Composition-rhetoric : backgrounds, theory, and pedagogy / Robert J. Connors.

By:

Connors, Robert J, 1951- [author.]

Material type: Text

TextSeries: Pittsburgh series in composition, literacy, and culturePublisher: Pittsburgh, Pennsylvania : University of Pittsburgh Press, [1997]Copyright date: ©1997Description: 1 online resource (385 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9780822971825
0822971828
9780822939795
0822939797

Subject(s): Genre/Form:

Additional physical formats: Print version:: Composition-rhetoric : backgrounds, theory, and pedagogy.DDC classification:

808/.042/07073 21

LOC classification:

PE1405.U6 C66 1997eb

Online resources:

Click here to access online

Contents:

Gender influences : composition-rhetoric as an irenic rhetoric -- Shaping tools : textbooks and the development of composition-rhetoric -- Composition-rhetoric, grammar, and mechanical correctness -- Licensure, disciplinary identity, and workload in composition-rhetoric -- Discourse taxonomies in composition-rhetoric -- Style theory and static abstractions -- Invention and assignments in composition-rhetoric.

Summary: Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today's practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life. Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts. This.

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references and index.

Print version record.

Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today's practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life. Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts. This.

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