RhetorClick - User contributions [en]

Contribution to Wiki, Spring 2012

2012-04-14T04:24:24Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

'''Ryan'''- style guide, graduate resources 
'''Jennifer'''- style guide, content 
'''Nicole'''- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
'''Noah'''- created [[Authors]] page for [[Cheryl E. Ball]] (including biographical information and education and an external link to her online portfolio), created an [[Article Summaries]] page: [[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]] (including citation, abstract, and direct article link), gave biographical information for [[Richard Weaver]] and short article blurb about Richard Weaver's Article Summary section on the [[Richard Weaver]] author page, added Kairos as a blog resource on the [[Resources]] page, made copy edits throughout, made layout adjustments for continuity throughout. 
'''Amber'''- created [[Authors]] pages for [[Walter Fisher]] and [[Patricia Bizzell]], added a commentary to the article summary section of [[Jim W. Corder]], added terms to [[Glossary]], and made copy edits and tried to maintain continuity where it was off. 
'''Gretchen'''- added biography, article summary, additional reading, and footnote references for [[Stuart Blythe]]; added 14 terms (comprehensive sampling, convenience sampling, criterion sampling, data coding, evidentials, latent content, manifest content, method, methodology, nonverbal units, random sampling, rhetorical units, t-units, and verbal units) to [[Glossary]] 
'''Bailey'''- created Authors pages for [http://rhetorclick.com/wiki/Susan_Delagrange Susan Delagrange] and [http://rhetorclick.com/wiki/Henry_Jenkins Henry Jenkins], created Article Summaries pages for Delagrange, Susan [http://rhetorclick.com/wiki/Delagrange,_Susan_%22When_Reflection_is_Re-Design:_Key_Questions_for_Digital_Scholarship%22 "When Reflection is Re-Design: Key Questions for Digital Scholarship"]and Jenkins, Henry [http://rhetorclick.com/wiki/Jenkins,_Henry_%22Eight_Traits_of_the_New_Media_Landscape%22 "Eight Traits of the New Media Landscape"] 
'''Kelsey'''- Created [[Authors]] page for [[Ian Bogost]], [[Article Summaries]] pages for [[Voorhees, Gerald. “The Character of Difference: Procedurality, Rhetoric, and Roleplaying Games” ]] and [[Taylor, Laurie. "“When Seams Fall Apart: Video Game Space and the Player."]] 
'''Callie''' - Created [[Chaim Perelman]] Author Page 
'''Sam Jackson''' created [[The Rhetoric of Political Cartoons]] and wrote a summary for the article [[Bitzer, Lloyd "The Rhetorical Situation]].

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-14T04:21:23Z

Noah Corn: /* Summary */

== Citation ==

Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84.

== Summary ==
[[Cheryl E. Ball]] gives this abstract in her [http://www.ceball.com/tenure/ "online portfolio"]:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

[http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]

Contribution to Wiki, Spring 2012

2012-04-14T04:07:30Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

'''Ryan'''- style guide, graduate resources 
'''Jennifer'''- style guide, content 
'''Nicole'''- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
'''Noah'''- created [[Authors]] page for [[Cheryl E. Ball]], created an [[Article Summaries]] page: ([[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]), made copy edits throughout, made layout adjustments for continuity throughout, gave biographical information for [[Richard Weaver]] and short article blurb about Richard Weaver's Article Summary section on the [[Richard Weaver]] author page, added Kairos as a blog resource on the [[Resources]] page. 
'''Amber'''- created [[Authors]] pages for [[Walter Fisher]] and [[Patricia Bizzell]], added a commentary to the article summary section of [[Jim W. Corder]], added terms to [[Glossary]], and made copy edits and tried to maintain continuity where it was off. 
'''Gretchen'''- added biography, article summary, additional reading, and footnote references for [[Stuart Blythe]]; added 14 terms (comprehensive sampling, convenience sampling, criterion sampling, data coding, evidentials, latent content, manifest content, method, methodology, nonverbal units, random sampling, rhetorical units, t-units, and verbal units) to [[Glossary]] 
'''Bailey'''- created Authors pages for [http://rhetorclick.com/wiki/Susan_Delagrange Susan Delagrange] and [http://rhetorclick.com/wiki/Henry_Jenkins Henry Jenkins], created Article Summaries pages for Delagrange, Susan [http://rhetorclick.com/wiki/Delagrange,_Susan_%22When_Reflection_is_Re-Design:_Key_Questions_for_Digital_Scholarship%22 "When Reflection is Re-Design: Key Questions for Digital Scholarship"]and Jenkins, Henry [http://rhetorclick.com/wiki/Jenkins,_Henry_%22Eight_Traits_of_the_New_Media_Landscape%22 "Eight Traits of the New Media Landscape"] 
'''Kelsey'''- Created [[Authors]] page for [[Ian Bogost]], [[Article Summaries]] pages for [[Voorhees, Gerald. “The Character of Difference: Procedurality, Rhetoric, and Roleplaying Games” ]] and [[Taylor, Laurie. "“When Seams Fall Apart: Video Game Space and the Player."]] 
'''Callie''' - Created [[Chaim Perelman]] Author Page 
'''Sam Jackson''' created [[The Rhetoric of Political Cartoons]] and wrote a summary for the article [[Bitzer, Lloyd "The Rhetorical Situation]].

Contribution to Wiki, Spring 2012

2012-04-14T04:06:50Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

'''Ryan'''- style guide, graduate resources 
'''Jennifer'''- style guide, content 
'''Nicole'''- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
'''Noah'''- created [[Authors]] page for [[Cheryl E. Ball]], created an [[Article Summaries]] page: ([[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]), made copy edits throughout, made layout adjustments for continuity throughout, gave biographical information for [[Richard Weaver]] and short article blurb about Richard Weaver's Article Summary section on the [[Richard Weaver]] author page, added Kairos as a blog resource on the [[Outside Resources]] page. 
'''Amber'''- created [[Authors]] pages for [[Walter Fisher]] and [[Patricia Bizzell]], added a commentary to the article summary section of [[Jim W. Corder]], added terms to [[Glossary]], and made copy edits and tried to maintain continuity where it was off. 
'''Gretchen'''- added biography, article summary, additional reading, and footnote references for [[Stuart Blythe]]; added 14 terms (comprehensive sampling, convenience sampling, criterion sampling, data coding, evidentials, latent content, manifest content, method, methodology, nonverbal units, random sampling, rhetorical units, t-units, and verbal units) to [[Glossary]] 
'''Bailey'''- created Authors pages for [http://rhetorclick.com/wiki/Susan_Delagrange Susan Delagrange] and [http://rhetorclick.com/wiki/Henry_Jenkins Henry Jenkins], created Article Summaries pages for Delagrange, Susan [http://rhetorclick.com/wiki/Delagrange,_Susan_%22When_Reflection_is_Re-Design:_Key_Questions_for_Digital_Scholarship%22 "When Reflection is Re-Design: Key Questions for Digital Scholarship"]and Jenkins, Henry [http://rhetorclick.com/wiki/Jenkins,_Henry_%22Eight_Traits_of_the_New_Media_Landscape%22 "Eight Traits of the New Media Landscape"] 
'''Kelsey'''- Created [[Authors]] page for [[Ian Bogost]], [[Article Summaries]] pages for [[Voorhees, Gerald. “The Character of Difference: Procedurality, Rhetoric, and Roleplaying Games” ]] and [[Taylor, Laurie. "“When Seams Fall Apart: Video Game Space and the Player."]] 
'''Callie''' - Created [[Chaim Perelman]] Author Page 
'''Sam Jackson''' created [[The Rhetoric of Political Cartoons]] and wrote a summary for the article [[Bitzer, Lloyd "The Rhetorical Situation]].

Resources

2012-04-14T04:05:33Z

Noah Corn: /* Blogs */

This page is a place to post helpful resources for students. As you find interesting websites, academic databases, videos, etc., add them to this page. If your resource doesn't fit into one of the preexisting categories, feel free to create a new category.

==Digital Composing Tools==
* [http://audacity.sourceforge.net/ Audacity]
<blockquote>"Free, open source, cross-platform software for recording and editing sounds."</blockquote>
*[http://advanced.aviary.com/tools Aviary Tools]
<blockquote>"Aviary is a suite of powerful creative applications that you can use right in your web browser. We're on a mission to make creation accessible to artists of all genres, from graphic design to audio editing."</blockquote>
*[http://prezi.com/ Prezi]
<blockquote>"cloud-based presentation software that opens up a new world between whiteboards and slides."</blockquote>
* [https://www.filelab.com/ FileLab]
<blockquote>File Lab is an online video and audio editor. </blockquote>
* [http://www.screencast-o-matic.com/ Screencast-o-Matic]
<blockquote>"One-click screen recording on Windows or Mac with no install for free"</blockquote>
* [http://www.macworld.com/article/1157590/how_to_rip_dvd_handbrake.html How to Rip a DVD with Handbrake (Mac)], [http://www.pcworld.com/article/242876/how_to_rip_a_dvd_with_handbrake.html How to Rip a DVD with Handbrake (PC)]
<blockquote>[http://handbrake.fr/downloads.php Handbrake] is a powerful cross-platform, free ripping and transcoding tool. </blockquote>

==Digital Research Tools==
*[https://addons.mozilla.org/en-US/firefox/addon/video-downloadhelper/ Video Download Helper for Firefox]
<blockquote>"The easy way to download and convert Web videos from hundreds of YouTube-like sites.
This works also for audio and picture galleries."</blockquote>
* [http://voyeurtools.org/ Voyeur Tools: Visualize Your Texts]
<blockquote> "One of the more useful components of Voyeur is that it allows researchers to analyze both a corpus of documents or individual sources."</blockquote>
* [https://wiki.digitalmethods.net/Dmi/ToolDatabase Digital Methods Initiative's database of tools]
<blockquote>"The Digital Methods Initiative is a contribution to doing research into the "natively digital"...the focus is on how methods may change, however slightly or wholesale, owing to the technical specificities of new media." The site may cause your browser to issue a security warning because of an alleged security certificate problem. As far as I know, the site does not present a security problem.</blockquote>
*[http://www.httrack.com/page/1/en/index.html HTTrack Website Copier]
<blockquote> "[A]llows you to download a...site from the Internet to a local directory, building recursively all directories, getting HTML, images, and other files from the server to your computer." Windows, Mac, Linux</blockquote>
* [http://www-958.ibm.com/software/data/cognos/manyeyes/ IBM's Many Eyes]
<blockquote>"This site is set up to allow the entire internet community to upload data, visualize it, and talk about their discoveries with other people."</blockquote>
* [http://dirt.projectbamboo.org/ Bamboo DiRT (beta) Digital Research Tools]
<blockquote>"Project Bamboo is currently piloting a directory of tools, services, and collections that can facilitate digital research. This evolution of [https://digitalresearchtools.pbworks.com/w/page/17801672/FrontPage Lisa Spiro's DiRT wiki] includes new ways of browsing and commenting on the entries." </blockquote>
*[http://www.sitesucker.us/home.html Site Sucker for Mac or iOS]
<blockquote> Site Sucker is a donationware site ripper for Mac or iOS. </blockquote>
*[http://lifehacker.com/161202/geek-to-live--mastering-wget Geek to Live: Mastering Wget on Lifehacker.com]
<blockquote> Wget is the Swiss Army knife of internet download managers. It has a cameo in ''The Social Network'' about ten minutes in.</blockquote>
*[http://winmerge.org/ WinMerge]
<blockquote>One of Dr. Loewe's favorite [http://en.wikipedia.org/wiki/Diff#Free_file_comparison_tools diff tools] for Windows</blockquote>
*[http://www.quickdiff.com/ QuickDiff.com]
<blockquote>A quick online [http://en.wikipedia.org/wiki/Diff#Free_file_comparison_tools diff tool]</blockquote>

==How to Read Difficult Texts==
* [https://docs.google.com/document/d/1mzdl7_lPDdBQsmdRfwDccKm1ONpsCjOrqTR3QQa-zRI/edit Handout on Grappling with Tough Readings]
== On-Campus Resources ==
* [http://libr.stedwards.edu/ Library]
* [http://www.stedwards.edu/writing/index.html Writing Center]

== Websites ==
* [http://rhetoric.eserver.org/ eServer Rhetoric and Composition]
* [http://library.drewloewe.net/ Dr. Loewe's Library (updated sporadically)]
* [http://bibliolicious.wordpress.com/ Dr. Loewe's Bibliographies (updated sporadically)]

== Scholarly Journals ==
* [http://www.ncte.org/journals/ce College English]
* [http://www.ncte.org/cccc/ccc College Composition and Communication]
* [http://computersandcomposition.osu.edu/ Computers and Composition]
* [http://www.bgsu.edu/cconline/ Computers and Composition Online]
* [http://www.tandf.co.uk/journals/titles/10572252.asp Technical Communication Quarterly]
* [http://english.ttu.edu/kairos/ Kairos]
* [http://www.associationdatabase.com/aws/RSA/pt/sp/rsq Rhetoric Society Quarterly]
* [http://www.tandf.co.uk/journals/RQJS Quarterly Journal of Speech]

== Professional Organizations ==
* [http://www.associationdatabase.com/aws/RSA/pt/sp/Home_Page Rhetoric Society of America]
* [http://www.ncte.org/ National Council of Teachers of English]
* [http://www.attw.org/ Association of Teachers of Technical Writing]
* [http://wpacouncil.org/ Council of Writing Program Administrators]
* [http://www.businesscommunication.org/ Association for Business Communication]
* [http://www.stc.org/ Society for Technical Communication]

== Conferences ==
* [http://www.ncte.org/cccc Conference on College Composition and Communication]
* [http://www.associationdatabase.com/aws/RSA/pt/sp/conferences Rhetoric Society of America]
* [http://louisville.edu/conference/watson Watson]
* [http://www.utexas.edu/cola/depts/english/TILTS/TILTS.php TILTS]

== Blogs ==
* [http://www.stephenfry.com/ The New Adventures of Stephen Fry]
* [http://illinois.edu/db/view/25 The Web of Language by Dennis Baron]
* [http://www.figarospeech.com/ It Figures - Figures of Speech]
* [http://www.alex-reid.net Digital Digs--Alex Reid]
* [http://kairos.technorhetoric.net/ Kairos: A Journal of Rhetoric, Technology, and Pedagogy]

== Database and Annotated Bibliographies ==
* [http://comppile.org/search/comppile_main_search.php CompPile: Journals in Rhetoric and Composition]
* [http://www.credibility.ucsb.edu/files/bibliography.pdf Bibliography on Web/Internet Credibility]

Resources

2012-04-14T04:05:05Z

Noah Corn: /* Blogs */

This page is a place to post helpful resources for students. As you find interesting websites, academic databases, videos, etc., add them to this page. If your resource doesn't fit into one of the preexisting categories, feel free to create a new category.

==Digital Composing Tools==
* [http://audacity.sourceforge.net/ Audacity]
<blockquote>"Free, open source, cross-platform software for recording and editing sounds."</blockquote>
*[http://advanced.aviary.com/tools Aviary Tools]
<blockquote>"Aviary is a suite of powerful creative applications that you can use right in your web browser. We're on a mission to make creation accessible to artists of all genres, from graphic design to audio editing."</blockquote>
*[http://prezi.com/ Prezi]
<blockquote>"cloud-based presentation software that opens up a new world between whiteboards and slides."</blockquote>
* [https://www.filelab.com/ FileLab]
<blockquote>File Lab is an online video and audio editor. </blockquote>
* [http://www.screencast-o-matic.com/ Screencast-o-Matic]
<blockquote>"One-click screen recording on Windows or Mac with no install for free"</blockquote>
* [http://www.macworld.com/article/1157590/how_to_rip_dvd_handbrake.html How to Rip a DVD with Handbrake (Mac)], [http://www.pcworld.com/article/242876/how_to_rip_a_dvd_with_handbrake.html How to Rip a DVD with Handbrake (PC)]
<blockquote>[http://handbrake.fr/downloads.php Handbrake] is a powerful cross-platform, free ripping and transcoding tool. </blockquote>

==Digital Research Tools==
*[https://addons.mozilla.org/en-US/firefox/addon/video-downloadhelper/ Video Download Helper for Firefox]
<blockquote>"The easy way to download and convert Web videos from hundreds of YouTube-like sites.
This works also for audio and picture galleries."</blockquote>
* [http://voyeurtools.org/ Voyeur Tools: Visualize Your Texts]
<blockquote> "One of the more useful components of Voyeur is that it allows researchers to analyze both a corpus of documents or individual sources."</blockquote>
* [https://wiki.digitalmethods.net/Dmi/ToolDatabase Digital Methods Initiative's database of tools]
<blockquote>"The Digital Methods Initiative is a contribution to doing research into the "natively digital"...the focus is on how methods may change, however slightly or wholesale, owing to the technical specificities of new media." The site may cause your browser to issue a security warning because of an alleged security certificate problem. As far as I know, the site does not present a security problem.</blockquote>
*[http://www.httrack.com/page/1/en/index.html HTTrack Website Copier]
<blockquote> "[A]llows you to download a...site from the Internet to a local directory, building recursively all directories, getting HTML, images, and other files from the server to your computer." Windows, Mac, Linux</blockquote>
* [http://www-958.ibm.com/software/data/cognos/manyeyes/ IBM's Many Eyes]
<blockquote>"This site is set up to allow the entire internet community to upload data, visualize it, and talk about their discoveries with other people."</blockquote>
* [http://dirt.projectbamboo.org/ Bamboo DiRT (beta) Digital Research Tools]
<blockquote>"Project Bamboo is currently piloting a directory of tools, services, and collections that can facilitate digital research. This evolution of [https://digitalresearchtools.pbworks.com/w/page/17801672/FrontPage Lisa Spiro's DiRT wiki] includes new ways of browsing and commenting on the entries." </blockquote>
*[http://www.sitesucker.us/home.html Site Sucker for Mac or iOS]
<blockquote> Site Sucker is a donationware site ripper for Mac or iOS. </blockquote>
*[http://lifehacker.com/161202/geek-to-live--mastering-wget Geek to Live: Mastering Wget on Lifehacker.com]
<blockquote> Wget is the Swiss Army knife of internet download managers. It has a cameo in ''The Social Network'' about ten minutes in.</blockquote>
*[http://winmerge.org/ WinMerge]
<blockquote>One of Dr. Loewe's favorite [http://en.wikipedia.org/wiki/Diff#Free_file_comparison_tools diff tools] for Windows</blockquote>
*[http://www.quickdiff.com/ QuickDiff.com]
<blockquote>A quick online [http://en.wikipedia.org/wiki/Diff#Free_file_comparison_tools diff tool]</blockquote>

==How to Read Difficult Texts==
* [https://docs.google.com/document/d/1mzdl7_lPDdBQsmdRfwDccKm1ONpsCjOrqTR3QQa-zRI/edit Handout on Grappling with Tough Readings]
== On-Campus Resources ==
* [http://libr.stedwards.edu/ Library]
* [http://www.stedwards.edu/writing/index.html Writing Center]

== Websites ==
* [http://rhetoric.eserver.org/ eServer Rhetoric and Composition]
* [http://library.drewloewe.net/ Dr. Loewe's Library (updated sporadically)]
* [http://bibliolicious.wordpress.com/ Dr. Loewe's Bibliographies (updated sporadically)]

== Scholarly Journals ==
* [http://www.ncte.org/journals/ce College English]
* [http://www.ncte.org/cccc/ccc College Composition and Communication]
* [http://computersandcomposition.osu.edu/ Computers and Composition]
* [http://www.bgsu.edu/cconline/ Computers and Composition Online]
* [http://www.tandf.co.uk/journals/titles/10572252.asp Technical Communication Quarterly]
* [http://english.ttu.edu/kairos/ Kairos]
* [http://www.associationdatabase.com/aws/RSA/pt/sp/rsq Rhetoric Society Quarterly]
* [http://www.tandf.co.uk/journals/RQJS Quarterly Journal of Speech]

== Professional Organizations ==
* [http://www.associationdatabase.com/aws/RSA/pt/sp/Home_Page Rhetoric Society of America]
* [http://www.ncte.org/ National Council of Teachers of English]
* [http://www.attw.org/ Association of Teachers of Technical Writing]
* [http://wpacouncil.org/ Council of Writing Program Administrators]
* [http://www.businesscommunication.org/ Association for Business Communication]
* [http://www.stc.org/ Society for Technical Communication]

== Conferences ==
* [http://www.ncte.org/cccc Conference on College Composition and Communication]
* [http://www.associationdatabase.com/aws/RSA/pt/sp/conferences Rhetoric Society of America]
* [http://louisville.edu/conference/watson Watson]
* [http://www.utexas.edu/cola/depts/english/TILTS/TILTS.php TILTS]

== Blogs ==
* [http://www.stephenfry.com/ The New Adventures of Stephen Fry]
* [http://illinois.edu/db/view/25 The Web of Language by Dennis Baron]
* [http://www.figarospeech.com/ It Figures - Figures of Speech]
* [http://www.alex-reid.net Digital Digs--Alex Reid]
* [http://kairos.technorhetoric.net/ Kairos, A Journal of Rhetoric, Technology, and Pedagogy]

== Database and Annotated Bibliographies ==
* [http://comppile.org/search/comppile_main_search.php CompPile: Journals in Rhetoric and Composition]
* [http://www.credibility.ucsb.edu/files/bibliography.pdf Bibliography on Web/Internet Credibility]

Contribution to Wiki, Spring 2012

2012-04-14T04:00:17Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

'''Ryan'''- style guide, graduate resources 
'''Jennifer'''- style guide, content 
'''Nicole'''- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
'''Noah'''- created [[Authors]] page for [[Cheryl E. Ball]], created an [[Article Summaries]] page: ([[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]), made copy edits throughout, made layout adjustments for continuity throughout, gave biographical information for [[Richard Weaver]] and short article blurb about Richard Weaver's Article Summary section on the [[Richard Weaver]] author page. 
'''Amber'''- created [[Authors]] pages for [[Walter Fisher]] and [[Patricia Bizzell]], added a commentary to the article summary section of [[Jim W. Corder]], added terms to [[Glossary]], and made copy edits and tried to maintain continuity where it was off. 
'''Gretchen'''- added biography, article summary, additional reading, and footnote references for [[Stuart Blythe]]; added 14 terms (comprehensive sampling, convenience sampling, criterion sampling, data coding, evidentials, latent content, manifest content, method, methodology, nonverbal units, random sampling, rhetorical units, t-units, and verbal units) to [[Glossary]] 
'''Bailey'''- created Authors pages for [http://rhetorclick.com/wiki/Susan_Delagrange Susan Delagrange] and [http://rhetorclick.com/wiki/Henry_Jenkins Henry Jenkins], created Article Summaries pages for Delagrange, Susan [http://rhetorclick.com/wiki/Delagrange,_Susan_%22When_Reflection_is_Re-Design:_Key_Questions_for_Digital_Scholarship%22 "When Reflection is Re-Design: Key Questions for Digital Scholarship"]and Jenkins, Henry [http://rhetorclick.com/wiki/Jenkins,_Henry_%22Eight_Traits_of_the_New_Media_Landscape%22 "Eight Traits of the New Media Landscape"] 
'''Kelsey'''- Created [[Authors]] page for [[Ian Bogost]], [[Article Summaries]] pages for [[Voorhees, Gerald. “The Character of Difference: Procedurality, Rhetoric, and Roleplaying Games” ]] and [[Taylor, Laurie. "“When Seams Fall Apart: Video Game Space and the Player."]] 
'''Callie''' - Created [[Chaim Perelman]] Author Page 
'''Sam Jackson''' created [[The Rhetoric of Political Cartoons]] and wrote a summary for the article [[Bitzer, Lloyd "The Rhetorical Situation]].

Richard Weaver

2012-04-14T03:49:09Z

Noah Corn:

== Biography ==

'''Background'''

Archconservative from the south, in the eponymously named Weaverville, his family was part of high society. Sharron Crowley’s book (see "Opposition" section below) evaluates Weaver’s ideology as it affects his theory of rhetoric. Crowley claims that Weaver thought the civil upheaval and development (social equality) was a threat to the old structure of society.

Weaver’s ideology, according to Crowley, assumed a hierarchy of culture. He was an apologist for the old South; things were better when social mobility was stagnant. He is sometimes called a “Paleo-conservative” and a reactionary, or someone who reacts against other people upsetting the way he thinks the way the world should be.

Our society’s current ideology, according to Weaver, makes us fragmented and subject to manipulation. Weaver despised propaganda and advertisement, claiming that we have no more honor or chivalry, and that we have become so wedded to scientific and technological advancements that we have become too individualistic.

'''Further Biographic Information'''

[http://en.wikipedia.org/wiki/Richard_M._Weaver Richard Weaver Biography]

== Article Summaries ==

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

Weaver is arguing against dialectic use in our society, calling for a revival of rhetoric. He claims that human culture (the values and beliefs of a people who are bound together by tradition, lived experience, and a shared history) will experience a state of social paralysis if dialectic is allowed to dominate rhetoric.

== Additional Works/Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==
*Bliese, John. "Richard M. Weaver And The Rhetorical Of A Lost Cause." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 313-325. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Jacobi, Martin J., and Bernard K. Duffy. "A Comprehensive Bibliography Of Works By And About Richard M. Weaver."'' RSQ: Rhetoric Society Quarterly'' 25.(1995): 258-273. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Johannesen, Richard L. "A Reconsideration Of Richard M. Weaver's Platonic Idealism." ''RSQ: Rhetoric Society Quarterly'' 21.2 (1991): 1-10. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Payne, Melinda A., Suzanne M. Ratchford, and Lillian N. Wooley. "Richard M. Weaver: A Bibliographic Essay." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 327-332. Communication & Mass Media Complete. Web. 21 Mar. 2012.

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Weaver.

==== Opposition ====

Those authors that disagree with Weaver.

* Crowley, Sharon. "When Ideology Motivates Theory: The Case of the Man from Weaverville." ''Rhetoric Review''. 20.1/2 (2001):66-93.
<blockquote>This is a must-read for anyone reading or working with Weaver. </blockquote>

== References ==

== External Links ==
* [http://www.phillwebb.net/topics/communication/Weaver/Weaver.htm Weaver related Bibliography]

Richard Weaver

2012-04-14T03:45:21Z

Noah Corn: /* Article Summaries */

Needs summary.

== Biography ==

'''Background'''

Archconservative from the south, in the eponymously named Weaverville, his family was part of high society. Sharron Crowley’s book (see "Opposition" section below) evaluates Weaver’s ideology as it affects his theory of rhetoric. Crowley claims that Weaver thought the civil upheaval and development (social equality) was a threat to the old structure of society.

Weaver’s ideology, according to Crowley, assumed a hierarchy of culture. He was an apologist for the old South; things were better when social mobility was stagnant. He is sometimes called a “Paleo-conservative” and a reactionary, or someone who reacts against other people upsetting the way he thinks the way the world should be.

Our society’s current ideology, according to Weaver, makes us fragmented and subject to manipulation. Weaver despised propaganda and advertisement, claiming that we have no more honor or chivalry, and that we have become so wedded to scientific and technological advancements that we have become too individualistic.

'''Further Biographic Information'''

[http://en.wikipedia.org/wiki/Richard_M._Weaver Richard Weaver Biography]

== Article Summaries ==

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

Weaver is arguing against dialectic use in our society, calling for a revival of rhetoric. He claims that human culture (the values and beliefs of a people who are bound together by tradition, lived experience, and a shared history) will experience a state of social paralysis if dialectic is allowed to dominate rhetoric.

== Additional Works/Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==
*Bliese, John. "Richard M. Weaver And The Rhetorical Of A Lost Cause." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 313-325. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Jacobi, Martin J., and Bernard K. Duffy. "A Comprehensive Bibliography Of Works By And About Richard M. Weaver."'' RSQ: Rhetoric Society Quarterly'' 25.(1995): 258-273. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Johannesen, Richard L. "A Reconsideration Of Richard M. Weaver's Platonic Idealism." ''RSQ: Rhetoric Society Quarterly'' 21.2 (1991): 1-10. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Payne, Melinda A., Suzanne M. Ratchford, and Lillian N. Wooley. "Richard M. Weaver: A Bibliographic Essay." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 327-332. Communication & Mass Media Complete. Web. 21 Mar. 2012.

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Weaver.

==== Opposition ====

Those authors that disagree with Weaver.

* Crowley, Sharon. "When Ideology Motivates Theory: The Case of the Man from Weaverville." ''Rhetoric Review''. 20.1/2 (2001):66-93.
<blockquote>This is a must-read for anyone reading or working with Weaver. </blockquote>

== References ==

== External Links ==
* [http://www.phillwebb.net/topics/communication/Weaver/Weaver.htm Weaver related Bibliography]

Richard Weaver

2012-04-14T03:40:44Z

Noah Corn: /* Biography */

Needs summary.

== Biography ==

'''Background'''

Archconservative from the south, in the eponymously named Weaverville, his family was part of high society. Sharron Crowley’s book (see "Opposition" section below) evaluates Weaver’s ideology as it affects his theory of rhetoric. Crowley claims that Weaver thought the civil upheaval and development (social equality) was a threat to the old structure of society.

Weaver’s ideology, according to Crowley, assumed a hierarchy of culture. He was an apologist for the old South; things were better when social mobility was stagnant. He is sometimes called a “Paleo-conservative” and a reactionary, or someone who reacts against other people upsetting the way he thinks the way the world should be.

Our society’s current ideology, according to Weaver, makes us fragmented and subject to manipulation. Weaver despised propaganda and advertisement, claiming that we have no more honor or chivalry, and that we have become so wedded to scientific and technological advancements that we have become too individualistic.

'''Further Biographic Information'''

[http://en.wikipedia.org/wiki/Richard_M._Weaver Richard Weaver Biography]

== Article Summaries ==

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

== Additional Works/Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==
*Bliese, John. "Richard M. Weaver And The Rhetorical Of A Lost Cause." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 313-325. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Jacobi, Martin J., and Bernard K. Duffy. "A Comprehensive Bibliography Of Works By And About Richard M. Weaver."'' RSQ: Rhetoric Society Quarterly'' 25.(1995): 258-273. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Johannesen, Richard L. "A Reconsideration Of Richard M. Weaver's Platonic Idealism." ''RSQ: Rhetoric Society Quarterly'' 21.2 (1991): 1-10. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Payne, Melinda A., Suzanne M. Ratchford, and Lillian N. Wooley. "Richard M. Weaver: A Bibliographic Essay." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 327-332. Communication & Mass Media Complete. Web. 21 Mar. 2012.

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Weaver.

==== Opposition ====

Those authors that disagree with Weaver.

* Crowley, Sharon. "When Ideology Motivates Theory: The Case of the Man from Weaverville." ''Rhetoric Review''. 20.1/2 (2001):66-93.
<blockquote>This is a must-read for anyone reading or working with Weaver. </blockquote>

== References ==

== External Links ==
* [http://www.phillwebb.net/topics/communication/Weaver/Weaver.htm Weaver related Bibliography]

Richard Weaver

2012-04-14T03:40:32Z

Noah Corn: /* Biography */

Needs summary.

== Biography ==

'''Background'''
Archconservative from the south, in the eponymously named Weaverville, his family was part of high society. Sharron Crowley’s book (see "Opposition" section below) evaluates Weaver’s ideology as it affects his theory of rhetoric. Crowley claims that Weaver thought the civil upheaval and development (social equality) was a threat to the old structure of society.

Weaver’s ideology, according to Crowley, assumed a hierarchy of culture. He was an apologist for the old South; things were better when social mobility was stagnant. He is sometimes called a “Paleo-conservative” and a reactionary, or someone who reacts against other people upsetting the way he thinks the way the world should be.

Our society’s current ideology, according to Weaver, makes us fragmented and subject to manipulation. Weaver despised propaganda and advertisement, claiming that we have no more honor or chivalry, and that we have become so wedded to scientific and technological advancements that we have become too individualistic.

'''Further Biographic Information'''
[http://en.wikipedia.org/wiki/Richard_M._Weaver Richard Weaver Biography]

== Article Summaries ==

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

== Additional Works/Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==
*Bliese, John. "Richard M. Weaver And The Rhetorical Of A Lost Cause." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 313-325. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Jacobi, Martin J., and Bernard K. Duffy. "A Comprehensive Bibliography Of Works By And About Richard M. Weaver."'' RSQ: Rhetoric Society Quarterly'' 25.(1995): 258-273. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Johannesen, Richard L. "A Reconsideration Of Richard M. Weaver's Platonic Idealism." ''RSQ: Rhetoric Society Quarterly'' 21.2 (1991): 1-10. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Payne, Melinda A., Suzanne M. Ratchford, and Lillian N. Wooley. "Richard M. Weaver: A Bibliographic Essay." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 327-332. Communication & Mass Media Complete. Web. 21 Mar. 2012.

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Weaver.

==== Opposition ====

Those authors that disagree with Weaver.

* Crowley, Sharon. "When Ideology Motivates Theory: The Case of the Man from Weaverville." ''Rhetoric Review''. 20.1/2 (2001):66-93.
<blockquote>This is a must-read for anyone reading or working with Weaver. </blockquote>

== References ==

== External Links ==
* [http://www.phillwebb.net/topics/communication/Weaver/Weaver.htm Weaver related Bibliography]

Richard Weaver

2012-04-14T03:39:12Z

Noah Corn: /* Biography */

Needs summary.

== Biography ==

Archconservative from the south, in the eponymously named Weaverville, his family was part of high society. Sharron Crowley’s book (see "Opposition" section below) evaluates Weaver’s ideology as it affects his theory of rhetoric. Crowley claims that Weaver thought the civil upheaval and development (social equality) was a threat to the old structure of society.

Weaver’s ideology, according to Crowley, assumed a hierarchy of culture. He was an apologist for the old South; things were better when social mobility was stagnant. He is sometimes called a “Paleo-conservative” and a reactionary, or someone who reacts against other people upsetting the way he thinks the way the world should be.

Our society’s current ideology, according to Weaver, makes us fragmented and subject to manipulation. Weaver despised propaganda and advertisement, claiming that we have no more honor or chivalry, and that we have become so wedded to scientific and technological advancements that we have become too individualistic.

[http://en.wikipedia.org/wiki/Richard_M._Weaver Richard Weaver Biography]

== Article Summaries ==

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

== Additional Works/Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==
*Bliese, John. "Richard M. Weaver And The Rhetorical Of A Lost Cause." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 313-325. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Jacobi, Martin J., and Bernard K. Duffy. "A Comprehensive Bibliography Of Works By And About Richard M. Weaver."'' RSQ: Rhetoric Society Quarterly'' 25.(1995): 258-273. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Johannesen, Richard L. "A Reconsideration Of Richard M. Weaver's Platonic Idealism." ''RSQ: Rhetoric Society Quarterly'' 21.2 (1991): 1-10. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Payne, Melinda A., Suzanne M. Ratchford, and Lillian N. Wooley. "Richard M. Weaver: A Bibliographic Essay." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 327-332. Communication & Mass Media Complete. Web. 21 Mar. 2012.

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Weaver.

==== Opposition ====

Those authors that disagree with Weaver.

* Crowley, Sharon. "When Ideology Motivates Theory: The Case of the Man from Weaverville." ''Rhetoric Review''. 20.1/2 (2001):66-93.
<blockquote>This is a must-read for anyone reading or working with Weaver. </blockquote>

== References ==

== External Links ==
* [http://www.phillwebb.net/topics/communication/Weaver/Weaver.htm Weaver related Bibliography]

Richard Weaver

2012-04-14T03:38:15Z

Noah Corn: /* Biography */

Needs summary.

== Biography ==

Archconservative from the south, in the eponymously named Weaverville, his family was part of high society. Sharron Crowley’s book evaluates Weaver’s ideology as it affects his theory of rhetoric. Crowley claims that Weaver thought the civil upheaval and development (social equality) was a threat to the old structure of society.
Weaver’s ideology, according to Crowley, assumed a hierarchy of culture. He was an apologist for the old South; things were better when social mobility was stagnant. He is sometimes called a “Paleo-conservative” and a reactionary, or someone who reacts against other people upsetting the way he thinks the way the world should be.
Our society’s current ideology, according to Weaver, makes us fragmented and subject to manipulation. Weaver despised propaganda and advertisement, claiming that we have no more honor or chivalry, and that we have become so wedded to scientific and technological advancements that we have become too individualistic.

[http://en.wikipedia.org/wiki/Richard_M._Weaver Richard Weaver Biography]

== Article Summaries ==

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

== Additional Works/Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==
*Bliese, John. "Richard M. Weaver And The Rhetorical Of A Lost Cause." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 313-325. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Jacobi, Martin J., and Bernard K. Duffy. "A Comprehensive Bibliography Of Works By And About Richard M. Weaver."'' RSQ: Rhetoric Society Quarterly'' 25.(1995): 258-273. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Johannesen, Richard L. "A Reconsideration Of Richard M. Weaver's Platonic Idealism." ''RSQ: Rhetoric Society Quarterly'' 21.2 (1991): 1-10. Communication & Mass Media Complete. Web. 21 Mar. 2012.
*Payne, Melinda A., Suzanne M. Ratchford, and Lillian N. Wooley. "Richard M. Weaver: A Bibliographic Essay." ''RSQ: Rhetoric Society Quarterly'' 19.4 (1989): 327-332. Communication & Mass Media Complete. Web. 21 Mar. 2012.

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Weaver.

==== Opposition ====

Those authors that disagree with Weaver.

* Crowley, Sharon. "When Ideology Motivates Theory: The Case of the Man from Weaverville." ''Rhetoric Review''. 20.1/2 (2001):66-93.
<blockquote>This is a must-read for anyone reading or working with Weaver. </blockquote>

== References ==

== External Links ==
* [http://www.phillwebb.net/topics/communication/Weaver/Weaver.htm Weaver related Bibliography]

Authors

2012-04-14T03:21:40Z

Noah Corn: /* A-D */

All authors are organized by their last names. Just click on the corresponding letter.

[[Author Page template]]

== A-D ==

*[[Aristotle]]
*[[Mikhail_Bakhtin|Bakhtin, Mikhail]]
*[[Cheryl_E._Ball|Ball, Cheryl E.]]
*[http://en.wikipedia.org/wiki/Dennis_Baron Baron, Dennis]
*[[Roland_Barthes|Barthes, Roland]]
*[[Lloyd_Bitzer|Bitzer, Lloyd]]
*[[Patricia_Bizzell|Bizzell, Patricia]]
*[[Stuart_Blythe|Blythe, Stuart]]
*[[Susan_Delagrange|Delagrange, Susan]]
*[[Brent_Douglas|Brent, Douglas]]
*[[Donald_C._Bryant|Bryant, Donald C.]]
*[[Bormann_Ernest_G.|Bormann, Ernest G.]]
*[[Kenneth_Burke|Burke, Kenneth]]
*[[Jim_W._Corder|Corder, Jim W.]]
*[[Kevin_Eric_DePew|DePew, Kevin Eric]]
*[[Douglas_Downs|Downs, Douglas]]

== E-H ==

*[[Lisa_S._Ede|Ede, Lisa S.]]
*[[Douglas_Ehninger|Ehninger, Douglas]]
*[[Walter_Fisher|Fisher, Walter]]
*[[Michel_Foucault|Foucault, Michel]]
*[[Michael_S._Halloran|Halloran, Michael S.]]
*[[Bill_Hart-Davidson|Hart-Davidson, Bill]]

== I-L ==

*[[Henry_Jenkins|Jenkins, Henry]]
*[[Johndan_Johnson-Eilola|Johnson-Eilola, Johndan]]
*[[Steven_D._Krause|Krause, Steven D.]]
*[[John_Logie|Logie, John]]
*[[Andrea_A._Lunsford|Lunsford, Andrea A.]]

== M-P ==

*[[Janice_McIntire-Strasburg|McIntire-Strasburg, Janice]]
*[[Richard_McKeon|McKeon, Richard]]
*[[Richard_Ohmann|Ohmann, Richard]]
*[[Mike_Palmquist|Palmquist, Mike]]
*[[Chaim_Perelman|Perelman, Chaim]]
*[[Plato]]

== Q-T ==

*[[I._A._Richards|Richards, I. A.]]
*[[Rebecca_Rickly|Rickly, Rebecca]]
*[[Ferdinand_de_Saussure|Saussure, Ferdinand de]]
*[[Robert_L._Scott|Scott, Robert L.]]
*[[Cynthia_L._Selfe|Selfe, Cynthia L.]]
*[[Richard_J._Selfe_Jr.|Selfe, Richard L.]]
*[[Michelle_Sidler|Sidler, Michelle]]
*[[John_M._Slatin|Slatin, John M.]]
*[[Madeleine_Sorapure|Sorapure, Madeleine]]
*[[Stephen_Toulmin|Toulmin, Stephen]]

== U-Z ==

*[[Richard_Vatz|Vatz, Richard]]
*[[Elizabeth_Wardle|Wardle, Elizabeth]]
*[[Quinn_Warnick|Warnick, Quinn]]
*[[Richard_Weaver|Weaver, Richard]]
*[[Sean_D._Williams|Williams, Sean D.]]
*[[Kathleen_Blake_Yancey|Yancey, Kathleen Blake]]

Authors

2012-04-14T03:19:38Z

Noah Corn: /* A-D */

All authors are organized by their last names. Just click on the corresponding letter.

[[Author Page template]]

== A-D ==

*[[Aristotle]]
*[[Mikhail_Bakhtin|Bakhtin, Mikhail]]
*[[Ball, Cheryl E.]]
*[http://en.wikipedia.org/wiki/Dennis_Baron Baron, Dennis]
*[[Roland_Barthes|Barthes, Roland]]
*[[Lloyd_Bitzer|Bitzer, Lloyd]]
*[[Patricia_Bizzell|Bizzell, Patricia]]
*[[Stuart_Blythe|Blythe, Stuart]]
*[[Susan_Delagrange|Delagrange, Susan]]
*[[Brent_Douglas|Brent, Douglas]]
*[[Donald_C._Bryant|Bryant, Donald C.]]
*[[Bormann_Ernest_G.|Bormann, Ernest G.]]
*[[Kenneth_Burke|Burke, Kenneth]]
*[[Jim_W._Corder|Corder, Jim W.]]
*[[Kevin_Eric_DePew|DePew, Kevin Eric]]
*[[Douglas_Downs|Downs, Douglas]]

== E-H ==

*[[Lisa_S._Ede|Ede, Lisa S.]]
*[[Douglas_Ehninger|Ehninger, Douglas]]
*[[Walter_Fisher|Fisher, Walter]]
*[[Michel_Foucault|Foucault, Michel]]
*[[Michael_S._Halloran|Halloran, Michael S.]]
*[[Bill_Hart-Davidson|Hart-Davidson, Bill]]

== I-L ==

*[[Henry_Jenkins|Jenkins, Henry]]
*[[Johndan_Johnson-Eilola|Johnson-Eilola, Johndan]]
*[[Steven_D._Krause|Krause, Steven D.]]
*[[John_Logie|Logie, John]]
*[[Andrea_A._Lunsford|Lunsford, Andrea A.]]

== M-P ==

*[[Janice_McIntire-Strasburg|McIntire-Strasburg, Janice]]
*[[Richard_McKeon|McKeon, Richard]]
*[[Richard_Ohmann|Ohmann, Richard]]
*[[Mike_Palmquist|Palmquist, Mike]]
*[[Chaim_Perelman|Perelman, Chaim]]
*[[Plato]]

== Q-T ==

*[[I._A._Richards|Richards, I. A.]]
*[[Rebecca_Rickly|Rickly, Rebecca]]
*[[Ferdinand_de_Saussure|Saussure, Ferdinand de]]
*[[Robert_L._Scott|Scott, Robert L.]]
*[[Cynthia_L._Selfe|Selfe, Cynthia L.]]
*[[Richard_J._Selfe_Jr.|Selfe, Richard L.]]
*[[Michelle_Sidler|Sidler, Michelle]]
*[[John_M._Slatin|Slatin, John M.]]
*[[Madeleine_Sorapure|Sorapure, Madeleine]]
*[[Stephen_Toulmin|Toulmin, Stephen]]

== U-Z ==

*[[Richard_Vatz|Vatz, Richard]]
*[[Elizabeth_Wardle|Wardle, Elizabeth]]
*[[Quinn_Warnick|Warnick, Quinn]]
*[[Richard_Weaver|Weaver, Richard]]
*[[Sean_D._Williams|Williams, Sean D.]]
*[[Kathleen_Blake_Yancey|Yancey, Kathleen Blake]]

Contribution to Wiki, Spring 2012

2012-04-13T17:10:56Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

Ryan- style guide, graduate resources 
Jennifer- style guide, content 
Nicole- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
Noah- created [[Authors]] page for [[Cheryl E. Ball]], created an [[Article Summaries]] page: ([[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]), made copy edits throughout, made layout adjustments for continuity throughout.

Contribution to Wiki, Spring 2012

2012-04-13T17:10:38Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

Ryan- style guide, graduate resources 
Jennifer- style guide, content 
Nicole- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
Noah- created [[Authors]] page for Cheryl E. Ball, created an [[Article Summaries]] page: ([[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]), made copy edits throughout, made layout adjustments for continuity throughout.

Contribution to Wiki, Spring 2012

2012-04-13T17:10:25Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

Ryan- style guide, graduate resources 
Jennifer- style guide, content 
Nicole- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
Noah- created [[Author]] page for Cheryl E. Ball, created an [[Article Summaries]] page: ([[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]), made copy edits throughout, made layout adjustments for continuity throughout.

Contribution to Wiki, Spring 2012

2012-04-13T17:10:02Z

Noah Corn:

Please list your name and tentative ideas for wiki contributions:

Ryan- style guide, graduate resources 
Jennifer- style guide, content 
Nicole- alphabetized [[Theories and Movements]] page, Feminist Criticism authors Condit and Japp, article summaries for Sidler and Hea, 4 added [[Glossary]] definitions. 
Noah- created [Author] page for Cheryl E. Ball, created an [Article Summaries] page: ([[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]), made copy edits throughout, made layout adjustments for continuity throughout.

Cheryl E. Ball

2012-04-13T17:05:30Z

Noah Corn: /* Biography */

== Biography ==

Cheryl E. Ball is an Associate Professor of New Media Studies in the English Department at Illinois State University. Ball's area of specialization includes scholarly multimedia, multimodal composition, digital publishing, and teaching with technology.

'''Education'''
*B.A. in English from Old Dominion University, 1996
*M.F.A. in Poetry from Virginia Commonwealth University, 2000
*Ph.D. in Rhetorical & Technical Communication from Michigan Technological University, 2005

== Article Summaries ==

[[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]

== Additional Works/ Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==

== References ==

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Ball.

==== Opposition ====

Those authors that disagree with Ball.

== External Links ==

[http://www.ceball.com/tenure/ "Cheryl E. Ball's online portfolio]

Cheryl E. Ball

2012-04-13T17:04:52Z

Noah Corn: /* External Links */

== Biography ==

Cheryl E. Ball is an Associate Professor of New Media Studies in the English Department at Illinois State University. Ball's area of specialization includes scholarly multimedia, multimodal composition, digital publishing, and teaching with technology.

'''Education'''
B.A. in English from Old Dominion University, 1996
M.F.A. in Poetry from Virginia Commonwealth University, 2000
Ph.D. in Rhetorical & Technical Communication from Michigan Technological University, 2005

== Article Summaries ==

[[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]

== Additional Works/ Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==

== References ==

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Ball.

==== Opposition ====

Those authors that disagree with Ball.

== External Links ==

[http://www.ceball.com/tenure/ "Cheryl E. Ball's online portfolio]

Cheryl E. Ball

2012-04-13T17:04:19Z

Noah Corn: /* Article Summaries */

== Biography ==

Cheryl E. Ball is an Associate Professor of New Media Studies in the English Department at Illinois State University. Ball's area of specialization includes scholarly multimedia, multimodal composition, digital publishing, and teaching with technology.

'''Education'''
B.A. in English from Old Dominion University, 1996
M.F.A. in Poetry from Virginia Commonwealth University, 2000
Ph.D. in Rhetorical & Technical Communication from Michigan Technological University, 2005

== Article Summaries ==

[[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]

== Additional Works/ Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==

== References ==

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Ball.

==== Opposition ====

Those authors that disagree with Ball.

== External Links ==

[http://www.ceball.com/tenure/]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T17:03:51Z

Noah Corn: moved Ball, Cheryl et al. Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. to [[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology ...

== Citation ==

Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84.

== Summary ==
Abstract taken from Cheryl E. Ball's [http://www.ceball.com/tenure/ "online portfolio"]:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

[http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]

Ball, Cheryl et al. Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant.

2012-04-13T17:03:51Z

#REDIRECT [[Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T17:01:51Z

Noah Corn: /* Summary */

== Citation ==

Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84.

== Summary ==
Abstract taken from Cheryl E. Ball's [http://www.ceball.com/tenure/ "online portfolio"]:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

[http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T17:01:21Z

Noah Corn: /* Summary */

== Summary ==
Abstract taken from Cheryl E. Ball's [http://www.ceball.com/tenure/ "online portfolio"]:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84.

== External Links ==

[http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T17:00:35Z

Noah Corn: /* Summary */

== Summary ==
Abstract taken from Cheryl E. Ball's [http://www.ceball.com/tenure/ "online portfolio"]:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

[http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T16:59:43Z

Noah Corn: /* Summary */

== Summary ==
Abstract taken from Cheryl E. Ball's [http://www.ceball.com/tenure/ "professional website"]:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

[http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T16:58:52Z

Noah Corn: /* External Links */

== Summary ==
Abstract taken from Cheryl E. Ball's professional website:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

[http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T16:57:53Z

Noah Corn: /* External Links */

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T16:57:03Z

Noah Corn: /* External Links */

== Summary ==
Abstract taken from Cheryl E. Ball's professional website:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

Integrating Multimodality into Composition Curricula [http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T16:56:33Z

Noah Corn: /* External Links */

== Summary ==
Abstract taken from Cheryl E. Ball's professional website:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

[Integrating Multimodality into Composition Curricula http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T16:56:15Z

Noah Corn: /* External Links */

== Summary ==
Abstract taken from Cheryl E. Ball's professional website:

This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.

== External Links ==

Integrating Multimodality into Composition Curricula [http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf]

Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"

2012-04-13T16:55:13Z

Noah Corn: Created page with "== Summary == Abstract taken from Cheryl E. Ball's professional website: This article describes methodology and outcomes of a national survey conducted in 2005 to discover how i..."

Cheryl E. Ball

2012-04-13T16:51:56Z

Noah Corn: Created page with " == Biography == Cheryl E. Ball is an Associate Professor of New Media Studies in the English Department at Illinois State University. Ball's area of specialization includes sch..."

== Biography ==

Cheryl E. Ball is an Associate Professor of New Media Studies in the English Department at Illinois State University. Ball's area of specialization includes scholarly multimedia, multimodal composition, digital publishing, and teaching with technology.

'''Education'''
B.A. in English from Old Dominion University, 1996
M.F.A. in Poetry from Virginia Commonwealth University, 2000
Ph.D. in Rhetorical & Technical Communication from Michigan Technological University, 2005

== Article Summaries ==

[[Ball, Cheryl et al. Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant.]]

== Additional Works/ Publications ==

==== Books ====

==== Articles/Essays ====

== Further Readings ==

== References ==

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Ball.

==== Opposition ====

Those authors that disagree with Ball.

== External Links ==

[http://www.ceball.com/tenure/]

Authors

2012-04-13T16:31:42Z

Noah Corn: /* A-D */

All authors are organized by their last names. Just click on the corresponding letter.

== A-D ==

*[[Aristotle]]
*[[Mikhail_Bakhtin|Bakhtin, Mikhail]]
*[[Cheryl E. Ball]]
*[http://en.wikipedia.org/wiki/Dennis_Baron Baron, Dennis]
*[[Roland_Barthes|Barthes, Roland]]
*[[Lloyd_Bitzer|Bitzer, Lloyd]]
*[[Patricia_Bizzell|Bizzell, Patricia]]
*[[Stuart_Blythe|Blythe, Stuart]]
*[[Brent_Douglas|Brent, Douglas]]
*[[Donald_C._Bryant|Bryant, Donald C.]]
*[[Kenneth_Burke|Burke, Kenneth]]
*[[Jim_W._Corder|Corder, Jim W.]]
*[[Kevin_Eric_DePew|DePew, Kevin Eric]]
*[[Douglas_Downs|Downs, Douglas]]

== E-H ==

*[[Lisa_S._Ede|Ede, Lisa S.]]
*[[Douglas_Ehninger|Ehninger, Douglas]]
*[[Walter_Fisher|Fisher, Walter]]
*[[Michel_Foucault|Foucault, Michel]]
*[[Michael_S._Halloran|Halloran, Michael S.]]
*[[Bill_Hart-Davidson|Hart-Davidson, Bill]]

== I-L ==

*[[Johndan_Johnson-Eilola|Johnson-Eilola, Johndan]]
*[[Steven_D._Krause|Krause, Steven D.]]
*[[John_Logie|Logie, John]]
*[[Andrea_A._Lunsford|Lunsford, Andrea A.]]

== M-P ==

*[[Janice_McIntire-Strasburg|McIntire-Strasburg, Janice]]
*[[Richard_McKeon|McKeon, Richard]]
*[[Richard_Ohmann|Ohmann, Richard]]
*[[Mike_Palmquist|Palmquist, Mike]]
*[[Chaim_Perelman|Perelman, Chaim]]
*[[Plato]]

== Q-T ==

*[[I._A._Richards|Richards, I. A.]]
*[[Rebecca_Rickly|Rickly, Rebecca]]
*[[Ferdinand_de_Saussure|Saussure, Ferdinand de]]
*[[Robert_L._Scott|Scott, Robert L.]]
*[[Cynthia_L._Selfe|Selfe, Cynthia L.]]
*[[Richard_J._Selfe_Jr.|Selfe, Richard L.]]
*[[Michelle_Sidler|Sidler, Michelle]]
*[[John_M._Slatin|Slatin, John M.]]
*[[Madeleine_Sorapure|Sorapure, Madeleine]]
*[[Stephen_Toulmin|Toulmin, Stephen]]

== U-Z ==

*[[Richard_Vatz|Vatz, Richard]]
*[[Elizabeth_Wardle|Wardle, Elizabeth]]
*[[Quinn_Warnick|Warnick, Quinn]]
*[[Richard_Weaver|Weaver, Richard]]
*[[Sean_D._Williams|Williams, Sean D.]]
*[[Kathleen_Blake_Yancey|Yancey, Kathleen Blake]]

Steven D. Krause

2012-04-13T16:26:49Z

Noah Corn: /* Biography */

== Biography ==
Steven D. Krause is a professor in the Department of English Language and Literature at Eastern Michigan Univeristy, where he studies the connections between technology and writing.

'''Education'''
* BA in English from University of Iowa
* MFA in Fiction Writing from Virginia Commonwealth Univeristy
* Ph.D in Rhetoric and Writing from Bowling State University, 1996

== Article Summaries ==

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

== Additional Works/Publications ==
==== Books ====

==== Articles/Essays ====
: “’Among the Greatest Benefactors of Mankind’: What the Success of Chalkboards Tells Us About the Future of Computers in the Classroom.” The Journal of the Midwest Modern Language Association, 33.2 Spring 2000. 6-16.

: “Cross Dressing the New Rhetorics: A Modest Metaphor.” Pre/Text (A journal on rhetorical theory) 16.3-4 (1995), 198-209.

: “Teachers Learning (Not Teaching) HTML With Students: An Experimental Lesson Plan for Introducing Web Authoring Into Writing Classes.” Writerly/Readerly Texts Special Issue, Janice Walker and John Barber, Editors. 7. 1, December 1999. 113-126.

==== Websites/Blog ====
: [http://www.technorhetoric.net/12.1/binder.html?topoi/krause/index.html ''"Where Do I List This on My CV?" Considering the Values of Self-Published Web Sites'']

: [http://english.ttu.edu/Kairos/9.1/binder.html?praxis/krause/index.html ''When Blogging Goes Bad: A Cautionary Tale About Blogs, Email Lists, Discussion, and Interaction'']

: [http://www.ibiblio.org/cmc/mag/1995/may/krause.html ''"How Will This Improve Student Writing?" Reflections on an Exploratory Study of Online and Off-Line Texts'']

== Further Readings ==

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Krause.

==== Opposition ====

Those authors that disagree with Krause.

== References ==

== External Links ==

[http://stevendkrause.com/ Steven D. Krause's Homepage]

[http://www.emich.edu/english/details.php?dep=English&ID=85 Faculty Page at Eastern Michigan University]

Michel Foucault

2012-04-13T16:22:59Z

Noah Corn: /* Biography */

== Biography ==
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 Works/Publications ==

==== Books ====
: [http://books.google.com/books?id=Gs5PRR9-8BcC&printsec=frontcover&dq=Madness+and+Civilization&hl=en&src=bmrr&ei=MSe_TdrCA4Ls0gGjxrXaBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCoQ6AEwAA#v=onepage&q&f=false ''Madness and Civilization'']

: [http://books.google.com/books?id=c53DEY3-qtcC&printsec=frontcover&dq=The+Birth+of+the+Clinic&hl=en&src=bmrr&ei=dye_TdqsHojl0QH5_9itCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CEUQ6AEwAA#v=onepage&q&f=false ''The Birth of the Clinic'']

: [http://books.google.com/books?id=gBJyqO5qrf8C&printsec=frontcover&dq=Death+and+The+Labyrinth&hl=en&src=bmrr&ei=mCe_TYq-L4PB0QHkmpnZBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDsQ6AEwAA#v=onepage&q&f=false ''Death and the Labyrinth'']

: [http://books.google.com/books?id=xVeRwX-AvLAC&printsec=frontcover&dq=The+Order+of+Things&hl=en&src=bmrr&ei=wSe_TfirI8b00gHH0Y3jBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCoQ6AEwAA#v=onepage&q&f=false ''The Order of Things'']

: [http://books.google.com/books?id=Ma77jxOOmBcC&printsec=frontcover&dq=The+Archaeology+of+Knowledge&hl=en&ei=7ie_TdiUCcbx0gGFuemrBA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCoQ6AEwAA#v=onepage&q&f=false ''Archaeology of Knowledge'']

: [http://books.google.com/books?id=o9cPAQAAMAAJ&q=Discipline+and+Punish&dq=Discipline+and+Punish&hl=en&ei=FSi_Ta3TDKXh0QHImb3nBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDEQ6AEwAA ''Discipline and Punish'']

: [http://books.google.com/books?id=oQBAPgAACAAJ&dq=The+History+of+Sexuality&hl=en&ei=OSi_TaPsK-yD0QG9mtTgBQ&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDUQ6AEwAw ''The History of Sexuality'']

==== Articles/Essays ====

== Further Readings ==

== Other Scholarly Views ==

==== Agreement ====

Those authors that agree with Foucalt.

==== Opposition ====

Those authors that disagree with Foucault.

== References ==

== External Links ==
[http://en.wikipedia.org/wiki/Bibliography_of_Michel_Foucault Full Bibliography of Michel Foucault]

[http://www.youtube.com/watch?v=87luYn3fQvY BBC Review of the Michael Foucault vs. Noam Chomsky Debate of 1971]

Lloyd Bitzer

2012-04-13T14:23:53Z

Noah Corn: /* Opposition */

== Biography ==

'''Education'''

== Article Summaries ==

[[Bitzer, Lloyd "The Rhetorical Situation"]]

== Additional Works/ Publications ==

==== Books ====

==== Articles/Essays ====

*[http://www.cwrl.utexas.edu/~davis/crs/E398t/Bitzer--Rhetorical%20Situation.pdf "The Rhetorical Situation"]

== Further Readings ==

== Other Scholarly Views ==

==== Agreement ====

==== Opposition ====

[[Richard Vatz]]

== References ==

== External Links ==

Lloyd Bitzer

2012-04-13T14:23:19Z

Noah Corn: /* Opposition */

== Biography ==

'''Education'''

== Article Summaries ==

[[Bitzer, Lloyd "The Rhetorical Situation"]]

== Additional Works/ Publications ==

==== Books ====

==== Articles/Essays ====

*[http://www.cwrl.utexas.edu/~davis/crs/E398t/Bitzer--Rhetorical%20Situation.pdf "The Rhetorical Situation"]

== Further Readings ==

== Other Scholarly Views ==

==== Agreement ====

==== Opposition ====

[Richard Vatz]

== References ==

== External Links ==

Theories and Movements

2012-04-13T13:44:06Z

Noah Corn: /* Uncategorized */

This page discusses key rhetorical movements and the theories associated with those movements.

== Conservatism ==

[[Richard Weaver]], 1910-1963: man's nature is fourfold (rational, emotional, ethical, religious), [[God and Devil Terms]], [[Noble Rhetoric]], [[Anti-Nominalism]]

==Feminist Criticism==

[[Celeste Condit]], author of [http://www.tandfonline.com/doi/abs/10.1080/00335639209384002#preview "Post-Burke: Transcending the Sub-Stance of Dramatism"] (1992).

[[Phyllis M. Japp]], author of “Can This Marriage Be Saved? Reclaiming Burke for Feminist Scholarship" from [http://books.google.com/books?id=CcD9wYsIy1kC&pg=PA113&lpg=PA113&dq=Can+This+Marriage+Be+Saved?+Reclaiming+Burke+for+Feminist+Scholarship&source=bl&ots=0VKRayAKL4&sig=ngZCugp8lAoRrM0FwJ9pjQqId5Y&hl=en&sa=X&ei=sTeHT_eJG4aS8AG5sf2VCA&ved=0CC8Q6AEwAA#v=onepage&q=Can%20This%20Marriage%20Be%20Saved%3F%20Reclaiming%20Burke%20for%20Feminist%20Scholarship&f=false Kenneth Burke and the 21st Century] (1999).

== Literary Criticism ==

[[I. A. Richards]], 1893-1979: father of [[New Criticism]]

== New Rhetorics ==

[[Donald C. Bryant]], 1905-1987: [[definitions of rhetoric]]

[[Kenneth Burke]], 1897-1993: [[Dramatistic Pentad]] (act, scene, agent, agency, purpose), [[Definition of Man]] as symbol-using animal

[http://4341.quinnwarnick.com/wiki/Chaim_Perelman Chaim Perelman], 1912-1984: [[New Rhetorics]]

== Pedagogical Studies ==

[[Lisa S. Ede]], b. 1947: [[Distinctions Between Classical and Modern Rhetoric]]

[[Andrea A. Lunsford]], b. 1942: [[Distinctions Between Classical and Modern Rhetoric]]

== [http://en.wikipedia.org/wiki/Post-structuralism ''Post-Structuralism''] ==

[[Michel Foucault]], 1926-1984: [[author-function]]

== [http://en.wikipedia.org/wiki/Rogerian_argument ''Rogerian Rhetoric''] ==
Rogerian rhetoric is derived from the theories of Carl Rogers. Rogers originally developed his ideas as a method of therapy that was centered around understanding the person being treated. Initially called non-directive therapy, this system became the foundation for Rogers' broader ideas of the self and learning. These ideas have been applied across disciplines, heavily influencing one branch of rhetorical studies.

Rogerian rhetoric then, is the idea that persuasion is most effective when the positions on all side of the argument are understood, and a connection is made between the people involved. Terms such as non-combative and person-centered are some of the theory's watch-words.

Rogerian rhetoric typically consists of 4 main stages:
# An introduction to the problem and a demonstration that the opponent's position is understood.
# A statement of the contexts in which the opponent's position may be valid.
# A statement of the writer's position, including the contexts in which it is valid.
# A statement of how the opponent's position would benefit if he were to adopt elements of the writer's position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better (Brent)

[[Douglas Brent]]: [[Rogerian Rhetoric as an alternative to Traditional Rhetoric]]

[[Jim W. Corder]], 1929-1998: [[argument as emergence toward the other]]

== [http://en.wikipedia.org/wiki/Semiotics ''Semiotics''] ==

[[Ferdinand de Saussure]], 1857-1913: [[signified and signifier are core of semiotics]]

[[Roland Barthes]], 1915-1980: author and scriptor, neutral and novelistic writing

[[Mikhail Bakhtin]], 1895-1975: [[Polyphony]], [[Unfinalizability]], [[Carnival and Grotesque]], [[Chronotope]], [[Heteroglossia]] ("The Dialogic Imagination"), [[Speech genres]]

== Writing and Technology ==

[[Dennis Baron]], b. 1944:

[[Cynthia L. Selfe]]: [[Influential Role in "Computers in the Composition Classroom"]]

[[Richard J. Selfe Jr.]]: [[Computer Interface as Representation of Oppression of Diverse Cultures]]

== Uncategorized ==

'''Authors'''

[[Stephen Toulmin]], 1922-2009: [[Toulmin Model of Argument]]

[[Robert L. Scott]], b. 1928: [[Epistemic Rhetoric]]

[[Richard Ohmann]], b. 1931:

[[S. Michael Halloran]], b. 1939: [[Rhetoric in Existentialist Literature]]

[[John M. Slatin]]:

[[Kathleen Blake Yancey]]:

[[Johndan Johnson-Eilola]]:

[[John Logie]]:

[[Sean D. Williams]]:

[[Steven Fraiberg]]:

Sorapure et al.?

Palmquist et al.?

[[Bill Hart-Davidson]] and [[Steven D. Krause]]:

[[Douglas Downs]] and [[Elizabeth Wardle]]:

'''Theories/Movements'''

[[Belletristic/Elocution]]

[[Semanticism]]

Theories and Movements

2012-04-13T13:43:45Z

Noah Corn: /* Uncategorized */

Theories and Movements

2012-04-13T13:40:17Z

Noah Corn:

This page discusses key rhetorical movements and the theories associated with those movements.

== Conservatism ==

[[Richard Weaver]], 1910-1963: man's nature is fourfold (rational, emotional, ethical, religious), [[God and Devil Terms]], [[Noble Rhetoric]], [[Anti-Nominalism]]

==Feminist Criticism==

[[Celeste Condit]], author of [http://www.tandfonline.com/doi/abs/10.1080/00335639209384002#preview "Post-Burke: Transcending the Sub-Stance of Dramatism"] (1992).

[[Phyllis M. Japp]], author of “Can This Marriage Be Saved? Reclaiming Burke for Feminist Scholarship" from [http://books.google.com/books?id=CcD9wYsIy1kC&pg=PA113&lpg=PA113&dq=Can+This+Marriage+Be+Saved?+Reclaiming+Burke+for+Feminist+Scholarship&source=bl&ots=0VKRayAKL4&sig=ngZCugp8lAoRrM0FwJ9pjQqId5Y&hl=en&sa=X&ei=sTeHT_eJG4aS8AG5sf2VCA&ved=0CC8Q6AEwAA#v=onepage&q=Can%20This%20Marriage%20Be%20Saved%3F%20Reclaiming%20Burke%20for%20Feminist%20Scholarship&f=false Kenneth Burke and the 21st Century] (1999).

== Literary Criticism ==

[[I. A. Richards]], 1893-1979: father of [[New Criticism]]

== New Rhetorics ==

[[Donald C. Bryant]], 1905-1987: [[definitions of rhetoric]]

[[Kenneth Burke]], 1897-1993: [[Dramatistic Pentad]] (act, scene, agent, agency, purpose), [[Definition of Man]] as symbol-using animal

[http://4341.quinnwarnick.com/wiki/Chaim_Perelman Chaim Perelman], 1912-1984: [[New Rhetorics]]

== Pedagogical Studies ==

[[Lisa S. Ede]], b. 1947: [[Distinctions Between Classical and Modern Rhetoric]]

[[Andrea A. Lunsford]], b. 1942: [[Distinctions Between Classical and Modern Rhetoric]]

== [http://en.wikipedia.org/wiki/Post-structuralism ''Post-Structuralism''] ==

[[Michel Foucault]], 1926-1984: [[author-function]]

== [http://en.wikipedia.org/wiki/Rogerian_argument ''Rogerian Rhetoric''] ==
Rogerian rhetoric is derived from the theories of Carl Rogers. Rogers originally developed his ideas as a method of therapy that was centered around understanding the person being treated. Initially called non-directive therapy, this system became the foundation for Rogers' broader ideas of the self and learning. These ideas have been applied across disciplines, heavily influencing one branch of rhetorical studies.

Rogerian rhetoric then, is the idea that persuasion is most effective when the positions on all side of the argument are understood, and a connection is made between the people involved. Terms such as non-combative and person-centered are some of the theory's watch-words.

Rogerian rhetoric typically consists of 4 main stages:
# An introduction to the problem and a demonstration that the opponent's position is understood.
# A statement of the contexts in which the opponent's position may be valid.
# A statement of the writer's position, including the contexts in which it is valid.
# A statement of how the opponent's position would benefit if he were to adopt elements of the writer's position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better (Brent)

[[Douglas Brent]]: [[Rogerian Rhetoric as an alternative to Traditional Rhetoric]]

[[Jim W. Corder]], 1929-1998: [[argument as emergence toward the other]]

== [http://en.wikipedia.org/wiki/Semiotics ''Semiotics''] ==

[[Ferdinand de Saussure]], 1857-1913: [[signified and signifier are core of semiotics]]

[[Roland Barthes]], 1915-1980: author and scriptor, neutral and novelistic writing

[[Mikhail Bakhtin]], 1895-1975: [[Polyphony]], [[Unfinalizability]], [[Carnival and Grotesque]], [[Chronotope]], [[Heteroglossia]] ("The Dialogic Imagination"), [[Speech genres]]

== Writing and Technology ==

[[Dennis Baron]], b. 1944:

[[Cynthia L. Selfe]]: [[Influential Role in "Computers in the Composition Classroom"]]

[[Richard J. Selfe Jr.]]: [[Computer Interface as Representation of Oppression of Diverse Cultures]]

== Uncategorized ==
[[Stephen Toulmin]], 1922-2009: [[Toulmin Model of Argument]]

[[Robert L. Scott]], b. 1928: [[Epistemic Rhetoric]]

[[Richard Ohmann]], b. 1931:

[[S. Michael Halloran]], b. 1939: [[Rhetoric in Existentialist Literature]]

[[John M. Slatin]]:

[[Kathleen Blake Yancey]]:

[[Johndan Johnson-Eilola]]:

[[John Logie]]:

[[Sean D. Williams]]:

[[Steven Fraiberg]]:

Sorapure et al.?

Palmquist et al.?

[[Bill Hart-Davidson]] and [[Steven D. Krause]]:

[[Douglas Downs]] and [[Elizabeth Wardle]]:

?: [[Semanticism]]

?: [[Belletristic/Elocution]]

Theories and Movements

2012-04-13T13:36:08Z

Noah Corn: /* Writing and Technology */

This page discusses key rhetorical movements and the theories associated with those movements.

==Belletristic/Elocution==

== [http://en.wikipedia.org/wiki/Semiotics ''Semiotics''] ==

[[Ferdinand de Saussure]], 1857-1913: [[signified and signifier are core of semiotics]]

[[Roland Barthes]], 1915-1980: author and scriptor, neutral and novelistic writing

[[Mikhail Bakhtin]], 1895-1975: [[Polyphony]], [[Unfinalizability]], [[Carnival and Grotesque]], [[Chronotope]], [[Heteroglossia]] ("The Dialogic Imagination"), [[Speech genres]]

== Conservatism ==

[[Richard Weaver]], 1910-1963: man's nature is fourfold (rational, emotional, ethical, religious), [[God and Devil Terms]], [[Noble Rhetoric]], [[Anti-Nominalism]]

==Feminist Criticism==

[[Celeste Condit]], author of [http://www.tandfonline.com/doi/abs/10.1080/00335639209384002#preview "Post-Burke: Transcending the Sub-Stance of Dramatism"] (1992).

[[Phyllis M. Japp]], author of “Can This Marriage Be Saved? Reclaiming Burke for Feminist Scholarship" from [http://books.google.com/books?id=CcD9wYsIy1kC&pg=PA113&lpg=PA113&dq=Can+This+Marriage+Be+Saved?+Reclaiming+Burke+for+Feminist+Scholarship&source=bl&ots=0VKRayAKL4&sig=ngZCugp8lAoRrM0FwJ9pjQqId5Y&hl=en&sa=X&ei=sTeHT_eJG4aS8AG5sf2VCA&ved=0CC8Q6AEwAA#v=onepage&q=Can%20This%20Marriage%20Be%20Saved%3F%20Reclaiming%20Burke%20for%20Feminist%20Scholarship&f=false Kenneth Burke and the 21st Century] (1999).

== Literary Criticism ==

[[I. A. Richards]], 1893-1979: father of [[New Criticism]]

== New Rhetorics ==

[[Donald C. Bryant]], 1905-1987: [[definitions of rhetoric]]

[[Kenneth Burke]], 1897-1993: [[Dramatistic Pentad]] (act, scene, agent, agency, purpose), [[Definition of Man]] as symbol-using animal

[http://4341.quinnwarnick.com/wiki/Chaim_Perelman Chaim Perelman], 1912-1984: [[New Rhetorics]]

== [http://en.wikipedia.org/wiki/Rogerian_argument ''Rogerian Rhetoric''] ==
Rogerian rhetoric is derived from the theories of Carl Rogers. Rogers originally developed his ideas as a method of therapy that was centered around understanding the person being treated. Initially called non-directive therapy, this system became the foundation for Rogers' broader ideas of the self and learning. These ideas have been applied across disciplines, heavily influencing one branch of rhetorical studies.

Rogerian rhetoric then, is the idea that persuasion is most effective when the positions on all side of the argument are understood, and a connection is made between the people involved. Terms such as non-combative and person-centered are some of the theory's watch-words.

Rogerian rhetoric typically consists of 4 main stages:
# An introduction to the problem and a demonstration that the opponent's position is understood.
# A statement of the contexts in which the opponent's position may be valid.
# A statement of the writer's position, including the contexts in which it is valid.
# A statement of how the opponent's position would benefit if he were to adopt elements of the writer's position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better (Brent)

[[Douglas Brent]]: [[Rogerian Rhetoric as an alternative to Traditional Rhetoric]]

[[Jim W. Corder]], 1929-1998: [[argument as emergence toward the other]]

== [http://en.wikipedia.org/wiki/Post-structuralism ''Post-Structuralism''] ==

[[Michel Foucault]], 1926-1984: [[author-function]]

== Pedagogical Studies ==

[[Lisa S. Ede]], b. 1947: [[Distinctions Between Classical and Modern Rhetoric]]

[[Andrea A. Lunsford]], b. 1942: [[Distinctions Between Classical and Modern Rhetoric]]

== Writing and Technology ==

[[Dennis Baron]], b. 1944:

[[Cynthia L. Selfe]]: [[Influential Role in "Computers in the Composition Classroom"]]

[[Richard J. Selfe Jr.]]: [[Computer Interface as Representation of Oppression of Diverse Cultures]]

== Uncategorized ==
[[Stephen Toulmin]], 1922-2009: [[Toulmin Model of Argument]]

[[Robert L. Scott]], b. 1928: [[Epistemic Rhetoric]]

[[Richard Ohmann]], b. 1931:

[[S. Michael Halloran]], b. 1939: [[Rhetoric in Existentialist Literature]]

[[John M. Slatin]]:

[[Kathleen Blake Yancey]]:

[[Johndan Johnson-Eilola]]:

[[John Logie]]:

[[Sean D. Williams]]:

[[Steven Fraiberg]]:

Sorapure et al.?

Palmquist et al.?

[[Bill Hart-Davidson]] and [[Steven D. Krause]]:

[[Douglas Downs]] and [[Elizabeth Wardle]]:

?: [[Semanticism]]

Theories and Movements

2012-04-13T13:35:33Z

Noah Corn: /* Rogerian Rhetoric */

This page discusses key rhetorical movements and the theories associated with those movements.

==Belletristic/Elocution==

== [http://en.wikipedia.org/wiki/Semiotics ''Semiotics''] ==

[[Ferdinand de Saussure]], 1857-1913: [[signified and signifier are core of semiotics]]

[[Roland Barthes]], 1915-1980: author and scriptor, neutral and novelistic writing

[[Mikhail Bakhtin]], 1895-1975: [[Polyphony]], [[Unfinalizability]], [[Carnival and Grotesque]], [[Chronotope]], [[Heteroglossia]] ("The Dialogic Imagination"), [[Speech genres]]

== Conservatism ==

[[Richard Weaver]], 1910-1963: man's nature is fourfold (rational, emotional, ethical, religious), [[God and Devil Terms]], [[Noble Rhetoric]], [[Anti-Nominalism]]

==Feminist Criticism==

[[Celeste Condit]], author of [http://www.tandfonline.com/doi/abs/10.1080/00335639209384002#preview "Post-Burke: Transcending the Sub-Stance of Dramatism"] (1992).

[[Phyllis M. Japp]], author of “Can This Marriage Be Saved? Reclaiming Burke for Feminist Scholarship" from [http://books.google.com/books?id=CcD9wYsIy1kC&pg=PA113&lpg=PA113&dq=Can+This+Marriage+Be+Saved?+Reclaiming+Burke+for+Feminist+Scholarship&source=bl&ots=0VKRayAKL4&sig=ngZCugp8lAoRrM0FwJ9pjQqId5Y&hl=en&sa=X&ei=sTeHT_eJG4aS8AG5sf2VCA&ved=0CC8Q6AEwAA#v=onepage&q=Can%20This%20Marriage%20Be%20Saved%3F%20Reclaiming%20Burke%20for%20Feminist%20Scholarship&f=false Kenneth Burke and the 21st Century] (1999).

== Literary Criticism ==

[[I. A. Richards]], 1893-1979: father of [[New Criticism]]

== New Rhetorics ==

[[Donald C. Bryant]], 1905-1987: [[definitions of rhetoric]]

[[Kenneth Burke]], 1897-1993: [[Dramatistic Pentad]] (act, scene, agent, agency, purpose), [[Definition of Man]] as symbol-using animal

[http://4341.quinnwarnick.com/wiki/Chaim_Perelman Chaim Perelman], 1912-1984: [[New Rhetorics]]

== [http://en.wikipedia.org/wiki/Rogerian_argument ''Rogerian Rhetoric''] ==
Rogerian rhetoric is derived from the theories of Carl Rogers. Rogers originally developed his ideas as a method of therapy that was centered around understanding the person being treated. Initially called non-directive therapy, this system became the foundation for Rogers' broader ideas of the self and learning. These ideas have been applied across disciplines, heavily influencing one branch of rhetorical studies.

Rogerian rhetoric then, is the idea that persuasion is most effective when the positions on all side of the argument are understood, and a connection is made between the people involved. Terms such as non-combative and person-centered are some of the theory's watch-words.

Rogerian rhetoric typically consists of 4 main stages:
# An introduction to the problem and a demonstration that the opponent's position is understood.
# A statement of the contexts in which the opponent's position may be valid.
# A statement of the writer's position, including the contexts in which it is valid.
# A statement of how the opponent's position would benefit if he were to adopt elements of the writer's position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better (Brent)

[[Douglas Brent]]: [[Rogerian Rhetoric as an alternative to Traditional Rhetoric]]

[[Jim W. Corder]], 1929-1998: [[argument as emergence toward the other]]

== [http://en.wikipedia.org/wiki/Post-structuralism ''Post-Structuralism''] ==

[[Michel Foucault]], 1926-1984: [[author-function]]

== Pedagogical Studies ==

[[Lisa S. Ede]], b. 1947: [[Distinctions Between Classical and Modern Rhetoric]]

[[Andrea A. Lunsford]], b. 1942: [[Distinctions Between Classical and Modern Rhetoric]]

== Writing and Technology ==

[[Cynthia L. Selfe]]: [[Influential Role in "Computers in the Composition Classroom"]]

[[Richard J. Selfe Jr.]]: [[Computer Interface as Representation of Oppression of Diverse Cultures]]

[[Dennis Baron]], b. 1944:

== Uncategorized ==
[[Stephen Toulmin]], 1922-2009: [[Toulmin Model of Argument]]

[[Robert L. Scott]], b. 1928: [[Epistemic Rhetoric]]

[[Richard Ohmann]], b. 1931:

[[S. Michael Halloran]], b. 1939: [[Rhetoric in Existentialist Literature]]

[[John M. Slatin]]:

[[Kathleen Blake Yancey]]:

[[Johndan Johnson-Eilola]]:

[[John Logie]]:

[[Sean D. Williams]]:

[[Steven Fraiberg]]:

Sorapure et al.?

Palmquist et al.?

[[Bill Hart-Davidson]] and [[Steven D. Krause]]:

[[Douglas Downs]] and [[Elizabeth Wardle]]:

?: [[Semanticism]]

Theories and Movements

2012-04-13T13:34:26Z

Noah Corn: /* New Rhetorics */

This page discusses key rhetorical movements and the theories associated with those movements.

==Belletristic/Elocution==

== [http://en.wikipedia.org/wiki/Semiotics ''Semiotics''] ==

[[Ferdinand de Saussure]], 1857-1913: [[signified and signifier are core of semiotics]]

[[Roland Barthes]], 1915-1980: author and scriptor, neutral and novelistic writing

[[Mikhail Bakhtin]], 1895-1975: [[Polyphony]], [[Unfinalizability]], [[Carnival and Grotesque]], [[Chronotope]], [[Heteroglossia]] ("The Dialogic Imagination"), [[Speech genres]]

== Conservatism ==

[[Richard Weaver]], 1910-1963: man's nature is fourfold (rational, emotional, ethical, religious), [[God and Devil Terms]], [[Noble Rhetoric]], [[Anti-Nominalism]]

==Feminist Criticism==

[[Celeste Condit]], author of [http://www.tandfonline.com/doi/abs/10.1080/00335639209384002#preview "Post-Burke: Transcending the Sub-Stance of Dramatism"] (1992).

[[Phyllis M. Japp]], author of “Can This Marriage Be Saved? Reclaiming Burke for Feminist Scholarship" from [http://books.google.com/books?id=CcD9wYsIy1kC&pg=PA113&lpg=PA113&dq=Can+This+Marriage+Be+Saved?+Reclaiming+Burke+for+Feminist+Scholarship&source=bl&ots=0VKRayAKL4&sig=ngZCugp8lAoRrM0FwJ9pjQqId5Y&hl=en&sa=X&ei=sTeHT_eJG4aS8AG5sf2VCA&ved=0CC8Q6AEwAA#v=onepage&q=Can%20This%20Marriage%20Be%20Saved%3F%20Reclaiming%20Burke%20for%20Feminist%20Scholarship&f=false Kenneth Burke and the 21st Century] (1999).

== Literary Criticism ==

[[I. A. Richards]], 1893-1979: father of [[New Criticism]]

== New Rhetorics ==

[[Donald C. Bryant]], 1905-1987: [[definitions of rhetoric]]

[[Kenneth Burke]], 1897-1993: [[Dramatistic Pentad]] (act, scene, agent, agency, purpose), [[Definition of Man]] as symbol-using animal

[http://4341.quinnwarnick.com/wiki/Chaim_Perelman Chaim Perelman], 1912-1984: [[New Rhetorics]]

== [http://en.wikipedia.org/wiki/Rogerian_argument ''Rogerian Rhetoric''] ==
Rogerian rhetoric is derived from the theories of Carl Rogers. Rogers originally developed his ideas as a method of therapy that was centered around understanding the person being treated. Initially called non-directive therapy, this system became the foundation for Rogers' broader ideas of the self and learning. These ideas have been applied across disciplines, heavily influencing one branch of rhetorical studies.

Rogerian rhetoric then, is the idea that persuasion is most effective when the positions on all side of the argument are understood, and a connection is made between the people involved. Terms such as non-combative and person-centered are some of the theory's watch-words.

Rogerian rhetoric typically consists of 4 main stages:
# An introduction to the problem and a demonstration that the opponent's position is understood.
# A statement of the contexts in which the opponent's position may be valid.
# A statement of the writer's position, including the contexts in which it is valid.
# A statement of how the opponent's position would benefit if he were to adopt elements of the writer's position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better (Brent)

[[Jim W. Corder]], 1929-1998: [[argument as emergence toward the other]]

[[Douglas Brent]]: [[Rogerian Rhetoric as an alternative to Traditional Rhetoric]]

== [http://en.wikipedia.org/wiki/Post-structuralism ''Post-Structuralism''] ==

[[Michel Foucault]], 1926-1984: [[author-function]]

== Pedagogical Studies ==

[[Lisa S. Ede]], b. 1947: [[Distinctions Between Classical and Modern Rhetoric]]

[[Andrea A. Lunsford]], b. 1942: [[Distinctions Between Classical and Modern Rhetoric]]

== Writing and Technology ==

[[Cynthia L. Selfe]]: [[Influential Role in "Computers in the Composition Classroom"]]

[[Richard J. Selfe Jr.]]: [[Computer Interface as Representation of Oppression of Diverse Cultures]]

[[Dennis Baron]], b. 1944:

== Uncategorized ==
[[Stephen Toulmin]], 1922-2009: [[Toulmin Model of Argument]]

[[Robert L. Scott]], b. 1928: [[Epistemic Rhetoric]]

[[Richard Ohmann]], b. 1931:

[[S. Michael Halloran]], b. 1939: [[Rhetoric in Existentialist Literature]]

[[John M. Slatin]]:

[[Kathleen Blake Yancey]]:

[[Johndan Johnson-Eilola]]:

[[John Logie]]:

[[Sean D. Williams]]:

[[Steven Fraiberg]]:

Sorapure et al.?

Palmquist et al.?

[[Bill Hart-Davidson]] and [[Steven D. Krause]]:

[[Douglas Downs]] and [[Elizabeth Wardle]]:

?: [[Semanticism]]

Vatz, Richard "The Myth of the Rhetorical Situation

2012-04-13T13:28:42Z

Noah Corn:

[[Richard Vatz]]’s article, “The Myth of the Rhetorical Situation” was written as a reaction to Lloyd Bitzer’s article “The Rhetorical Situation.” Bitzer claimed that situations are made up of characteristics that influence how rhetoric plays into it. Vatz argues that there is no absolute truth with surrounding characteristics about an event or situation; situations are created by the communication about them. In other words, people perceive situations idiosyncratically and communicate them uniquely, so the audience is given the rhetor’s truth not an absolute one.

== Related Links ==
"The Mythical Status of Situational Rhetoric: Implications for Rhetorical Critics’ Relevance in the Public Arena" by [[Richard Vatz]], ''The Review of Communication'' Vol. 9, No. 1, January 2009, pp. 1-5. http://pages.towson.edu/vatz/mythical_status_of_situation.htm

Vatz, Richard "The Myth of the Rhetorical Situation

2012-04-13T13:28:03Z

Noah Corn:

[[Richard Vatz]]’s article, “The Myth of the Rhetorical Situation” was written as a reaction to Lloyd Bitzer’s article “The Rhetorical Situation.” Bitzer claimed that situations are made up of characteristics that influence how rhetoric plays into it. Vatz argues that there is no absolute truth with surrounding characteristics about an event or situation; situations are created by the communication about them. In other words, people perceive situations idiosyncratically and communicate them uniquely, so the audience is given the rhetor’s truth not an absolute one.

== Related Links ==
"The Mythical Status of Situational Rhetoric: Implications for Rhetorical Critics’ Relevance in the Public Arena" by [[Richard E. Vatz]], ''The Review of Communication'' Vol. 9, No. 1, January 2009, pp. 1-5. http://pages.towson.edu/vatz/mythical_status_of_situation.htm

Wardle, Elizabeth and Douglas Downs “Teaching About Writing, Righting Misconceptions: (Re)Envisioning 'First Year Composition' as 'Introduction to Writing Studies'”

2012-04-13T13:26:52Z

Noah Corn:

== Summary ==
In their article, Douglas Downs and Elizabeth Wardle discuss the problems they see with the “First-Year Composition” course and outline the changes they believe should be made in order to create an “Introduction to Writing Studies” course. They state early on in the article, “When we continues to pursue the goal of teaching students “how to write in college” in one or two semesters...we silently support the misconceptions that writing is not a real subject, that writing courses do not require expert instructors, and that rhetoric and composition are not genuine research areas or legitimate intellectual pursuits” (553). Throughout the article they outline a Writing Studies course that emphasizes reading about writing and reflection among many other things. They explain, “students are taught that writing is conventional and context-specific rather than governed by universal rules” (559). Downs and Wardle provide two case studies of varying students to illustrate how their Writing Studies course can work for any type of student. After a recount of benefits students gain from this type of writing course, the article closes with a discussion of challenges and critiques.

Ohmann, Richard “In Lieu of a New Rhetoric”

2012-04-13T13:20:59Z

Noah Corn:

== Summary ==

In “In Lieu of a New Rhetoric,” [[Richard Ohmann]] starts by acknowledging the past perceptions of rhetoric as a “mysterious power” and as a “calculated procedure” bond in the similar characteristic of dealing with persuasion (298). He continues by contrasting the views of many of the new rhetoricians like I.A. Richards, Daniel Fogarty, and Richard Weaver--to name a few. He then states his purpose: “suggest one way in which contemporary ideas of rhetoric...resemble each other more than any of them resembles older ideas” (300). This similarity between the contemporary ideas is that they open the term rhetoric to incorporate a broader spectrum of linguistic activity; this is different from the classical view of rhetoric as persuasion. Ohmann outlines these relationships using five aspects: the relationship between the rhetor and the audience in which new rhetoric encompasses a more mutual relationship, rhetoric as a pursuit versus the transmission of truth, candor as a necessary condition of making rhetoric, the attribution of how much a work reflects the author (only in style says new rhetoricians), and rhetoric reflecting the concepts of a world view (of the world, community, group, or an individual). Ohmann continues to discuss rhetoric in terms of teaching freshman-level college students. He states that the current methods of grammarian rules, etc. are not affective in the classroom. Rather, he proposes a “four-part framework” for teaching freshman. First, the students must understand “the relationship between a piece of writing and its content.Then, they should be taught the “relationship between a piece of writing and its author” and its relationship with the audience (304). And, final idea they should learn is that of the world views previously discussed by Ohmann.

== Commentary ==
(Feel free to add your opinions here!)

In Ohmann, I thought the section about teaching English at the college level to adhere to his ideas about Modern Rhetoric were good. I appreciated how he started off by acknowledging that many college freshman don’t have enough of a grasp on the English language to even begin thinking about rhetoric, and I appreciated that he made an attempt to propose a structured curriculum to follow. However, I disagree with the idea that, if professors explain to their freshmen the importance of mastering the English language so they can participate in a “linguistic community,” the students will have a profound respect for the language. I think that’s a wonderful theory (and I wish it would happen that way); however, I feel like many freshmen who don’t know even basic grammar won’t care about the significance of language in our culture. If they didn’t care enough in high school to learn grammar, they probably won’t care about this either. (I do concede that not all students who don’t know grammar are slackers or don’t care, but I still think his idea is better in theory. What typical college freshmen do you know who care about becoming a successful part of a linguistic community?)

I do agree with his idea that students should be made aware of all the syntactic patterns they have at their disposal. It’s always a relief to remember that there is no one way to write a sentence -- it takes some of the pressure off being “perfect” and allows me to write as an expression of myself, my ideas, and my beliefs (not some else’s).

Ede, Lisa S. and Andrea A. Lunsford "On Distinctions between Classical and Modern Rhetoric"

2012-04-13T13:14:26Z

Noah Corn:

== Abstract ==
Abstract taken from the Education Resources Information Center:

The emergence of a modern or "new" rhetoric has been characterized by its attempt both to recover and reexamine the concepts of classical rhetoric and to define itself against that classical tradition. The distinctions that are persistently drawn between classical and modern rhetoric fall under four related heads: images of man and society, logical argument, speaker-audience relationship, and persuasion versus communication. The first two distinctions, which view the classical image of man as a rational being and the logical proofs as supreme, discount classical rhetoric as too rationalistic. The latter two, which present the speaker-audience relationship in classical rhetoric as antagonistic and unidirectional and its goal as persuasion, discount classical rhetoric as being too dependent upon emotional manipulation and coercion. These distinctions reflect two major problems: (1) a failure to relate Aristotle's "Rhetoric" to the rest of his philosophy, and (2) serious, persistent misunderstandings about the nature and function of the "pisteis" and of the "enthymeme" in Aristotelian rhetoric. A much more accurate way to describe Aristotle's concept of the goal of rhetoric is as an interactive means of discovering meaning through language. Such an approach demands that rhetoric be reinstated at the center of the curriculum, as the art of using language in the creation--and sharing--of knowledge and belief. One way to begin this task is by eschewing the false distinctions that have been drawn between classical and modern rhetoric and by building instead on their powerful similarities. (HOD)

[[Lisa S. Ede]] & [[Andrea A. Lunsford]]

== External Links ==
http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED220866