Argues that Isocrates does not deny the importance of "technai" or the "prima elementa" of instruction and in fact sees both as important parts of the educational process. Proposes that there existed a "techne" of Isocrates but this "techne" has a very different form than usually thought. Sets out the components of this "techne." (TB)

Examines the rhetorical nature of the transmission of the Christian religion. Explores the rhetorical nature of religious language generally, especially within Christianity. Prepares the ground for more analysis by introducing two Greek terms. Uses those terms to explore in detail the nature of religious transmission. (TB)

Responds to the postmodern tendency to remove responsibility from the writing act by giving ultimate agency to the reader. Develops through Kenneth Burke an ethic of writing, an attitude toward language and language use that returns agency to the writer while still recognizing that he or she is acted upon by language. Describes a methodology to…

Explores the methodology of rhetorical reasoning by looking to J. H. Newman's "Essay in Aid of a Grammar of Assent." Looks at how Newman prefigures S. Toulmin and C. Perelman, both of whom are interested in how rhetorical reasoning operates and why it is well suited to redress the limitations of formal logic. (TB)

Catalogues all of the 18th-century works on rhetoric from a microfilm bibliography published by the Speech Association of America Committee on Microfilm. Includes notations concerning each item's location on the microfilm reels. (TB)

Examines the second confirmation hearing of Judge Clarence Thomas as it concerned the reception of Professor Anita Hill's comments. Argues that the application of forensic stasis in a situation where the evidence could not fit the forensic pattern virtually guaranteed the confirmation of Judge Clarence Thomas. Suggests that forensic stasis is not…

Advises that in teaching Kenneth Burke it is important that students understand that his strength is not what Richard Rorty calls systematic reasoning but rather edification. Shows how Burke, like Thomas Carlyle, is prophet or sage who sketches out a Romantic world view. (TB)

Offers graduate students advice about preparing papers for publication. Discusses why graduate students and other junior scholars should publish; what work habits a scholar needs to develop; how a scholar solicits feedback; and procedures for working with scholarly journal editors and reviewers. (TB)

Argues for deemphasis of hyperspecialization and narrow departmental structures and an emphasis on collective efforts, interdisciplinarity, and beyond-the-campus connections. Outlines shortcomings of Ph.D. programs in rhetoric and composition: (1) lip service paid to language and languages; (2) not enough attention on teaching; (3) neglect of…

Offers a utopian vision of what the place of rhetoric should be in a department that thinks of itself as literary. Argues that a Ph.D. in English that encompasses both literature and rhetoric works because it is really a degree in rhetoric. (TB)

Presents a 278-item bibliography of works by and about Richard M. Weaver, including books, theses, dissertations, articles and pamphlets, and reviews. (TB)

Outlines educational needs and new ways in which the Society for Technical Communication can take an active role in helping to meet them. Outlines education's need to prepare people to function in a learning society; to manage research enterprises that enhance competitiveness; and to support educational programs that merit public trust. (SR)

Uses information from the 1994 Education and Research Professional Interest Committee Focus Group of the Society for Technical Communication (STC) and from questionnaires to outline educational goals and to suggest ways in which STC members and the Society can prepare undergraduate students for careers in technical communication in the next…

Discusses the identity problem both inside and outside the profession of technical communication. Discusses components of a definition of technical communication. (SR)

Argues that, rather than trying to define technical communication in a nontraditional way, people should ask how those who already view technical communication in nontraditional ways can assist and challenge those who continue to view technical communication in a traditional way. (SR)