{"id":7021,"date":"2006-08-26T19:25:14","date_gmt":"2006-08-26T19:25:14","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/08\/26\/berlin-rhetoric\/"},"modified":"2006-08-26T19:25:14","modified_gmt":"2006-08-26T19:25:14","slug":"berlin-rhetoric","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/26\/berlin-rhetoric\/","title":{"rendered":"Berlin, Rhetoric and Reality<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Berlin,
\n James A. Rhetoric and Reality: Writing Instruction in American Colleges,
\n 1900-1985<\/i>. Carbondale: Southern Illinois Univ. Press, 1987.<\/p>\n

<\/p>\n

Berlin begins by framing three epistemological orientations in twentieth
\ncentury rhetoric: objectivist, subjectivist and transactional. In an
\neffort to characterize trends in the teaching of writing and rhetoric from
\n1900-1985, Berlin further subdivides each category. Objectivist<\/b>
\norientations to reality, best reflected in current-traditional pedagogies as
\nwell as "behaviorist, semanticist, and linguistic rhetorics," presumes a realm
\nof irrefutable truth and assumes a positivistic attitude toward language as that
\nwhich reports, more or less precisely, on a stable, concrete reality.
\nSubjective orientations to reality emphasize the interiority of mind and the
\nindividualist construction of a relationship to the real which extends beyond
\nbut is not necessarily influenced by the material world. The emphasis in
\nsubjective rhetorics<\/b> is on original metaphor, journaling, and supportive
\nforms of collaboration; this orientation blends, as well, with the genteel, the
\nsolitary genius, depth psychology (as well as Freud), and romantic reverence for
\nsolitary inspiration: "The student can discover the truth, but the truth cannot
\nbe taught; the student can learn to write, but writing cannot be taught" (13). The
\nthird and final orientation is transactional. Transactional rhetorics<\/b>
\ndivide into classical<\/b> (truth emerges from a discourse community
\ninteracting, not necessarily in agreement), cognitive<\/b> (mind formation in
\nstages through interactions with the environment), and epistemic<\/b>
\n(experience and language involve rhetoric in all human activity). Each category
\nis explained in detail in the opening chapter and again at the end.<\/p>\n

Each chapter accounts for an (arbitrary?) era in the twentieth century, and
\nalong the way, Berlin reads the three rhetorical orientations against tendencies
\nin English education given various moments, scenes, figures and programs.
\nTo begin, for example, he accounts for the rise of the poetic and literary at
\nthe expense of rhetoric, which was "petrified in a possitivistic configuration"
\n(25). <\/p>\n

From 1900-1920, there was a strong resistance to "Uniform Reading Lists";
\nNCTE was founded to organize resist the domination of the curriculum by such
\nlists (33). There were three major approaches to teaching writing, and each
\naccords to one of the broader categories designated above: current-traditional
\nrhetoric (36), rhetoric of liberal culture (43), and rhetoric of public
\ndiscourse (46).<\/p>\n

Remainders<\/p>\n

    \n
  • Emphasis on pluralization<\/b> of rhetoric to rhetorics<\/i><\/b>
    \n (via Paolo Valesio) (3)<\/li>\n
  • Refers to tiff with Connors<\/b> on the possibility of objective,
    \n neutral historiography (17)<\/li>\n
  • A propensity toward statistics<\/b> and counting<\/b> accompanied
    \n notions of efficiency<\/b> at the same time as progressive education
    \n arose–1920-1940 (58)<\/li>\n
  • Research<\/b> papers in 1930: "It should be noted that the widespread
    \n use of this assignment [the research paper] was influenced by the improvements
    \n in library collections<\/b> during the twenties, as well as by new ways of
    \n indexing these materials for easy access–the periodical guides, for example"
    \n (70).<\/li>\n
  • Largely a credit to Jerome Bruner<\/b>, the notion of process<\/b>
    \n becomes associated with all rhetorics (123, 158): "The implications of
    \n Bruner’s thought for writing instruction are clear: Students should engage in
    \n the process of composing, not in the study of someone else’s process of
    \n composing" (123). <\/li>\n
  • Limitations of problem-posing and solving: emphasis on solutions.
    \n Lauer, instead, in "The Problem of Problem Posing," suggested "the act of
    \n creation<\/b>" rather than "a mechanical art of problem-solving" (161). <\/li>\n<\/ul>\n

    Berlin closes with a bibliographic gloss<\/b> of what was happening in the
    \nmid-1980’s. He mentions that the three major categories–objectivist,
    \nsubjectivist, and transactional–apply less neatly to the formations (a
    \ndisunity) in the field of rhetoric and composition in the mid-late 1980’s.<\/p>\n

    Epistemic rhetoric: "All experiences, even the scientific and logical, are
    \ngrounded in language, and language determines their content and structure. And
    \njust as language structures our responses to social and political issues,
    \nlanguage structures our response to the material world. Rhetoric<\/b> thus
    \nbecomes implicated<\/b> in all human behavior<\/b>" (16). <\/p>\n

    Objective rhetoric: "Semanticist rhetoric focuses on the distortions<\/b>
    \nthat are introduced in communication through the misuse of language<\/b>"
    \n(10). "Disagreement<\/b> has always to do with faulty observation, faulty
    \nlanguage<\/b>, or both, and never is due to the problematic<\/b> or
    \ncontingent nature of truth<\/b>" (11).<\/p>\n

    "This thumbnail sketch shows that a number of powerful groups of academic
    \nliterary critics have divided discourse into two separate and unequal
    \ncategories: the privileged poetic statement<\/b> and the impoverished
    \nrhetorical statement<\/b>, the one art and the other ‘mere’ science" (29). <\/p>\n

    "To many faculty [1900-1920], the freshman writing course had come to stand
    \nfor all of the possibilities of rhetoric" (55).<\/p>\n

    "The distinguishing characteristic of the epistemic<\/b> view<\/b>,
    \nexplains Leff, is ‘that rhetoric is a serious philosophical subject that
    \ninvolves not only the transmission, but also the generation of knowledge<\/b>‘
    \n(75)" (165). <\/p>\n

    Terms: New Criticism (28), rhetoric-poetic relationship (26), Uniform Reading
    \nLists (33), progressive education (58), general education movement (92)<\/p>\n

    \n
    Related sources:<\/dt>\n
    Kinneavy, James L. A Theory of Discourse<\/i>. New York: Norton, 1971.<\/dd>\n
    Ohmann, Richard. "In Lieu of a New Rhetoric." CE<\/i> 26 (1964): 17-22.<\/dd>\n
    Winterowd, W. Ross. Rhetoric: A Synthesis<\/i>. New York: Holt, 1968.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

    \u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Berlin, James A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Carbondale: Southern Illinois Univ. 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One new addition to the classroom was the use of the research paper. Requiring students to engage in library research\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7008,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/swearingen-rc-a\/","url_meta":{"origin":7021,"position":1},"title":"Swearingen, “R&C as a Coherent Intellectual Discipline”","author":"Derek Mueller","date":"July 27, 2006","format":false,"excerpt":"Swearingen, C. Jan. \"Rhetoric and Composition as a Coherent Intellectual Discipline.\" Olson 12-22. 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Greenwich, Conn.: Ablex, 1998. \"Rhetoric is a technology--and there is no neutral technology because all technologies are always already invested with a category bias; they are alywas socially and culturally situated (as Awtill indeed admits), constructed out of specific historical circumstances and\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7065,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/02\/brooke-forgetti\/","url_meta":{"origin":7021,"position":3},"title":"Brooke, “Forgetting to be (Post)Human”","author":"Derek Mueller","date":"November 2, 2006","format":false,"excerpt":"Brooke, Collin Gifford. \"Forgetting to be (Post)Human: Media and Memory in a Kairotic Age.\" JAC 20.4 (Fall 2000): 775-95. Rather than lumping posthumanism with the other post-isms, Brooke draws on frameworks pursued by Hayles in How We Became Posthuman and Latour in We Have Never Been Modern as a way\u2026","rel":"","context":"In "Tools-in-use"","block_context":{"text":"Tools-in-use","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/toolsinuse\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6931,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/04\/09\/wheres-rhetoric\/","url_meta":{"origin":7021,"position":4},"title":"Where’s Rhetoric?","author":"Derek Mueller","date":"April 9, 2008","format":false,"excerpt":"The above question was at the heart of last Thursday's C.15 session in New Orleans. It was a full session--packed to the walls after being bumped from one rather large space, Grand Ballroom D, to one of the smaller salons in the adjacent hallway. 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