Rhetoric, as a general teaching -- while preaching locality of action and guidelines for handling that locality -- has tended from the beginning to serve as a universality. It has offered a generalized techne with only limited categories, appropriate for all discursive situations, at least for those that were not excluded from the realm of rhetoric. Nonetheless, from its beginnings, rhetoric limited its interests to certain activity fields such as law, government, religion, and most important, the educators of leaders in these activity fields.
This collection presents landmarks showing where the Writing-Across-the-Curriculum (WAC) and Writing in the Disciplines (WID) movements have gone. They have opened up a number of prospects that were impossible to see when rhetoric and composition confined their gaze to relatively few discursive activities. This suggests that the rhetorical landscape is becoming more complex and interesting, as well as more responsive to life in the complex, differentiated societies that have emerged in the last few centuries. This volume will reveal to scholars and researchers a range of possibilities for the study of disciplinary discourse and its teaching, and suggest to them new prospects for the future -- and for the better.
Contents: Preface: Writing Across Curriculum as a Challenge to Rhetoric and Composition (1994). Introduction: The Rhetorical Tradition and Specialized Discourses (1994). Section 1: Twentieth Century Beginnings. D.R. Russell, American Origins of the Writing-across-the-Curriculum Movement (1992). J.F. Hosic, Effective Ways of Securing Co-operation of All Departments in the Teaching of English Composition (1913). Section 2: Recent Programmatic and Institutional Projects. N. Martin, P. D'Arcy, B. Newton, R. Parker, The Development of Writing Abilities (1976). T. Fulwiler, How Well Does Writing Across the Curriculum Work? (1984). J.L. Kinneavy, Writing Across the Curriculum (1983). S.H. McLeod, Writing Across the Curriculum: The Second Stage, and Beyond (1989). Section 3: What Happens in the Disciplinary Classroom? J. Emig, Writing as a Mode of Learning (1977). A.J. Herrington, Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses (1985). L.P. McCarthy, A Stranger in Strange Lands: A College Student Writing Across the Curriculum (1987). Section 4: Writing in the Disciplines. C. Bazerman, What Written Knowledge Does: Three Examples of Academic Discourse (1981). G. Myers, The Social Construction of Two Biologists' Proposals (1985). C. Berkenkotter, T.N. Huckin, J. Ackerman, Social Context and Socially Constructed Texts (1991).
Landmark Essays is a series of anthologies providing ready access to key rhetorical studies in a wide variety of fields. The classic articles and chapters that are fundamental to every subject are often the most difficult to obtain, and almost impossible to find arranged together for research or for classroom use. This series solves that problem.
Each book encompasses a dozen or more of the most significant published studies in a particular field, and includes an index and bibliography for further study.
The Landmark Essays series is not accepting new proposals at this time.