineteenth century.
In this work of historically informed political theory, Kimberly Smith sets out to understand how nineteenth-century Americans answered the question of how the people should participate in politics. Did rational public debate, the ideal that most democratic theorists now venerate, transcend all other forms of political expression? How and why did passion disappear from the ideology (if not the practice) of American democracy? To answer these questions, she focuses on the political culture of the urban North during the turbulent Jacksonian Age, roughly 1830-50, when the shape and character of the democratic public were still fluid. Smith's method is to interpret, in light of such popular discourse as newspapers and novels, several key texts in nineteenth-century American political thought: Frederick Douglass's Fourth of July speech and Narrative, Angelina Grimke's debate with Catharine Beecher, Frances Wright's lectures, and Harriet Beecher Stowe's Uncle Tom's Cabin. Such texts, Smith finds, highlight many of the then-current ideas about the extremes of political expression. Her readings support the conclusions that the value of rational argument itself was contested, that the emergent Enlightenment rationalism may have helped to sterilize political debate, and that storytelling or testimony posed an important challenge to the norm of political rationality. Smith explores facets of the political culture in ways that make sense of traditions from Whiggish resistance to Protestant narrative testimony. She helps us to understand such puzzles as the point of mob action and other ritualistic disruptions of the political process, our simultaneous attraction to and suspicion of political debates, and the appeal of stories by and about victims of injustice. Also found in her book are keen analyses of the antebellum press and the importance of oratory and public speaking. Smith shows that alternatives to reasoned deliberation—like protest, resistance, and storytelling—have a place in politics. Such alternatives underscore the positive role that interest, passion, compassion, and even violence might play in the political life of America. Her book, therefore, is a cautionary analysis of how rationality came to dominate our thinking about politics and why its hegemony should concern us. Ultimately Smith reminds the reader that democracy and reasoned public debate are not synonymous and that the linkage is not necessarily a good thing.
African American Rhetoric(s): Interdisciplinary Perspectives is an introduction to fundamental concepts and a systematic integration of historical and contemporary lines of inquiry in the study of African American rhetorics. Edited by Elaine B. Richardson and Ronald L. Jackson II, the volume explores culturally and discursively developed forms of knowledge, communicative practices, and persuasive strategies rooted in freedom struggles by people of African ancestry in America. Outlining African American rhetorics found in literature, historical documents, and popular culture, the collection provides scholars, students, and teachers with innovative approaches for discussing the epistemologies and realities that foster the inclusion of rhetorical discourse in African American studies. In addition to analyzing African American rhetoric, the fourteen contributors project visions for pedagogy in the field and address new areas and renewed avenues of research. The result is an exploration of what parameters can be used to begin a more thorough and useful consideration of African Americans in rhetorical space.