[Teaching_Composition] RE: Critical vs. Radical

[Christopher Berg]

It may seem a bit of a stretch, but one of the first projects in our 
class is a rhetorical analysis of a scientific research report, and I 
teach them some basic questions to ask about how to find the four basic 
appeals and how to understand whether or not those appeals work 
effectively.  Surprisingly, they really get into it (probably because 
they learn how to understand and analyze an argument even if they can't 
understand the text itself).  For the first few days, we learn about the 
appeals and practice with popular scientific articles (a-la Discover 
Magazine and the local rag), and they do well on the paper. 

I wouldn't presume to characterize the experience in anyone else's 
classroom; however, in my own, whenever a delicate subject arises 
(usually during the social science unit), we address the rhetorical 
aspects of it: after all, this is a composition classroom, and they are 
supposed to be learning about how texts are constructed in multiple 
contexts.  This allows for some comfort level in discussion, because 
instead of criticizing the ideas, we analyze the textual construction of 
those ideas.  I haven't yet had a discussion get out of hand, because 
instead of directly challenging deeply ingrained beliefs, we are 
challenging their rhetorical construction.  I'm happy to share the 
handouts and lessons I used for the rhetorical analysis unit, so feel 
free to contact me off-list if you're interested.
-- 
Chris Berg
TA - English Dept., NC State University
Ph.D. Student - CRDM
Office: T-G116A
Phone: 513-7967
e-mail: cbberg@ncsu.edu <mailto:cbberg@unity.ncsu.edu>
http://www4.ncsu.edu/~cbberg <http://www4.ncsu.edu/%7Ecbberg/>