Purpose, Practice, and Pedagogy in Rhetorical Criticism
Contributions by Edwin Black, Jason Edward Black, Dana L. Cloud, Celeste M. Condit, J. Michael Hogan, Andrew A. King, Ryan Erik McGeough, Raymie E. McKerrow, Martin J. Medhurst, Ned O'Gorman, Samantha M. Senda-Cook, Robert E. Terrill, Kathleen J. Turner, Marilyn J. Young Edited by Jim A. Kuypers
Not available to order
Publication date:
07 February 2014Length of book:
231 pagesPublisher
Lexington BooksISBN-13: 9780739180198
This edited volume fills a void in the literature concerning the purpose, practice, and pedagogy associated with performing rhetorical criticism. Literature regarding these issues—predominantly purpose—exists primarily as scattered journal articles and as sections within chapters of textbooks on rhetorical criticism. This book brings together 15 established rhetorical critics, each of whom offers well thought out and argued opinion pieces that stress the more personal nature of criticism. The purpose of this book is to serve as a disciplinary resource, and as a teaching and learning aid.
Accessibility across areas of expertise and experience is stressed in this book. Critics range from junior faculty to emeritus, and represent a broad spectrum of views on criticism. In this sense the book offers a snapshot of the views of a wide swath of successfully practicing, contemporary rhetorical critics.
Accessibility across areas of expertise and experience is stressed in this book. Critics range from junior faculty to emeritus, and represent a broad spectrum of views on criticism. In this sense the book offers a snapshot of the views of a wide swath of successfully practicing, contemporary rhetorical critics.
This is an excellent volume that raises important questions for rhetorical critics about how we practice and teach our art. This book offers a range of candid and clear position statements by prominent scholars that take differing perspectives on what it means to do rhetorical criticism. It is rare to have a venue outside conferences, classrooms, and interpersonal conversations to openly reflect on the diversity of ways to practice and teach rhetorical criticism. This book expands the reach of these conversations to its readers and provides a valuable resource for new and experienced rhetorical critics. Doctoral students and junior scholars will particularly benefit from this volume as they seek to define their own positions and begin their teaching careers.