RhetorClick - User contributions [en]

User:ChristinaL

2011-05-12T15:42:03Z

ChristinaL:

I am a senior English Writing & Rhetoric major here at St. Edward's and will be graduating in May. I recently returned from spending the Fall semester with a study abroad program in Jordan and cannot wait to go back in the near future. Upon graduation I am hoping to take part in the Master's International program through the Peace Corps. The program combines graduate school with Peace Corps service.

'''Wiki Contribution:'''

I focused my efforts on the article summaries and author pages. I added author biographies and a few article summaries. Most of my time was spent formatting and connecting these two sections. I went through all the author biographies and added cohesive section headings (such as "article summaries, other works," etc. I made sure that they looked the same on every author page. I then linked the author pages to the specific article summaries. This had already been done on a few of the author pages, but I did it for a majority of them and made sure they all worked. I then added links from the article summary pages back to the author pages. For the authors who have web pages, especially through universities, I added a link to their home page. I didn't get all of them done but I managed to add a few.

According to the Wiki Assignment Guidelines, I feel that I assisted with the following:

- Establishing and refining policies to promote consistency of style and voice throughout the site

- Rearranging content on a page to improve clarity and to ensure consistency among similar pages

- Copyediting and proofreading pages to ensure conformity with wiki guidelines

I also volunteered for an extra day of note taking and added those notes to the "Class Notes" page.

User:ChristinaL

2011-05-12T15:41:29Z

ChristinaL:

I am a senior English Writing & Rhetoric major here at St. Edward's and will be graduating in May. I recently returned from spending the Fall semester with a study abroad program in Jordan and cannot wait to go back in the near future. Upon graduation I am hoping to take part in the Master's International program through the Peace Corps. The program combines graduate school with Peace Corps service.

'''Wiki Contribution:'''

I focused my efforts on the article summaries and author pages. I added author biographies and a few article summaries. Most of my time was spent formatting and connecting these two sections. I went through all the author biographies and added cohesive section headings (such as "article summaries, other works," etc. I made sure that they looked the same on every author page. I then linked the author pages to the specific article summaries. This had already been done on a few of the author pages, but I did it for a majority of them and made sure they all worked. I then added links from the article summary pages back to the author pages. For the authors who have web pages, especially through universities, I added a link to their home page. I didn't get all of them done but I managed to add a few.

According to the Wiki Assignment Guidelines, I feel that I assisted with the following:

- Establishing and refining policies to promote consistency of style and voice throughout the site
- Rearranging content on a page to improve clarity and to ensure consistency among similar pages
- Copyediting and proofreading pages to ensure conformity with wiki guidelines

I also volunteered for an extra day of note taking and added those notes to the "Class Notes" page.

User:ChristinaL

2011-05-12T15:40:28Z

ChristinaL:

I am a senior English Writing & Rhetoric major here at St. Edward's and will be graduating in May. I recently returned from spending the Fall semester with a study abroad program in Jordan and cannot wait to go back in the near future. Upon graduation I am hoping to take part in the Master's International program through the Peace Corps. The program combines graduate school with Peace Corps service.

'''Wiki Contribution:'''

I focused my efforts on the article summaries and author pages. I added author biographies and a few article summaries. Most of my time was spent formatting and connecting these two sections. I went through all the author biographies and added cohesive section headings (such as "article summaries, other works," etc. I made sure that they looked the same on every author page. I then linked the author pages to the specific article summaries. This had already been done on a few of the author pages, but I did it for a majority of them and made sure they all worked. For the authors who have web pages, especially through universities, I added a link to their home page. I didn't get all of them done but I managed to add a few.

According to the Wiki Assignment Guidelines, I feel that I assisted with the following:

- Establishing and refining policies to promote consistency of style and voice throughout the site
- Rearranging content on a page to improve clarity and to ensure consistency among similar pages
- Copyediting and proofreading pages to ensure conformity with wiki guidelines

I also volunteered for an extra day of note taking and added those notes to the "Class Notes" page.

Michael S. Halloran

2011-05-12T13:52:48Z

ChristinaL:

In need of a summary.

== Biography ==

== Article Summaries ==

[[Halloran, Michael S. "On the End of Rhetoric: Classical and Modern"]]

== Additional Works/ Publications ==

== Further Readings ==

== References ==

== External Links ==

Brent Douglas

2011-05-12T13:50:58Z

ChristinaL:

In need of a summary.

== Biography ==

== Article Summaries ==

[[Brent, Douglas "Rogerian Rhetoric: An Alternative to Traditional Rhetoric"]]

== Additional Works/ Publications==

== Further Reading ==

== References ==

== External Links ==

Bill Hart-Davidson

2011-04-26T04:12:42Z

ChristinaL:

Bill Hart-Davidson is an Associate Professor of Rhetoric and Writing and Professional Writing programs at Michigan State University. Hart is the Co-Director of the Writing in Digital Environments (WIDE) research center. He received his Ph.D. from Purdue University. His research focus on technical communication and the development of new technologies on writing practices.

== Article Summaries ==

[[Hart-Davidson, Bill and Steven D. Krause “Re: The Future of Computers and Writing: A Multivocal Textumentary”]]

== Additional Resources and Reading ==

'''Works:'''

Bill Hart-Davidson

2011-04-26T04:12:31Z

ChristinaL:

S. Michael Halloran

2011-04-26T04:07:23Z

ChristinaL:

S. Michael Halloran (1939-present) is a Professor Emeritus at the Department of Language, Literature, and Communication at Rensselaer Polytechnic Institute in Troy, New York.

== Article Summaries ==

[[Halloran, Michael S. "On the End of Rhetoric: Classical and Modern"]]

== Additional Resources and Reading ==

[http://www.llc.rpi.edu/pl/people-590/?objectID=525 Rensselaer Faculty Page]

Lisa S. Ede

2011-04-26T04:00:21Z

ChristinaL:

Lisa Ede is a professor of English and Director of the Center for Writing and Learning at Oregon State University. Ede received her Ph.D. from The Ohio State University in 1975. She specializes in rhetoric and composition and feminist, cultural, and critical pedagogical studies.

== Article Summaries ==

[["On Distinctions between Classical and Modern Rhetoric" by Andrea A. Lunsford and Lisa S. Ede]]

== Additional Resources and Reading ==

[http://cdh.sc.edu/~bhawk/readings/lunsford-ede.pdf Audience Addressed/Audience Invoked: The Role of Audience in Composition (Lunsford and Ede)]

[http://oregonstate.edu/cla/english/ede-lisa Oregon State University Faculty Page]

[http://wic.oregonstate.edu/news/lisa-ede-reflection-30-years-writing-and-rhetoric Interview: "Reflection on 30 Years of Writing and Rhetoric]

Lisa S. Ede

2011-04-26T03:59:22Z

ChristinaL:

Lisa Ede (years) is a professor of English and Director of the Center for Writing and Learning at Oregon State University. Ede received her Ph.D. from The Ohio State University in 1975. She specializes in rhetoric and composition and feminist, cultural, and critical pedagogical studies.

== Article Summaries ==

[["On Distinctions between Classical and Modern Rhetoric" by Andrea A. Lunsford and Lisa S. Ede]]

== Additional Resources and Reading ==

[http://cdh.sc.edu/~bhawk/readings/lunsford-ede.pdf Audience Addressed/Audience Invoked: The Role of Audience in Composition (Lunsford and Ede)]

[http://oregonstate.edu/cla/english/ede-lisa Oregon State University Faculty Page]

[http://wic.oregonstate.edu/news/lisa-ede-reflection-30-years-writing-and-rhetoric Interview: "Reflection on 30 Years of Writing and Rhetoric]

Lisa S. Ede

2011-04-26T03:54:39Z

ChristinaL:

Lisa Ede (years) is a professor of English at Oregon State University. She specializes in rhetoric and composition and feminist, cultural, and critical pedagogical studies.

== Article Summaries ==

[["On Distinctions between Classical and Modern Rhetoric" by Andrea A. Lunsford and Lisa S. Ede]]

== Additional Resources and Reading ==

[http://cdh.sc.edu/~bhawk/readings/lunsford-ede.pdf Audience Addressed/Audience Invoked: The Role of Audience in Composition (Lunsford and Ede)]

[http://www.http://oregonstate.edu/cla/english/ede-lisa link title]

Jim W. Corder

2011-04-26T03:52:29Z

ChristinaL:

Jim Corder (1929-1998) was a Professor of English at Texas Christian University. In addition to his work on rhetorical studies he wrote creative nonfiction books such as Lost in West Texas (1988), Chronicle of a Small Town (1989), and Yonder: Life on the Far Side of Change (1992). Remembered for his use of figurative language and personal experiences in his writings, Corder pushed the boundaries of typical academic writing. He is commonly classified as an "expressivist" and is well known for his "Corderian rhetoric."

== Article Summaries ==

[[Corder, Jim W. "Argument as Emergence, Rhetoric as Love"]]

== Additional Resources and Reading ==

Jim W. Corder

2011-04-26T03:52:03Z

ChristinaL:

Jim Corder (1929-1998) was a Professor of English at Texas Christian University. In addition to his work on rhetorical studies, he wrote creative nonfiction books such as Lost in West Texas (1988), Chronicle of a Small Town (1989), and Yonder: Life on the Far Side of Change (1992). Remembered for his use of figurative language and personal experiences in his writings, Corder pushed the boundaries of typical academic writing. He is commonly classified as an "expressivist" and is well known for his "Corderian rhetoric."

== Article Summaries ==

[[Corder, Jim W. "Argument as Emergence, Rhetoric as Love"]]

== Additional Resources and Reading ==

Kenneth Burke

2011-04-26T03:29:46Z

ChristinaL:

Kenneth Burke (1897-1993) is a major American literary theorist who attended Ohio State University for a semester before moving to Columbia University; however, he left college to pursue writing. He was influenced by Karl Marx, Sigmund Freud, and Friedrich Nietzsche but did not explicitly follow any particular school of thought. Burke defined humankind as a "symbol using animal."

== Notable Quotes ==

== Article Summaries ==

[[Burke, Kenneth "Definition of Man"]]

== Additional Resources and Reading ==

[http://www.comm.umn.edu/burke/ University of Minnesota, Kenneth Burke Resources Website]

[http://www.kbjournal.org/kbs The Kenneth Burke Society]

Steven D. Krause

2011-04-18T00:29:03Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Hart-Davidson, Bill and Steven D. Krause “Re: The Future of Computers and Writing: A Multivocal Textumentary”]]

== Additional Resources and Reading ==

'''Works:'''

Hart-Davidson, Bill and Steven D. Krause “Re: The Future of Computers and Writing: A Multivocal Textumentary”

2011-04-18T00:28:41Z

ChristinaL:

“Re: The Future of Computers and Writing: A Multivocal Textumentary” directed by [[Bill Hart-Davidson]] and [[Steven D. Krause]] offered an interesting look at the concerns and developments that are/were taking place for teachers and researchers in looking at computers and writing. The text flashes back and forth between scenes of conferences and interviews with individuals. Some people, such as Nick Carbone discuss “computers and writing” and “composition and rhetoric” are two different fields. Others, such as Mike Palmquist, think that the term “rhetoric and technology,” proposed by Eric Crump, covers the fields and puts them into one area. This brings people to the point of considering the changing fields and has Steven Krause asking, “Where is the boundary? How far afield can we go before we are in another field altogether” (488). Bill Hart Davidson believes that “our field will continue to push beyond the boundaries of the question ‘why teach writing with computers?’ to how might literate activity... be better supported given the network of technologies we now have available” (489). Kraue argues that “the distinction between computers and writing and composition-in-general is largely over” and that even teachers who do not use computers in the classroom understand the importance of this new technology (490). Becky Rickly sums everything up by saying that “rhetoric is vast” and it contains everything: rhetoric, computers, and much more (493). Rich Rice states “The medium isn’t the message. The medium and the message is the message” (495). The “Textumentary” ends with Michael Day posing three questions about computers and education while the scene flashes to the 2003 Conference and Hart-Davidson is heard saying “Does this wireless network change everything or what” (497)?! This last quote implies that the technology is always changing as is the definition of writing, rhetoric, etc. and that this discussion is far from being over.

Hart-Davidson, Bill and Steven D. Krause “Re: The Future of Computers and Writing: A Multivocal Textumentary”

2011-04-18T00:28:28Z

ChristinaL:

“Re: The Future of Computers and Writing: A Multivocal Textumentary” directed by [[Bill Hart-Davidson]] and [[Steven Krause]] offered an interesting look at the concerns and developments that are/were taking place for teachers and researchers in looking at computers and writing. The text flashes back and forth between scenes of conferences and interviews with individuals. Some people, such as Nick Carbone discuss “computers and writing” and “composition and rhetoric” are two different fields. Others, such as Mike Palmquist, think that the term “rhetoric and technology,” proposed by Eric Crump, covers the fields and puts them into one area. This brings people to the point of considering the changing fields and has Steven Krause asking, “Where is the boundary? How far afield can we go before we are in another field altogether” (488). Bill Hart Davidson believes that “our field will continue to push beyond the boundaries of the question ‘why teach writing with computers?’ to how might literate activity... be better supported given the network of technologies we now have available” (489). Kraue argues that “the distinction between computers and writing and composition-in-general is largely over” and that even teachers who do not use computers in the classroom understand the importance of this new technology (490). Becky Rickly sums everything up by saying that “rhetoric is vast” and it contains everything: rhetoric, computers, and much more (493). Rich Rice states “The medium isn’t the message. The medium and the message is the message” (495). The “Textumentary” ends with Michael Day posing three questions about computers and education while the scene flashes to the 2003 Conference and Hart-Davidson is heard saying “Does this wireless network change everything or what” (497)?! This last quote implies that the technology is always changing as is the definition of writing, rhetoric, etc. and that this discussion is far from being over.

Hart-Davidson, Bill and Steven D. Krause “Re: The Future of Computers and Writing: A Multivocal Textumentary”

2011-04-18T00:27:58Z

ChristinaL:

“Re: The Future of Computers and Writing: A Multivocal Textumentary” directed by Bill Hart-Davidson and Steven D. Krause offered an interesting look at the concerns and developments that are/were taking place for teachers and researchers in looking at computers and writing. The text flashes back and forth between scenes of conferences and interviews with individuals. Some people, such as Nick Carbone discuss “computers and writing” and “composition and rhetoric” are two different fields. Others, such as Mike Palmquist, think that the term “rhetoric and technology,” proposed by Eric Crump, covers the fields and puts them into one area. This brings people to the point of considering the changing fields and has Steven Krause asking, “Where is the boundary? How far afield can we go before we are in another field altogether” (488). Bill Hart Davidson believes that “our field will continue to push beyond the boundaries of the question ‘why teach writing with computers?’ to how might literate activity... be better supported given the network of technologies we now have available” (489). Kraue argues that “the distinction between computers and writing and composition-in-general is largely over” and that even teachers who do not use computers in the classroom understand the importance of this new technology (490). Becky Rickly sums everything up by saying that “rhetoric is vast” and it contains everything: rhetoric, computers, and much more (493). Rich Rice states “The medium isn’t the message. The medium and the message is the message” (495). The “Textumentary” ends with Michael Day posing three questions about computers and education while the scene flashes to the 2003 Conference and Hart-Davidson is heard saying “Does this wireless network change everything or what” (497)?! This last quote implies that the technology is always changing as is the definition of writing, rhetoric, etc. and that this discussion is far from being over.

Kathleen Blake Yancey

2011-04-18T00:26:32Z

ChristinaL:

Needs biography.

== Article Summaries==

[[Yancey, Kathleen Blake "Looking for Sources of Coherence in a Fragmented World: Notes toward a New Assessment Design"]]

== Additional Resources and Reading ==

'''Works:'''

Sean D. Williams

2011-04-18T00:25:53Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Williams, Sean D. "Part 2: Toward an Integrated Composition Pedagogy in Hypertext"]]

== Additional Resources and Reading ==

'''Works:'''

Weaver, Richard "The Cultural Role of Rhetoric

2011-04-18T00:24:44Z

ChristinaL:

“The Cultural Role of Rhetoric” by [[Richard Weaver]] argues his point that a combination of rhetoric and dialectic are needed to form the most persuasive speech. However, at the time the article was written, Weaver claimed that the “discourse that is favored today is without feeling and resonance." In other words, people were incorrectly relying on dialectic without rhetoric. Rhetoric relies on a shared history between people that brings them together. Weaver states that his thesis “is that a too exclusive reliance upon dialectic is a mistake of the most serious consequence because dialectic alone in the social realm is subversive." He uses the example of the trial of Socrates to show that using just a dialectic approach will not connect with the people a person is appealing to in their speech. Socrates may have been the “greatest dialectician of his time”, but the way in which he spoke lacked feeling and brought “to minds of the audience the side of Socrates which had aroused enmity." His way of speaking did not connect with the audience and therefore they felt no sympathy or connection with him. People need to be “approached through certain ‘places’ or common perceptions of reality." Those who only use dialectic actually withdraw themselves from society. However, there are people now who believe that “it is improper for any person to try to persuade another person” and that the only speech stated should be pure facts. It is impossible to simply use the denotation and not the connotation of a word, though, and “what a word means is going to be determined by the whole context of the vocabulary." Rhetoric and not dialectic is what helped Christianity to thrive over Hellenic ideals because it provided talk of feelings and a historical moment as well. Weaver concludes by saying that “in the restored man dialectic and rhetoric will go along hand in hand as the regime of the human faculties intended that they

Weaver, Richard "The Cultural Role of Rhetoric

2011-04-18T00:24:13Z

ChristinaL:

add summary here.

[[Richard Weaver]]'s article “The Cultural Role of Rhetoric” argues his point that a combination of rhetoric and dialectic are needed to form the most persuasive speech. However, at the time the article was written, Weaver claimed that the “discourse that is favored today is without feeling and resonance." In other words, people were incorrectly relying on dialectic without rhetoric. Rhetoric relies on a shared history between people that brings them together. Weaver states that his thesis “is that a too exclusive reliance upon dialectic is a mistake of the most serious consequence because dialectic alone in the social realm is subversive." He uses the example of the trial of Socrates to show that using just a dialectic approach will not connect with the people a person is appealing to in their speech. Socrates may have been the “greatest dialectician of his time”, but the way in which he spoke lacked feeling and brought “to minds of the audience the side of Socrates which had aroused enmity." His way of speaking did not connect with the audience and therefore they felt no sympathy or connection with him. People need to be “approached through certain ‘places’ or common perceptions of reality." Those who only use dialectic actually withdraw themselves from society. However, there are people now who believe that “it is improper for any person to try to persuade another person” and that the only speech stated should be pure facts. It is impossible to simply use the denotation and not the connotation of a word, though, and “what a word means is going to be determined by the whole context of the vocabulary." Rhetoric and not dialectic is what helped Christianity to thrive over Hellenic ideals because it provided talk of feelings and a historical moment as well. Weaver concludes by saying that “in the restored man dialectic and rhetoric will go along hand in hand as the regime of the human faculties intended that they

Richard Weaver

2011-04-18T00:22:00Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Weaver, Richard "The Cultural Role of Rhetoric]]

== Additional Resources and Reading ==

'''Works:'''

Stephen Toulmin

2011-04-18T00:20:54Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Toulmin, Stephen "The Layout of Arguments"]]

== Additional Resources and Reading ==

'''Works:'''

Madeleine Sorapure

2011-04-18T00:20:04Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Sorapure, Madeleine, Pamela Inglesby, and George Yatchisin "Web Literacy: Challenges and Opportunities for Research in a New Medium"]]

== Additional Resources and Reading ==

'''Works:'''

John M. Slatin

2011-04-18T00:19:12Z

ChristinaL:

John Slatin (1952-2008), Ph.D, founded the Institute for Technology and Learning at the University of Texas at Austin. Slatin was visually impaired, suffering from retinitis pigmentosa, which causes gradual deterioration and ultimate loss of vision, and had been working with accessibility issues since 1985. During 1985, Slatin received a grant to develop software for visually impaired students for UT's first computer-based writing class.

In 2005, Slatin was diagnosed with leukemia, but that did not slow him down. In 2006, Slatin participated in a dance called "Sextet," created by Allison Orr, which featured two professional dancers, two blind people and their guide dogs, and was performed at the John F. Kennedy Center for the Performing Arts in Washington D.C. Slatin also frequently danced with Austin Body Choir, an improvisational world music dance group that was held at a yoga studio. The members of this dance group gave Slatin much support when dealing with his illness.

Through his illness, he and his wife Anna kept a blog titled "The Leukemia Letters," and blogged their way through Slatin's entire illness. According to Slatin, the blog was extremely therapeutic.

During his lifetime, Slatin also chaired on the Accessibility and Usability Domain committee of a Texas initiative to develop information architecture for electronic government services in Texas. The mayor of Austin's Committee on People with Disabilities awarded John with a Distinguished Service Award for his work at AIR Austin, and Slatin also sat on the Board of Directors of Access Arts Austin, a group that works with people in Texas and the United States to make the arts more accessible to people with disabilities.

Slatin passed away on March 24, 2008. He was 55 years old.

== Article Summaries ==

[[Slatin, John M. "Reading Hypertext: Order and Coherence in a New Medium"]]

== Additional Resources and Reading ==

Richard J. Selfe Jr.

2011-04-18T00:18:26Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Selfe, Cynthia L. & Richard J. Selfe Jr. "The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones"]]

== Additional Resources and Reading ==

'''Works:'''

Cynthia L. Selfe

2011-04-18T00:17:41Z

ChristinaL:

Robert L. Scott

2011-04-18T00:16:53Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Scott, Robert L. "On Viewing Rhetoric as Epistemic"]]

== Additional Resources and Reading ==

'''Works:'''

Ferdinand de Saussure

2011-04-18T00:16:04Z

ChristinaL:

Ferdinand De Saussure (1857-1907) was a Swiss linguist. He studied linguistics at the University of Leipzig (1876) then later studied in Berlin. From 1881-1891, after receiving his doctorate from Leipzig, he taught in Paris, and in 1891, he accepted a professorship at Geneva. He taught at the University of Geneva for the rest of his career. In 1907, he started teaching General Linguistics.

== Notable Quotes ==

== Article Summaries ==

[["Nature of the Linguistic Sign" by Ferdinand de Saussure]]

== Additional Readings & Resources ==

[http://www.aber.ac.uk/media/Documents/S4B/ Semiotics for Beginners]

[http://en.wikipedia.org/wiki/File:Chart_Semiotics_of_Social_Networking.jpg Semiotics of Social Networking]

[http://owl.english.purdue.edu/owl/resource/722/07/ Purdue OWL: Structuralism and Semiotics]

"How to Read a Page" by I. A. Richards

2011-04-18T00:15:25Z

ChristinaL:

In “How to Read a Page,” [[I. A. Richards]] writes at length about ideal strategies for interacting with and making meaning out of texts. He explains the difficulties involved in varying interpretations and outlines some common words that are important, but ambiguous. He then illustrates the complexities involved in reading a page by providing an example: a somewhat abstruse passage written by Aristotle. Richards rewrites this passage in plain English and highlights various distinctions he makes in his rewritten version. His analysis leads him to make the following conclusions about reading pages: it helps to read text keeping in mind vocal emphases to better discern structure (reading aloud), to read slowly and deliberately, and to read with an eye for comparison between meanings—or “translation” in the sense of figuring out the context in which different words are used.

I. A. Richards

2011-04-18T00:15:02Z

ChristinaL:

I. A. Richards (1893-1979) studied philosophy at Magdalene College, Cambridge. He taught his first literary class at Magdalene. After working with C. K Ogen, he began studying interpretation, and after seeing his students’ interpretations of poems, he wrote Practical Criticism and Principles of Literary Criticism. Once he started teaching at Harvard University, he argued that it is useless to have theory without application. He is most known for the revival of the [[rhetorical triangle]], as well as being the father of [[New Criticism]].

== Article Summaries ==

[["How to Read a Page" by I. A. Richards]]

== Additional Reading and Resources ==

Richard Ohmann

2011-04-18T00:14:41Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Ohmann, Richard “In Lieu of a New Rhetoric”]]

== Additional Resources and Reading ==

'''Works:'''

Chaim Perelman

2011-04-18T00:13:55Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Perelman, Chaïm "The New Rhetoric: A Theory of Practical Reasoning"]]

== Additional Resources and Reading ==

'''Works:'''

Mike Palmquist

2011-04-18T00:13:05Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Palmquist, Mike, Kate Kiefer, James Hartvigsen, and Barbara Goodlew "Contrasts: Teaching and Learning about Writing in Traditional and Computer Classrooms"]]

== Additional Resources and Reading ==

'''Works:'''

Andrea A. Lunsford

2011-04-18T00:12:15Z

ChristinaL:

Needs biography.

== Article Summaries ==

[["On Distinctions between Classical and Modern Rhetoric" by Andrea A. Lunsford and Lisa S. Ede]]

== Additional Resources and Reading ==

John Logie

2011-04-18T00:11:33Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Logie, John “Champing at the Bits: Computers, Copyright, ad the Composition Classroom”]]

== Additional Resources and Reading ==

'''Works:'''

Steven D. Krause

2011-04-18T00:10:29Z

ChristinaL:

Needs biography.

== Article Summaries ==

== Additional Resources and Reading ==

'''Works:'''

Johndan Johnson-Eilola

2011-04-18T00:09:30Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Johnson-Eilola, Johndan “Negative Spaces: From Production to Connection in Composition”]]

== Additional Resources and Reading ==

'''Works:'''

Johndan Johnson-Eilola

2011-04-18T00:09:21Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[ohnson-Eilola, Johndan “Negative Spaces: From Production to Connection in Composition”]]

== Additional Resources and Reading ==

'''Works:'''

Johndan Johnson-Eilola

2011-04-18T00:08:59Z

ChristinaL:

Needs biography.

== Article Summaries ==

== Additional Resources and Reading ==

'''Works:'''

Bill Hart-Davidson

2011-04-18T00:06:44Z

ChristinaL:

S. Michael Halloran

2011-04-18T00:05:32Z

ChristinaL:

Needs biography.

== Article Summaries ==

[[Halloran, Michael S. "On the End of Rhetoric: Classical and Modern"]]

== Additional Resources and Reading ==

Michel Foucault

2011-04-18T00:04:27Z

ChristinaL:

Michel Foucault Michel Foucault (1926-1984) attended Ecole Normale Superieure. After seeing a psychiatrist, he began studying psychology, and he earned his license in France, as well as a degree in philosophy. He taught psychology at the Universite Lille Nord de France from 1953 to 1954. After leaving France for a few years, Foucault returned to finish his doctorate and accept a position at the University of Clermont-Ferrand. In 1965, he moved to the University of Tunis. He later moved to the United States and lectured at the University at buffalo in 1970, as well as at UC Berkeley.

== Article Summaries ==

[["What Is an Author?" by Michel Foucault]]

== Additional Resources and Reading ==

Lisa S. Ede

2011-04-18T00:03:53Z

ChristinaL:

enter text here.

== Article Summaries ==

[["On Distinctions between Classical and Modern Rhetoric" by Andrea A. Lunsford and Lisa S. Ede]]

== Additional Resources and Reading ==

[http://cdh.sc.edu/~bhawk/readings/lunsford-ede.pdf Audience Addressed/Audience Invoked: The Role of Audience in Composition (Lunsford and Ede)]

Jim W. Corder

2011-04-18T00:03:12Z

ChristinaL:

(1929-1998)

== Article Summaries ==

[[Corder, Jim W. "Argument as Emergence, Rhetoric as Love"]]

== Additional Resources and Reading ==

Kenneth Burke

2011-04-18T00:02:06Z

ChristinaL:

Kenneth Burke (1897-1993) attended Ohio State University for a semester before moving to Columbia University; however, he left college to pursue writing. He is thought of as a major American literary theorist.

== Notable Quotes ==

== Article Summaries ==

[[Burke, Kenneth "Definition of Man"]]

== Additional Resources and Reading ==

[http://www.comm.umn.edu/burke/ University of Minnesota, Kenneth Burke Resources Website]

[http://www.kbjournal.org/kbs The Kenneth Burke Society]

Kenneth Burke

2011-04-18T00:01:52Z

ChristinaL:

Kenneth Burke (1897-1993) attended Ohio State University for a semester before moving to Columbia University; however, he left college to pursue writing. He is thought of as a major American literary theorist.

== Notable Quotes ==

== Article Summaries ==

[[Burke, Kenneth "Definition of a Man"]]

== Additional Resources and Reading ==

[http://www.comm.umn.edu/burke/ University of Minnesota, Kenneth Burke Resources Website]

[http://www.kbjournal.org/kbs The Kenneth Burke Society]

Donald C. Bryant

2011-04-18T00:00:52Z

ChristinaL:

Donald C. Bryant (1905-1987) studied speech and English at Cornell University. He taught at the high school and university levels; he was a professor at New York State College for Teachers, Washington University, and University of Iowa. He was an editor for The Quarterly Journal of Speech for one term, and the president of the Speech Communication Association. He is known for defining the function of rhetoric as, “Adjusting ideas to people and people to ideas.”

== Article Summaries ==

[[Bryant, Donald C. "Rhetoric: Its Functions and Its Scope"]]

== Additional Resources and Reading ==

Roland Barthes

2011-04-17T23:59:24Z

ChristinaL:

Roland Barthes (1915-1980) was a French philosopher, literary theorist and critic. He taught in France, Romania and Egypt while he wrote Writing Degree Zero. In 1952, he started at the Centre National de la Recherche Scientifique to study sociology and lexicology. After writing numerous well-known essays, Barthes began traveling to lecture. In 1967, he wrote The Death of the Author, and in 1977, he was elected to the chair of Semilogie Litteraire at the College de France.

== Article Summaries ==

[[Barthes, Roland "Death of the Author"]]

== Additional Resources and Reading ==

Dennis Baron

2011-04-17T23:58:23Z

ChristinaL:

Dennis Baron (1944-Present) is currently a professor of English and Linguistics at the University of Illinois at Urbana-Champaign. Baron is known for his work on the technologies of language communication as well as the history and current state of the English language. Baron blogs about communication technology and the use of language, and has written for the ''New York Times'', the Washington Post, the ''Los Angeles Times'', and the ''Chicago Tribune''.

'''Education'''

*Bachelors degree in English and American Literature from Brandeis University in 1965
*Masters degree in English and Comparative Literature from Columbia University in 1968
*Ph.D in English Language and Literature from the University of Michigan in 1971

Currently, Baron has a blog titled "The Web of Language," which highlights language in the news. "The Web of Language" brings attention to such stories such as how the House passed a bill to ban texting in Spanish and how the world's most popular word, OK, turns 172 years old. The blog averages 25,000 pages views per month.

== Article Summaries ==

[[Baron, Dennis "From Pencils to Pixels: The Stages of Literacy Technology"]]

== Additional Resources and Reading ==

'''MLA citations for Baron's book publications'''

Baron, Dennis. ''A Better Pencil: Readers, Writers, and the Digital Revolution''. New York and Oxford: Oxford University Press, 2009. Print.

Baron, Dennis. ''Guide to Home Language Repair''. Urbana: National Council of Teachers of English, 1994. Print.

Baron, Dennis. ''Declining Grammar and other essays on the English vocabulary''. Urbana: National Council of Teachers of English, 1994. Print

Baron, Dennis. ''The English-Only Question: An Official Language for Americans?''. New Haven: Yale University Press, 1990. Print.

Baron, Dennis. ''Grammar and Gender''. New Haven: Yale University Press, 1896. Print.

Baron, Dennis. ''Grammar and Good Taste: Reforming the American Language''. New Haven: Yale University Press, 1982. Print.

Baron, Dennis. ''Going Native: The Regeneration of Saxon English''. Tuscaloosa: University of Alabama Press, 1982. Print.