Rhetoric Scholarship in Honor of Richard E. Young. INSTITUTION National Council of Teachers of English, Urbana, IL
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DOCUMENT RESUME ED 444 176 CS 217 227 AUTHOR Goggin, Maureen Daly, Ed. TITLE Inventing a Discipline: Rhetoric Scholarship in Honor of Richard E. Young. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-2375-9 PUB DATE 2000-00-00 NOTE 483p.; Foreword by Richard Leo Enos. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 23759-3050: $28.95 members, $34.95 nonmembers). Tel. No. 1-800-369-6283; Web site http://www.ncte.org. PUB TYPE Books (010)-- Collected Works - General (020) -- Reports - Descriptive (141) EDRS PRICE MF02/PC20 Plus Postage. DESCRIPTORS Higher Education; Intellectual Disciplines; Rhetorical Theory; *Writing Across the Curriculum; *Writing (Composition); *Writing Instruction; *Writing Research ABSTRACT Heeding the call of noted rhetoric scholar Richard E. Young to engage in serious, scholarly investigations of the assumptions that underlie established practices and habits about writing, the contributors to this critical volume study a diverse array of disciplinary issues, situate their work in a wide matrix of theoretical perspectives, and engage in multiple modes of inquiry and in multiple discourses. In section 1, the authors consider the history, present state, and potential future directions of the research, scholarship, and pedagogies of the field. Section 2 presents the theoretical, historical, and empirical investigations of particular kinds of rhetorical theories and practices. Section 3 offers discussions of specific writing programs and pedagogical approaches. After an introduction by Maureen Daly Goggin, essays in the book are: (1) "A Rhetoric for Literate Society: The Tension between Expanding Practices and Restricted Theories" (Charles Bazerman); (2) "Accounting for 'Well-Worn Grooves': Composition as a Self-Reinforcing Mechanism" (Maureen Daly Goggin and Steve Beatty); (3) "Cross-Disciplinarity in Rhetorical Scholarship?" (Janice M. Lauer); (4) "Shaping Sophisticates: Implications of the Rhetorical Turn for Rhetoric Education" (Joseph Petraglia); (5) "Rhetoric and the Ecology of the Noosphere" (Robert Inkster); (6) "The Modesty of Aristotle's 'Rhetoric'" (Eugene Garver); (7) "Classical Rhetoric in American Writing Textbooks, 1950-1965" (Karen Rossi Schnakenberg);(8) "Reinventing Memory and Delivery" (Winifred Bryan Horner);(9) "From Heuristic to Aleatory Procedures; Or, Toward 'Writing the Accident'" (Victor J. Vitanza);(10) "Bridging the Gap: Integrating Visual and Verbal Rhetoric" (Lee Odell and Karen McGrane); (11) "Inventing the American Research University: Nineteenth-Century American Science and the New Middle Class" (Danette Paul and Ann M. Blakeslee); (12) "Scientific Writing and Scientific Thinking: Writing the Scientific Habit of Mind" (Carol Berkenkotter);(13) "The Rhetoric of Social Action: College Mentors Inventing the Discipline" (Elenore Long); (14) "WAC, WHACK: You're an Expert--NOT!" (Sam Watson);(15) "Can Writing Be Taught? Being 'Explicit' in the Teaching and Learning of Writing across the Curriculum" (Stuart Greene and Rebecca Schoenike Nowacek); (16) "Notes on the Evolution of Network Support for Writing across the Curriculum" (Mike Palmquist); and (17) Reproductions supplied by EDRS are the best that can be made from the original document. "Pedagogical Invention and Rhetorical Action in Writing across the Curriculum" (Jo-Ann M. Sipple, William L. Sipple, and J. Stanton Carson). (Each chapter contains references.) (RS) Reproductions supplied by EDRS are the best that can be made from the original document. 0 "1 0 A SF --RivircHAR /EL U II DEPARTMENT OF EDUCATION )Mice of Educational Research and improvement DUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 3 This document has been reproduced as received from the person or organization originating it 3 Minor changes have been made to improve reproduction quality IPoints of view or opinions stated in this docu- ment do not necessarily represent official PERMISSION TO REPRODUCE AND OERI posmon or policy DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY rs TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 410,4r Edited by MAUREEN DALY GOGGIN -44, 111It 2 INVENTING A DISCIPLINE Richard E. Young Inventing a Discipline Rhetoric Scholarship in Honor of Richard E. Young Edited by MAUREEN DALY GOGGIN Arizona State University National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 EDITORIAL BOARD: Jacqueline Bryant, Kermit Campbell, Xin Liu Gale, Sarah Hudelson, Gerald R. Og lan, Helen Poole, Jackie Swensson, Gail Wood, Karen Smith, Chair, ex officio, Michael Greer and Zarina Hock, ex officio Staff Editor: Bonny Graham Interior Design: Jenny Jensen Greenleaf Cover Design: Evelyn C. Shapiro Cover Photograph: Copyright 1999 Karen De Wig NCTE Stock Number: 23759-3050 ©2000 by the National Council of Teachers of English. All rights reserved. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including pho- tocopy, or any information storage and retrieval system, without permission from the publisher. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teach- ing of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Every effort has been made to provide current URLs and e-mail addresses, but because of the rapidly changing nature of the Web, some sites and ad- dresses may no longer be accessible. Library of Congress Cataloging-in-Publication Data Inventing a descipline: rhetoric scholarship in honor of Richard E. Young/ edited by Maureen Daly Goggin. p. Includes bibliographical references and index. ISBN 0-8141-2375-9 (pbk.) 1. Rhetoric. I. Goggin, Maureen Daly. II. Young, Richard E. (Richard Emerson), 1932 PN175.I58 2000 808dc21 00-020225 CONTENTS FOREWORD vii Richard Leo Enos ACKNOWLEDGMENTS Xi PERMISSIONS xiii INTRODUCTION: A GENEALOGY ON GENEALOGIES XV Maureen Daly Goggin I Field: Reflections on the Past, Present, and Future of the Discipline 1 1 A Rhetoric for Literate Society: The Tension between Expanding Practices and Restricted Theories Charles Bazerman 5 2 Accounting for "Well-Worn Grooves": Composition as a Self-Reinforcing Mechanism Maureen Daly Goggin and Steve Beatty 29 3 Cross-Disciplinarity in Rhetorical Scholarship? Janice M. Lauer 67 4 Shaping Sophisticates: Implications of the Rhetorical Turn for Rhetoric Education Joseph Petraglia 80 II Wave: Temporal and Spatial Explorations of Rhetorical Theory and Practicel 105 5 Rhetoric and the Ecology of the Noosphere Robert Inkster 109 6 The Modesty of Aristotle's Rhetoric Eugene Garver 123 7 Classical Rhetoric in American Writing Textbooks, 1950-1965 Karen Rossi Schnakenberg 146 V Contents 8 Reinventing Memory and Delivery Winifred Bryan Horner 173 9 From Heuristic to Aleatory Procedures; or, Toward "Writing the Accident" Victor J. Vitanza 185 10 Bridging the Gap: Integrating Visual and Verbal Rhetoric Lee Odell and Karen McGrane 207 11 Inventing the American Research University: Nineteenth-Century American Science and the New Middle Class Danette Paul and Ann M. Blakeslee 237 12 Scientific Writing and Scientific Thinking: Writing the Scientific Habit of Mind Carol Berkenkotter 270 HI Particle: Pedagogical Applications of Rhetoric 285 13 The Rhetoric of Social Action: College Mentors Inventing the Discipline Elenore Long 289 14 WAC, WHACK: You're an ExpertNOT! Sam Watson 319 15 Can Writing Be Taught? Being "Explicit" in the Teaching and Learning of Writing Across the Curriculum Stuart Greene and Rebecca Schoenike Nowacek 334 16 Notes on the Evolution of Network Support for Writing Across the Curriculum Mike Palmquist 373 17 Pedagogical Invention and Rhetorical Action in Writing Across the Curriculum Jo-Ann M. Sipple, William L. Sipple, and J. Stanton Carson 403 INDEX 433 EDITOR 451 CONTRIBUTORS 453 - vi - FOREWORD RICHARD LEO ENOS Holder of the Lillian Radford Chair of Rhetoric and Composition Texas Christian University Most of us look forward to receiving our academic journals in the mail, but the November 1983 issue of College En- glish turned out to be more gratifying than anyone at Carnegie Mellon University could ever have hoped forincluding Rich- ard E. Young. In that issue, Carnegie Mellon was recognized as having one of the premier rhetoric programs in the country. At the time, the rhetoric program was only in its fourth year, if you count one year of planning (1979) and three years in operation. I still recall how modest Richard was when he mentioned this achievement to me in his office. As the director of graduate stud- ies, however, I saw this validation in anything but casual terms. While my expectations had been high, I was in a state of eupho- ria that our program was being recognized at such an early stage of its existence. Consequently, I only remember the next two hours as a blur. I photocopied the essay, highlighted the important parts regarding Carnegie Mellon, and personally hand-carried the re- sults over to the administrative assistant of our university presi- dent, Richard M. Cyert. Not long after I had walked back across campus and returned to my office, my telephone rang. President Cyert was requesting that I give