Revolution Lullabye

October 11, 2013

Bernhardt, Review Essay: Rhetorical Technologies, Technological Rhetorics

Bernhardt, Stephen A. “Review Essay: Rhetorical Technologies, Technological Rhetorics.” College Composition and Communication 64.4 (June 2013): 704-720. Print.

Bernhardt briefly summarizes and reviews five recently-published edited collections and single-authored monographs in the field that explore the recriprocal interaction between rhetoric and technology. Each book he reviews explores how different technologies – both “old world” technologies like the typewriter and new media technologies – have impacted how we understand rhetorical theory, analysis, and practice.

The five books included in the review:

Borrowman, Shane, ed. On the Blunt Edge: Technology in Composition’s History and Pedagogy. Anderson: Parlor P, 2012. Print.

The chapters included in Borrowman’s collection look at a wide range of technologies and their impact on the field and how we understand writing, rhetorical education, and rhetorical identity. Some of the technologies include Athenian graffiti (RIchard Enos), handwriting and penmenship, typewriters, moveable type, audiovisual aids, and codes and hidden messages. Though the collection does not specifically focus on new media technologies, its understanding of how specific technologies impact rhetoric and how we think about and express meaning offer one perspective through which to explore new digital technologies.

Kimme Hea, Amy C., ed. Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Scholars. Cresskill: Hampton P, 2009. Print.

Kimme Hea’s collection explores the impact wireless computing and our constantly connected, multi-tasking lives on our students, classrooms, communities, pedagogies, and understanding of communication, writing and rhetoric.

McCorkle, Ben. Rhetorical Delivery as Technological Discourse: A Cross-Historical Study. Carbondale: Southern Illinois UP, 2012. Print.

McCorkle, through a large historical review, argues for a reconsideration of the rhetorical canon of delivery. His chapters look at ancient oratory practice, medieval preaching, the 19th-century elocutionary movement, and then look forward to how new media technologies might change the reciprocal relationship between speech and writing, a central theme of his book. Bernhardt labels his argument as “conservative,” and argues that it lacks some theoretical coherence and overlooks a possible connection to the canons of arrangmeent and memory (711).

Rice, Jeff. Digital Detroit: Rhetoric and Space in the Age of the Network. Carbondale: Southern Illinois UP, 2012. Print.

Bernhardt lauds Rice’s cross-disciplinary text that brings together rhetoric and network studies to investigate how we can experience and understand the multiple dimensions of Detroit. Rice relies on association, network, juxtaposition, and contradiction to build and recover narratives that challenge the dominant understanding of Detroit as a place of urban decay and hopelessness.

“Rice’s networking of Detroit purposefully embodies the confusion, indeterminacy, and mixed messages of a heavily trafficked and overloaded web of connections. Detroit is more like the buzzing, blooming confusion of the Web than it is a resolved, understood, and constantly signifying city” (713).

Delagrange, Susan H. Technologies of Wonder: Rhetorical Practice in a Digital World. Logan: Utah State UP, 2011. Web.

Delagrange’s eBook – a free, downloadable PDF file, rich with images, embedded links, and videos, and designed with an Adobe interface – embodies digital technology in its deliver. Her central argument is that the visual and the embodied need to be considered viable alternatives to the printed, written word. She uses an extended metaphor of the Wunderkammer (the wonder cabinet, the cabinet of curiosities). Bernhardt critiques Delagrange’s argument as a little passé, arguing that there already is acceptance of scholarship as visual, embodied, and performative at the academy and within composition and rhetoric (719). He also points out that although her book argues for an alternative to logocentric arguments, her book relies on the verbal, not the visual, to make its claims.

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September 7, 2012

Heard, Cultivating Sensibility in Writing Program Administration

Heard, Matthew. “Cultivating Sensibility in Writing Program Administration. WPA 35.2 (Spring 2012): 38-54.

Heard argues for WPAs to adopt a theoretical posture and ethos of sensibility, which he defines as a constant, embodied attuneness and attention to the constraints that shape the decisions they make and the subsequent consequences of their decisions. Heard maintains that if WPAs cultivate sensibility, it can help them understand the ways writing shapes their local decisions and practices. In addition, Heard contends that writing program administrators take a theoretical lead in the field, helping composition studies as a whole develop a writing sensibility.

Heard draws his argument about writing as “a living habit of being” from philosopher Carlo Sini (The Ethics of Writing.) Heard believes that writing helps us be more human, and this larger consequence of writing – as part of a thoughtful, deep life – needs to be incorporated into our pedagogy and scholarship. Writing helps us, he argues, be attune to the values and practices that we take on and their effects in our lives.

Notable Notes

writing instruction isn’t just about learning how to communicate to others

administrative advantage of this approach- be in the moment, attentive to the local

cultivate sensibility through recognition and naming, self-advocacy, public intervention

argues for changing TA training to reflect ethos of writing, attentiveness, local constraints

Quotable Quotes

“As ethos, writing becomes a force of being that not only shapes our communicative abilities, but also more profoundly impacts the way we see the world, interrelate with others, and find personal and social meaning.” (41)

Sensibility can “position WPAs to attune more consciously to the ways that our material, political, and other constraints affect the ways that the ethos of writing is put into practice through us and around us” (43)

“Instructors and students need to be able to see their study of writing as part of something bigger – part of how they learn to live and not simply how they learn to communicate more effectively” (50).

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