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Anglo-American Feminist Challenges to the Rhetorical Traditions

Virginia Woolf, Mary Daly, Adrienne Rich

In this lucid and innovative work, Krista Ratcliffe successfully extrapolates rhetorical theories from three feminist writers not generally thought of as rhetoricians. Ratcliffe's skillful use of her methodology demonstrates a new model for examining women's texts. Her work situates Woolf's, Daly's, and Rich's feminist theories of rhetoric within current conversations about feminist pedagogies, particularly the interweavings of critical thinking, reading, and writing. Ratcliffe concludes with an application to teaching. This well-reasoned and convincing study will appeal to a widely varied audience: women in rhetoric and composition who feel that traditional theories do not speak to them; teachers of rhetorical history who want to explore gender concepts; composition teachers who want to become more aware of gender differences and pedagogical strategies to accommodate these differences; literary theorists and speech communication scholars who wish to track new methodologies for examining gender concerns; women's studies scholars who want to continue the examination of how language constructs and reflects patriarchy; and other students and scholars who simply are interested in theories of rhetoric, feminism, and pedagogy.

Their concerns about women, language, and writing, however, can be (re)read
as Anglo-American feminist theories of rhetoric that challenge the
genderblindness of more traditional histories, theories, and pedagogies. To
emphasize how ...

Communication and the Human Condition

Starting with the premise that we live in communication (rather than standing outside communication and using it for secondary purposes), Pearce claims that people who live in various cultures and historical epochs not only communicate differently but experience different ways of being human because they communicate differently. This century, he notes, ushered in the "communication revolution," the discovery that communication is far more important and central to the human condition than ever before realized. Essential to the communication revolution is the recognition that multiple forms of discourse exist in contemporary human society. Further, these forms of discourse are not benign; they comprise alternative ways of being human. Thus communication theory must encompass all that it "means to live a life, the shape of social institutions and cultural traditions, the pragmatics of social action, and the poetics of social order."

Every time the masses tried to advise the government about what needed to be
done, or what government projects were not working, the government scolded
them for not doing enough. No wonder the masses have learned to be
dependent on the central government for development! Although the
communication perspective does not suggest a clear-cut solution to the problem
of development in India, it does explain an otherwise enigmatic result of forty
years of development work.

Teaching Multiwriting

Researching and Composing with Multiple Genres, Media, Disciplines, and Cultures

Formulaic ways to train students in composition and rhetoric are no longer effective, say authors Robert L. Davis and Mark F. Shadle. Scholar-teachers must instead reinvent the field from the inside. Teaching Multiwriting: Researching and Composing with Multiple Genres, Media, Disciplines, and Cultures presents just such a reinvention with multiwriting, an alternative, open approach to composition. Seeking to open the minds of both writers and readers to new understandings, the authors argue for the supplanting of the outdated research paper assignment with research projects that use multiple forms to explore questions that cannot be fully answered. This innovative volume, geared to composition teachers at all levels, includes sixteen helpful illustrations and provides classroom exercises and projects for each chapter.

Researching and Composing with Multiple Genres, Media, Disciplines, and
Cultures Robert L. Davis, Mark F Shadle ... Research-based writing does not
belong solely to those who produce it but belongs to all who recognize the
sojourner in ...

A Student Guide to Play Analysis

With the skills of a playwright, the vision of a producer, and the wisdom of an experienced teacher, David Rush offers a fresh and innovative guide to interpreting drama in A Student Guide to Play Analysis, the first undergraduate teaching tool to address postmodern drama in addition to classic and modern. Covering a wide gamut of texts and genres, this far-reaching and user-friendly volume is easily paired with most anthologies of plays and is accessible even to those without a literary background. Contending that there are no right or wrong answers in play analysis, Rush emphasizes the importance of students developing insights of their own. The process is twofold: understand the critical terms that are used to define various parts and then apply these to a particular play. Rush clarifies the concepts of plot, character, and language, advancing Aristotle’s concept of the Four Causes as a method for approaching a play through various critical windows. He describes the essential difference between a story and a play, outlines four ways of looking at plays, and then takes up the typical structural devices of a well-made play, four primary genres and their hybrids, and numerous styles, from expressionism to postmodernism. For each subject, he defines critical norms and analyzes plays common to the canon. A Student Guide to Play Analysis draws on thoughtful examinations of such dramas as The Cherry Orchard, The Good Woman of Setzuan, Fences, The Little Foxes, A Doll House, The Glass Menagerie, and The Emperor Jones. Each chapter ends with a list of questions that will guide students in further study.