Front Cover

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pp. 1-7

Contents

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pp. vii-viii

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Acknowledgments

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pp. ix-x

The writing of a page of acknowledgments provides a humbling reminder of what a web of example, instruction, and support undergirds the efforts of any author. I have been the lucky recipient of all of those things from many teachers, colleagues, and friends. ...

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Introduction

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pp. 1-22

This is a book about the rhetoric of written composition that arose in American colleges after 1780 and about its development as a culture, a theoretical apparatus, and a teaching practice down to relatively recent times. Although this story began to be told in detail during the last decade, let me tell you how I happen to be recounting my piece of it. ...

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1. Gender Influences: Composition-Rhetoric as an Irenic Rhetoric

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pp. 23-68

Rhetoric in both its theories and its pedagogies changed more thoroughly during the hundred years of the nineteenth century than it had since its inception in the probate courts of ancient Syracuse in the fifth century B.C. Much of this change was due to shifting rhetorical sites. ...

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2. Shaping Tools: Textbooks and the Development of Composition-Rhetoric

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pp. 69-111

The last twenty-five years have seen an unprecedented surge in the published scholarship surrounding writing and the teaching of writing. We are in the midst of an information boom, and for those of us whose professional views have been developed and shaped by reading scholarly journals it is difficult to imagine things any other way. ...

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3. Composition-Rhetoric, Grammar, and Mechanical Correctness

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pp. 112-170

Throughout most of its history as a college subject, English composition has meant one thing to most people: the single-minded enforcement of standards of mechanical and grammatical correctness in writing. The image of a grim-faced Miss Grundy, besprinkling the essays of her luckless students with scarlet handbook hieroglyphs, is still a common stereotype. ...

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4. Licensure, Disciplinary Identity, and Workload in Composition-Rhetoric

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pp. 171-209

0ne of the most striking changes we find when examining the development of rhetoric in American colleges over the last two hundred years lies not in the theory or even the pedagogy of rhetoric, but in its status. As theory and discipline, it has been degraded within both cultural and economic contexts. ...

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5. Discourse Taxonomies in Composition-Rhetoric

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pp. 210-256

The classification of discourse into different types has been one of the continuing interests of rhetoricians since the classical period. Some of these classifications have been genuinely useful to teachers of discourse, but others have exemplified Butler's damning couplet, "all a rhetorician's rules / Teach nothing but to name his tools." ...

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6. Style Theory and Static Abstractions

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pp. 257-295

Stylistics occupies an anomalous place in the history of composition-rhetoric in America. Defined in the sense of modern literary stylistic theories, we cannot say that this area had much effect on composition at all before 1950. Given the larger definition, however, of the study of rhetorical options at the sentence and word level, ...

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7. Invention and Assignments in Composition-Rhetoric

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pp. 296-328

One of the continuing questions informing rhetorical theory and teaching has been: What are students of discourse supposed to know, to be able to speak and write about? This is a question that faced Quintilian, as it does every new teacher of composition. Whenever we organize a course and make writing assignments, we answer it, at least in a de facto sense. ...

Notes

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pp. 329-346

Bibliography

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pp. 347-364

Index

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pp. 365-374

Back Cover

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pp. 386-386