In this first sustained critique of current-traditional rhetorical theory, Sharon Crowley uses a postmodern, deconstructive reading to examine the historical development of current-traditional rhetoric. She identifies it (as well as the British new rhetoric from which it developed) as a philosophy of language use, not a rhetorical theory, and she argues that its use as such has led to a misrepresentation of invention. Crowley contends that current-traditional rhetoric continues to prosper because a considerable number of ...
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In this first sustained critique of current-traditional rhetorical theory, Sharon Crowley uses a postmodern, deconstructive reading to examine the historical development of current-traditional rhetoric. She identifies it (as well as the British new rhetoric from which it developed) as a philosophy of language use, not a rhetorical theory, and she argues that its use as such has led to a misrepresentation of invention. Crowley contends that current-traditional rhetoric continues to prosper because a considerable number of college composition teachers--graduate students, part-time instructors, and teachers of literature--are not involved in the development of the curriculum they are asked to teach. As a result, important voices, necessary to create any true representation of the composition teaching experience, are denied access to the scholarly conversations evaluating the soundness of this approach.
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