[Teaching_Composition] Rhetorical analysis of scientific research report

Fri, 6 Oct 2006 16:11:55 -0400

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My thanks to Will and to Chris for commenting about their classroom =
projects.  There is much value in studying the rhetorical construction =
of arguments.  I was wondering if one or both of you could comment about =
the politics of rhetoric in such a class.  At some point, wouldn't the =
students reach conclusions that are political?  How do you avoid framing =
rhetorical questions in such a way as to not point to a certain outcome? =
 I ask because back in the late '80's, early '90's, Maxine Hairston =
started her crusade against politics in the classroom by attacking a =
proposed course at the University of Texas at Austin.  These =
experimental sections of English composition were going to ask student =
to analyze the rhetoric of (I believe) Supreme Court decisions =
concerning race and gender.  Lester Faigley's Fragments of Rationality =
summarizes this conflict rather well, but I unfortunately do not have =
the page numbers in front of me.  Hairston's actions led to the =
suspension and eventual cancelling of the proposed syllabus, and she =
extended her critique to all composition instructors who, in her view, =
were promoting ideology in the classroom.
=20
Hairston contended that students must determine the content of courses, =
and that such reading material would intimidate students.  Hairston also =
felt the student would be indoctrinated into leftist politics taking =
such an approach to race and gender.  I'm wondering how advocates of her =
stance would react to the two of your classroom projects.  Is taking the =
rhetorical approach you're suggesting an acceptable way to look at both =
mundane and controversial topics?  Or is any type of assignment that =
assumes content inappropriate?  Or is it only race, class, gender, =
sexuality, and hierarchy, among other cultural and social issues, that =
are taboo content in the composition classroom?  If it is simply the =
introduction of reading and analysis to a writing course, the =
disagreement's substance is an old argument between expressivists and =
social constructionists/social-epistemics.  If, however, we are simply =
suppressing particular topics because instructors with political =
commitments might give students a fresh, critical view to =
consider/account for in their writing, we are marking one set of =
politics as unacceptable and masking the other set--the one aligned with =
the status quo--under the guise of neutrality and concern for students' =
freedom of expression.  Your insights, Chris and Will, would be much =
welcome, as would others.
=20
Bill

________________________________

From: teaching_composition-admin@mailman.eppg.com on behalf of =
William-Jennings@uiowa.edu
Sent: Fri 10/6/2006 2:28 PM
To: teaching_composition@mailman.eppg.com
Subject: [Teaching_Composition] Rhetorical analysis of scientific =
research report

In a slightly different vein, I've used three different reports about=20
a small plane crash:
1) a newspaper account, including the quoting of an 'eye witness';
2) an excerpt from one of the survivor's testimony in a civil case;
3) the official NTSB report.
Others have done similar analysis assignments with traffic accidents,
structural failures (the hotel walkway in Kansas City), etc.
One could do this with the failure of a business as well...Enron or a=20
dot com fizzle?

The point isn't to tweak interest through allure of grisly outcomes,
but to see how the language of 'witness', 'testimony', and 'report'
each work to alter perception of an event more commonly associated=20
with 'grisly'.

Many of my students argue that their pursuit of specific academic=20
discipline
(various sciences, engineering, business, etc.) is being delayed by=20
having
to take a 'rhetoric' course.... This sort of exercise & assignment=20
doesn't
always solve those complaints, but it does offer a different entry=20
point into
text, context, and subtext.

-Will Jennings
University of Iowa
_______________________________________________
Teaching_Composition maillist  -  Teaching_Composition@mailman.eppg.com
http://mailman.eppg.com/mailman/listinfo/teaching_composition

To unsubscribe, please visit =
http://mailman.eppg.com/mailman/listinfo/teaching_composition and update =
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