I am also not an expert in this topic but, evidently, from the comments 
following the article, even composition profs don't recognize their field in 
that article and even suggest that IHE dropped the ball on reviewing the 
article (whatever process they use for selecting articles). I would say you 
probably haven't missed an important issue in the teaching of composition as 
much as the grad student who wrote that article missed the point.

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown University
Siloam Springs, AR  72761
[email protected]
________________________________________
From: Christopher D. Green [[email protected]]
Sent: Tuesday, December 23, 2008 8:46 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Stop Using Rhetoric to Teach Writing :: Inside Higher Ed

I spend a fair bit of my time thinking, reading, and occasionally writing about 
higher education. So I find it rather jarring when I reading something that 
demands and end to what is purported to be a widespread practice that I had 
never heard of before. Actually, I've long thought that we should be more open 
to, and more reflective upon, the rhetorical practices in which we (academics, 
scientists, psychologists, teachers) engage. But I've never thought that 
teaching Aristotle's rhetoric had come to displace "critical thinking" (vague 
as that phrase is) in the undergraduate curriculum. Then again, I don't hang 
out near composition classes much. Has anyone else run into this recently?

Here's a long column decrying the rise of rhetorical analysis as having been a 
key part of the academy's response to the pressure put upon it by conservative 
critics over the course of the past eight years.
http://www.insidehighered.com/views/2008/12/23/kugelmass

Festive Festivus!
Chris
--

Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada



416-736-2100 ex. 66164
[email protected]<mailto:[email protected]>
http://www.yorku.ca/christo/

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