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Distinction Between "rhetoric" Strand Of "rhetoric And Compositionâ€
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How do people in the "rhetoric" strand of "rhetoric and compositionâ€ distinguish their work from others in "rhetoric" housed in departments and disciplines of speech and communication, media studies, journalism, and literature? Why Dichotomizing templates for composition and rhetoric in rhetoric and composition beg the question of why "rhetoric and composition" is the professional affiliation for those who identify themselves as working primarily in rhetoric. We find Thomas Sabo Bracelets inadequate the familiar answers to this question: "the dictates of the job market," and the pedestrian observation that most of those working in "rhetoric and composition" are first exposed to and become intrigued by it through teaching and having to deal with teaching "composition." For it is a fact that many of those compelled to teach composition in their graduate education or early academic careers do not subsequently remain involved; instead, they seek other options as soon as possible.
Thus, we need more accounts from those affiliated with the rhetoric strand of "rhetoric and composition" of how they perceive the distinction between the rhetoric they do in "rhetoric and composition" and the rhetoric others do in other fields and disciplines, and of the ways in which their disciplinary identification with rhetoric and composition has informed and been informed by their sense of the relation between research, scholarship, and service. This line of inquiry could in turn call attention to the contributions to rhetoric and composition of those whose education and/or "scholarship" has led them to be institutionally designated as working in other areas of English, including creative writing and literature.
How do those of us involved in both composition and rhetoric account for the significant, long-standing, and ongoing contributions to "rhetoric and composition" of those with training and positions in Thomas Sabo Charms the fields of education and applied linguistics Insofar as rhetoric and composition is concerned with teaching and with language, the work of those in rhetoric and composition necessarily intersects with work in the fields of education and linguistics. Yet the rhetoric and composition designation glosses over the deep roots of its work in these fields, despite the fact that many figures whose work has historically been key to rhetoric and composition, and many figures active in the field so designated, are most closely affiliated with these fields;14 and despite the fact that many others in rhetoric and composition bring substantial experience in education and linguistics, including experience teaching high school and English as a second language, to their work in what is nonetheless simply called rhetoric and composition.
One consequence of this glossing is rhetoric and composition's often-lamented inattention to, if not outright denigration of, work in the teaching of writing in primary and secondary schools (aka "language arts") useful to its own work and to understanding that work. Another less obvious consequence is a failure to recognize, and benefit from, work directly relevant to those in the United States concerned with rhetoric and composition that, elsewhere, is found in these "other" fields, as tends to be the case, for example, in the United Kingdom, Canada, France, New Zealand, and Australia.
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