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Remarkable Texts: the Techne of Memory and Delivery and The REMARKABLE TEXTS: THE TECHNE OF MEMORY AND DELIVERY AND THE TWENTY-FIRST CENTURY CLASSROOM by ANGELA MITCHELL MISS (Under the Direction of CHRISTY DESMET) ABSTRACT This dissertation seeks to connect classical rhetorical technai to the use of digital technologies in the writing classroom, specifically investigating the ways the canons of memory and delivery are reborn in twenty-first century composition. As I trace the history of canons of memory and delivery in the rhetorical tradition, I reveal the ways in which these canons have been used to develop ethical appeals, specifically analyzing the complex ethos of Virginia Woolf. Foregrounding the ethical implications of digital culture, I situate my analysis within the posthuman landscape and address the limitations of postmodern composition theory in the digital writing classroom, arguing for pedagogies that are based in materiality and practice. As it is my argument that digital technology provides increasing opportunities for the use of the canons of memory and delivery in composition, I connect the concept of rhetorical techne to the use of epideictic argumentation in digital culture, arguing that the rhetorical endeavors of twenty-first century necessitate attention to the tasks of telematic memory: the digital mediums of communication that access knowledge through screens, cables and wires. The telematic memory of the twenty-first century operates as invention, bringing forth new knowledge at the same time as it works to reveal our ideological practices to us. This dissertation specifically analyzes the uses of technology in two college writing courses, articulating the ways that ethical appeals are created through the interconnection between ancient techniques, such as rhetorical figuration that calls upon operations of memory and/or delivery, and digital displays. This dissertation examines the relationships created between machines, students, and teachers, arguing against the disembodied discourses of recent postmodern rhetorical theory and seeking to foreground the need for specific, pragmatic, and materially-concerned pedagogies in the twenty-first century. INDEX WORDS: techne, posthuman, postmodern, technology, digital writing, composition, Virginia Woolf, epideictic, ethos, practice, pragmatism, memory and delivery, rhetoric, canons, pedagogy, telematic. REMARKABLE TEXTS: THE TECHNE OF MEMORY AND DELIVERY AND THE TWENTY-FIRST CENTURY CLASSROOM by ANGELA MITCHELL MISS B.A., The University of Georgia, 1993 M.A., The University of Georgia, 1996 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2004 © 2004 Angela Mitchell Miss All Rights Reserved REMARKABLE TEXTS: THE TECHNE OF MEMORY AND DELIVERY AND THE TWENTY-FIRST CENTURY CLASSROOM by ANGELA MITCHELL MISS Major Professor: Christy Desmet Committee: Michelle Ballif Nelson Hilton Michael Moran Stephen Ramsay Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2004 DEDICATION For my parents, Lewis Wayne Mitchell and Joan Lee West iv ACKNOWLEDGEMENTS I could not write a dissertation that argues for the benefits of communal knowledge- making without recognizing all those people who have helped in the creation of this dissertation. Most importantly, I must thank my parents, Joan West and Wayne Mitchell for all their support during my academic career: without their help this would have been a much more difficult process, if not impossible. The fact that I have written a pedagogical dissertation owes in large part to my mother, who has served as my example for teaching excellence for many years and is the one person I always try to emulate when I am in the front of the classroom. The completion of this dissertation is also owed to my father, who not only provided me with a room of my own for many years, but who also, at various points in this process, served as banker, cook, chauffeur, dog-sitter, gardener, handy-man, and mover, roles that helped me live well as I wrote. In addition, I need to acknowledge my husband, Stephen Miss, whose belief that I am smarter than I really am makes me work harder in order to keep him fooled. I would also like to thank my brother, Brian Mitchell, who provides me everyday with an example of someone who always strives for excellence. I must also give a special thank you to my fellow lady rhetorician, Alexis Hart, who not only provided the emotional support only a girlfriend can give, but who also, unselfishly, helped me maneuver the logistical problems I encountered as I finished this dissertation outside of Athens. Others who have helped me smile through this long process have been: my oldest friend, Cathy Reynolds, my sister-in-law and friend, Sue-Ann Mitchell, my incredibly funny niece, Brianna Mae Mitchell, and my constant writing companion, Boo Miss. v Professionally, I would like to thank the following professors for serving on my dissertation committee: Christy Desmet (Major Professor), Michelle Ballif, Nelson Hilton, Michael Moran and Stephen Ramsay. I would also like to acknowledge Michelle Ballif and Michael Moran whose rhetoric classes at the University of Georgia gave me a solid foundation on which to build my doctoral research. I must also thank Nelson Hilton, whose insight and leadership in developing and implementing <emma> provided a key component to my research. In turn, I need to acknowledge the time and patience of Ron Balthazor, whose technical expertise with <emma> was incredibly helpful as I learned about the exciting possibilities of XML. Alexis Hart also allowed me to use her screen shots of <emma> and Jedit in my appendix, which I also greatly appreciated. I would also like to thank all of the students who participated as "human subjects" for the research in this dissertation, particularly the students in my English 4830, "Writing for the World Wide Web" course, who created work that exceeded my expectations. Finally, I would like to especially thank my major professor, Christy Desmet, who not only provided me with much insight and support as I wrote this dissertation, but who constantly amazed me with her ability to work both "smarter and harder" than anyone else I know. In her timeas my advisor and major professor she not only taught me a great deal, but provided me with many opportunities for me to develop and apply rhetorical techne in an individual way, which as this dissertation argues, is the mark of a truly great teacher. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ............................................................................................................vi INTRODUCTION ...........................................................................................................................1 CHAPTER ONE REVEALING TECHNE: THE ETHICAL OBLIGATIONS OF TEACHING IN A HIGH TECH POSTHUMANIST CLASSROOM.......................................................25 Postmodern Techne?..............................................................................................28 Connecting Theory and Practice............................................................................32 The Benefits of a Neo-pragmatic Approach..........................................................34 Investigating Techne ..............................................................................................38 Revealing Techne...................................................................................................43 Techne in a Posthumanist Culture .........................................................................48 Refusing Technoromanticism................................................................................51 Constellations of Practice.......................................................................................58 Ethics of Techne.....................................................................................................60 Postmodern Ethos? ................................................................................................61 Ethos and Memory.................................................................................................63 Ethos and Delivery.................................................................................................65 Conclusion.............................................................................................................66 vii TWO FIGURING "IN" RHETORICAL TECHNE: MEMORY, DELIVERY AND THE ETHOS OF CYBERSPACE...........................................................................................70 Memory..................................................................................................................73 Imagery and Memory.............................................................................................78 The Architecture of Memory.................................................................................82 Writing and Memory..............................................................................................84 Delivery..................................................................................................................86 Theaters of Memory...............................................................................................93 Memory, Delivery, and the Epideictic...................................................................97 Woolf's Architecture of Ethos................................................................................98
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