Argues that the principles of stasis and kairos belie the reputation of classical rhetoric as obsessively individualistic and that they point toward a social constructionist foundation for classical rhetoric. These principles are strikingly similar; both act as controlling principles of rhetoric and determine both the generation and aim of…

Shows that Aristotle's common topics are part of a theory of interpretation rather than a collection of devices for invention. Argues that it is more Aristotelian and more useful to understand composing as interpretation and not invention. Uses scholarship to inform pedagogy and to reorient composing toward acts of reading. (EL)

Examines the "ethos" (the perceived trustworthiness of authors by readers) gained for Charles Darwin by means of the interpersonal metadiscourse he used in two chapters of the "Origin of Species." Concludes that Darwin used metadiscourse to create an "ethos" for his readers that informs, impresses, and wins them over…

Makes the case that sophistic rhetoric is a mirage which vaporizes once carefully scrutinized. Believes that the practice of reproducing incoherent historical concepts is pedagogically unsound, and alternatives should be considered. Suggests specific alternative appropriations that allow educators to retain the best contributions of sophistic…

Argues that Jeremy Rifkin's "Algeny" is epideictic rhetoric, related to the European "Jeremiad," a traditional lamentation mode. Notes that Rifkin draws a parallel between genetic engineering and alchemy and adopts a world view dominated by a static hierarchy. Suggests that the teaching of the epideictic genre underscore both…

Examines the history of the commonplace book and diary as used in teaching and relates this history to the advent of the pedagogical journal. Shows that certain teaching strategies can make the journal a valuable means of exploring the mix of public and private impulses found in all writing. (MG)

Argues that teachers can address the problem of how to integrate free and structured inquiry in the classical "progymnasmata," exercises designed to train the classical student in the art of "invention." Describes such exercises. (FL)

Notes with contemporary literary theorists that language is figurative rather than referential. Advocates using the four "master tropes"--metaphor, metonymy, synecdoche, and irony--as a conceptual framework for the composing process. Suggests that these tropes each represent different strategies for presenting experience, categories for…

Discusses the rhetorical method of Ludwig Wittgenstein. Argues that it must be extended in some fundamental ways if educators want to apply his model of rhetoric. Suggests that a truly pragmatic rhetoric must bear some similarity to the method of Wittgenstein's later philosophy. (MG)

Discusses Barrett Wendell's theory of discourse, including a critique of his definitions and an assessment of his discourse scheme. Challenges the image of Wendell as a technocrat who never rose above a consideration of style to examine more significant rhetorical issues. (MG)