Revolution Lullabye

May 26, 2011

Covino, Rhetorical Pedagogy

Covino, William A.  “Rhetorical Pedagogy.” In A Guide to Composition Pedagogies. Eds. Tate, Rupiper, and Schick. New York: Oxford UP, 2001. 36-52.

Covino explains rhetorical pedagogy as one of the possibilities writing teachers can employ when teaching composition. Corbin also describes the history of rhetorical education from ancient times to its “fall” with Ramus in the 17th century, to the move toward current-traditionalist rhetoric in the 18th and 19th centuries, to the resurrgence of new rhetorics (Burke, Richards, etc) in the 20th century.

Rhetorical pedagogy emphasizes a deliberate attention to the history of rhetoric and to rhetorical theory, using concepts from rhetoric to help develop students’ flexibility as writers. Instead of using formulas or set “modes” to teach writing, rhetorical pedagogy encourages students to develop their ability to invent, be attentive to kairos and constraints of audience and context, and think about the broader ethical consequences of rhetoric.

Notes and Quotes

Crowley, Corbett, Schiappa, Enos, Jarratt, Murphy, Kennedy, Lunsford, Knoblauch and Brannon, Horner

Uses ancient, modern, postmodern rhetorical theory

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February 6, 2009

Covino, Rhetorical Pedagogy

William A. Covino. “Rhetorical Pedagogy.” 36-53.

Rhetorical pedagogy, which developed in the 1980s after the process and expressivism movements, looks to rhetoric to form a foundation for writing instruction. Advocates of rhetorical pedagogy define rhetoric as both dynamic and interested (48): dependent on context and attending to the needs and desires of writers and audiences. Rhetorical pedagogy draws on the entire history of rhetoric, from ancient Roman and Greek rhetoric to twentieth century rhetoricians, who expand rhetoric from the truncated empirical study of style that defined the discipline in the 18th and 19th cenutry to a more social, psychological, context-driven understanding of how rhetoric functions. Later twentieth-century rhetoricians argue that rhetoric is about finding shared values (Perelman), that even reality is rhetorical (Bakhtin), and that rhetoric can be found in non-human nature (Kennedy.) Modern historians of rhetoric are focused on recovering the rhetorical traditions of marginalized groups (women, African-Americans, etc.)

Quotable Quotes

Rhetorical pedagogy “consists in both more deliberate attention to the history of rhetoric and the acknowledgment that ‘rhetoric’ names a complex set of factors that affect the production and interpretation of texts” (39).

Notable Notes

Kinneavy’s theory of discourse increases the range of discourses available for students, a turn to the rhetorical tradition.

Expressivism encouraged a turn to classic invention heuristics.

1980s: emphasis on classical rhetoric (Aristotle, Cicero) 1990s: complicate it with other rhetorical traditions.

Sourcebooks for students and teachers: Corbett, Classical Rhetoric for the Modern Student; Lunsford, Reclaiming Rhetorica; Kennedy, Comparative Rhetoric; Murphy, A Short History of Writing Instruction; Crowley, Ancient Rhetorics for Contemporary Students; Knoblauch/Brannon, Rhetorical Traditions; Winterowd, Contemporary Rhetoric; Bizzell/Herzberg, The Rhetorical Tradition; Jarratt, Reading the Sophists; Covino, The Art of Wondering; Kitzhaber; Crowley, Methodical; Berlin, Writing Instruction; Bitzer, “The Rhetorical Situation”, Olson/Worsham, Race, Rhetoric, and the Postcolonial

Important figures: Aristotle, Cicero, Quintilian, Plato (Phaedus and Gorgias), Ramus (Arguments in Rhetoric), Hugh Blair, George Campbell, I.A. Richards, Kenneth Burke, Perelman, Derrida, Fish, Rorty, Chomsky, Belenky, Feyerabend, Kuhn (rhetoric of science), Bakhtin

Important 20th century: I.A. Richards (The Philosophy of Rhetoric) and Kenneth Burke (A Rhetoric of Motives)

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