1520:
in detail this approach. She suggests that the composition of writing occurs as a recursive process. She took this idea from her observation of different writers. She thinks that writers return to backward parts of the process in order to move "forward" with the overall composition. ESL teachers may find this approach helpful at first in teaching beginning ESL students because at this level students do not have large amounts of vocabulary and grammar or knowledge of the style of essays which is the basis of writing
English. Al-Buainain Haifa in her article "Student Writing Errors in EFL", points out that, when a researcher asked ESL students by using a survey what they would like to have learned or learned better in their writing classes, they found that the largest percentages expressed specific needs in vocabulary and grammar. Many kinds of grammar make ESL students confused, especially because there are many exceptions. Because writing styles are different in different languages, ESL students need time to master them. Therefore, ESL teachers should find an effective way to teach ESL students vocabulary, grammar, and style because the writing of English requires them. The cognitive approach can meet these needs because it emphasizes the steps, organization, and process of writing.
1635:
students to critically analyze and evaluate ideologies entrenched in the dominant discourse, even as they are learning
English as their second language. In other words, the four major elements of the course that Wilson describes, especially with respect to the ideas she offers for critical writing assignments, create alternative pathways for students to produce writing that has the potential to disrupt cultural and political ideologies represented in various avenues and niches of the dominant public discourse. For example, in addition to incorporating "local topics," Wilson provides options for students to "investigate language use in certain communities, societies, or cultures" as well as "investigating" the relationships between language and power (8-9). Even more important, she insists that "ritical pedagogy is concerned with minimizing the power differential between student and teacher; in composition classrooms, one way for students to maximize their voices is to publish their work in authentic ways" (9).
1524:
describes the writing process that a student will experience when writing teachers ask them to write about a topic that relates to a discourse community that is new for them. A discourse community can be thought of as members of an academic discipline or a select audience. When ESL students have become good at grammar and style, they face a large problem when they enter their chosen academic field. Bartholomae in this article illustrates that each academic community has a particular language or vocabulary. The problem is that any academic field has its own language, even jargon, that differs from one to another. This problem is faced not only by ESL students, but all
American students will struggle with this when they begin the first year of their academic life. The social approach can be used by ESL teachers as a second step but they should make sure that their students master the basics of English writing such as grammar and style.
1546:
composition. For example, Maxine
Hairston's "Diversity, Ideology, and Teaching Writing" advocates for students' expressivist writing to be central in a composition course, and believes students "need to write to find out how much they know and to gain confidence in the ability to express themselves effectively" (186). Hairston also believes that teachers can design writing assignments to encourage "cross-cultural awareness" (191). In addition, Beth Daniell's approach in "Narratives of Literacy: Connecting College Composition to Culture" describes how studies in "little narratives almost all examine literacy in particular local settings" championed by scholars who "seldom make theoretical statements that claim to be valid for literate cultures in general or literate cultures in general," which would allow students to engage in cultural critique (403). Aaron Schutz and
37:
1570:
teachers and students research these items collaboratively, and once students have presented their research on problems in their community, they may begin to decide how they might analyze and upend power structures or rhetorical situations that contribute to and exacerbate such issues. For Shor's classroom, "he generative themes emerg...from student culture have most often related to sex, abortion, drugs, family, education, careers, work, and the economic crisis" (56). Shor believes it is important to allow students to build a basis for problem-posing upon their prior knowledge and experiences to make it multicultural.
1532:
students may need to jump from being a student who does not speak
English ever to a student who uses academic language in a short time which may put a large burden on their shoulders. Hence, teaching writing to ESL students is different than teaching native speakers. ESL teachers need to choose an effective way to meet the needs of ESL students. It would be helpful if ESL teachers look at these different ways of teaching writing to see which one addresses ESL students' difficulties in the best way or if a combination of these theories may be better.
1474:(invention or brainstorming, drafting, revision, editing, proofreading), different forms of writing (narration, exposition, description, argumentation, comparison, and contrast), different portions of the written product (introductions, conclusions, thesis statements, presentation and documentation of forms of evidence, inclusion of quotations, etc.), along with different modalities of composing to expand the concept of 'writing'. Pedagogies or approaches to teaching writing are grounded in a range of different traditions and philosophies.
1601:, Lazere criticizes Hairston, Daniell, Schutz, Gere, and other scholars for their approaches because of their singular focus on localism in lieu of more "global" and critical approaches to the study of culture in the composition classroom (152-153). In addition, Lazere was critical of scholars' tendency to diminish the power of Edited American English (EAE) and misrepresent the power of the students' regional code (116). While Lazere supports Shor's approach to multicultural
2832:
1528:
them in a paper. Therefore, these standards cannot be relied upon to judge writing. In addition, these elements are not the important elements that help to assess "good" writing. ESL teachers might use this approach but it can only be used for highly advanced ESL students. It is difficult to ask ESL students to write freely if they possess limited vocabulary or grammar. They need examples to help them which they can find in the cognitive approach.
1627:
necessary for analyzing and evaluating critical discourse: "I work to make hybrid postcolonial identities familiar, even analogous at times, to what we understand as the process of identity formation for the average postmodern college student....I use the
Otherness of the cultures reproduced in foreign texts to estrange the American familiar" (579). The kinds of inquiry students are using to analyze the text are to show how the text is
1671:
Michael
Polanyi, an "apprentice unconsciously picks up the rules of the art, including those which are not explicitly known to the master himself." Writing instructors, according to this approach, serve as models and coaches, providing explicit feedback in response to the learner's compositions. Students focus their attention on the task at hand, and not on "an inaccessible and confusing multitude of explicit rules and strategies."
1554:, "Service Learning and English Studies," described how Schutz's course, while it was mainly focused in service-learning and local activism, engaged students in collaborative research and writing surrounding campus-wide issues, such as an instance of racial discrimination that occurred in the local student union; this allowed students to engage in cultural awareness as well as a cultural critique (129-39).
1583:, which enforces the idea that all people are creators of culture through visuals, oral discussion, and creation of word lists that are the basis for which the people begin to use language to express how the dominant culture operates, how their home culture operates, and how these systemic actions impact themselves and the world. In this way, both Freire and Shor believe
1470:
composition courses, it is much more often the case that composition coursework offers intensive instruction in writing non-fiction, expository texts using academic discourse conventions. Writing curricula vary considerably from institution to institution, but it may emphasize many stages of different
1527:
Moreover, the expressive view which is represented in Donald Murray's article "Teach
Writing as a Process Not Product", allows for wittier creating and freer movement. It suggests three elements for "good" writing which are integrity, originality, and spontaneity. However, it is difficult to evaluate
1482:
Some universities require further instruction in writing and offer courses that expand upon the skills developed in first-year composition. Second level or advanced composition may emphasize forms of argumentation and persuasion, digital media, research and source documentation formats, and/or genres
1519:
The first one of these approaches is the cognitive view which says that writing is progressing from one stage to another in a series of single steps. That means "good" writing is a planned process, which includes planning, translating, and reviewing. "Understanding
Composing" by Sondra Perl explains
1670:
The apprenticeship approach provides one variant of the reading connection, arguing that the composition classroom should resemble pottery or piano workshops—minimizing dependence on excessive self-reflection, preoccupation with the audience, and explicit rules. By watching the master, according to
1569:
demonstrates how the generative words manifested themselves " researching local issues and language in the students' communities. From the many linguistic and sociological items...the educators selected some key concerns—generative themes expressed through generative words" (55). In this framework,
1564:
delineates a pedagogy in which the teacher facilitates discussion of generative themes produced by the students, using the example of his basic writing course with working-class students at "a low-budget college in New York City" several decades ago (10). The
Freirean approach for teaching literacy
1515:
in his article "Situating ESL Writing in a Cross-Disciplinary Context" stresses the importance of teaching writing specifically with understanding the needs of ESL students to help them improve their writing. Teaching writing has progressed through several approaches during the history of education
1446:
who had not historically been able to attend college. Consistent with then-current educational theories, many of these courses focused on what were at that time believed to be core concepts of formal English, like spelling, usage, and organization, though as the field has advanced these courses are
1626:
in her composition classroom. Through her teaching, she is attempting to answer the question of how multicultural pedagogical practices could still be based in research, critical literacy, and problem-posing education. In her approach, she engages students in the kind of literary criticism that is
1634:
Furthermore, Jennifer S. Wilson's approach to critical pedagogy in second-language writing as she describes it in her article, "Engaging Second Language Writers in Freshman Composition: A Critical Approach", utilizes a perspective that provides opportunities for the types of writing necessary for
1469:
course, also referred to as FYC. Although both are typically housed in Departments of English, these courses are not the same as literature courses, which focus on literary analysis and interpretation. While some colleges and universities do incorporate literature and other humanities into their
1693:
Many colleges and universities have a writing center, which offers supplementary tutorial support for writing specifically in English classes and/or across the curriculum. Many universities not in North America only offer writing instruction via writing centers. The European Association for the
1545:
While multicultural pedagogies are not specifically tied to second-language writing pedagogies, compositionists have often considered how students' cultural knowledge and use of idioms, dialects, and/or languages other than American Edited English (AEA) can enhance their instruction in English
1531:
ESL teachers may use these common ways of teaching writing, but they need first to understand their student's difficulties. Learning writing is one of the essential difficulties that ESL students find in studying English, especially since writing is important in an academic community. Some ESL
1523:
Another approach is the social view which shows the importance of teaching writing by making students learn the different languages of discourse communities. This is what David Bartholomae emphasizes in his article "Inventing the University". He uses "Inventing the University" as a phrase that
1495:
Doctoral programs in Composition Studies are available at 94 universities, and Masters programs are available in over 170 universities. Such programs are commonly housed within English Studies or Education programs. However, recently there are an increasing number of departments specifically
1437:
Many historians of Composition Studies argue that the matter of who exactly should be defined as a "basic writer" and what counts as "basic writing" is complex. The definition of "basic" has been disputed when framed around issues of writing proficiency in "Standard English", increasingly
1451:. Basic writing coursework has diversified considerably since its beginnings in non-credit-bearing 'pre' college courses, including stretch, studio, and accelerated offerings, although they remain typically understood as precursors to or supplements for mainstream first-year composition.
1649:
Because academic discourse is not monolithic (in other words, there are curricula that address that the concept of academic discourse can be applied to specific parts of a writing curriculum), many compositionists have created writing across the curriculum (WAC) movement that situates
1510:
Second language writing is the practice of teaching English composition to non-native speakers and writers of English. Teaching writing to ESL students does not receive much attention because even in ESL classes teachers focus on speaking, listening, and reading, not just writing.
1666:"Studies that sought to improve writing by providing reading experiences in place of grammar study or additional writing practice found that these experiences were as beneficial as, or more beneficial than, grammar study or extra writing practice."
1621:
For example, Lisa Eck's "Thinking Globally, Teaching Locally" describes how Eck teaches world literature courses in which students read cultural narratives and problematize them—in the article, she references her use of Tsitsi Dangarembga's
1516:
in the United States. ESL teachers might need to explore common methods which are the cognitive, social and expressive theories to create an approach that meets the needs of ESL writers and help them to overcome their difficulties.
1596:
Overall, previous scholars' discussion of multiculturalism in the classroom seems to privilege "cross-cultural interactions" and valuing students' home languages as well as their cultural ideologies. However, in Donald Lazere's
1617:
and elsewhere, has prompted current composition theorists, both in second-language writing and in the field of composition in general, to consider how multicultural pedagogies can embrace globalism as much as localism.
1587:
can be situated in multicultural practices as well as critical literacy practices. Shor insists "subject matter is best introduced as problems related to the student experience, in language familiar to them".
2217:
Murray, Donald M. "Teach Writing as a Process Not Product". Cross-Talk in Comp Theory, A Reader, 3rd ed. Edited by Victor Villanueva and Kristin L. Arola, National Council of Teachers of English, 2011, pp
1438:
racially/ethnically diverse college demographics, which both resulted from post-secondary desegregation mandates. For example, the term "basic writing" has been attributed to the SEEK program started by
2208:
Bartholomae, David "Inventing the University," Cross-Talk in Comp Theory, A Reader, 3rd ed. Edited by Victor Villanueva and Kristin L. Arola, National Council of Teachers of English, 2011, pp. 523- 555.
1487:
below). For example, the skills required to write business letters or annual reports will differ significantly from those required to write historical or scientific research or personal memoirs.
1662:
According to some writing theorists, reading for pleasure provides a more effective way of mastering the art of writing than does a formal study of writing, language, grammar, and vocabulary.
1704:
has resonated with Composition Studies, many writing centers have developed associated centers to support students' multimodal, multimedia composing. Some models for this work include the
1679:
Many university writing programs include writing in the disciplines (WID) courses, which focus on the genres and writing procedures that occur within specific fields of research.
1738:
1605:, he admits some level of discomfort with applying it in his own classroom especially with respect to how much responsibility and stock Shor places in students (39).
2511:
2569:
1783:
1381:
1134:
1631:"not about you" and "about you," and how these processes of identity formation are the kinds of processes necessary to critically evaluate public discourse.
955:
1045:
36:
1412:
2399:
2354:
1970:
1694:
Teaching of Academic Writing (EATAW), for example, specifically concerns itself with the study and advancement of writing centers in Europe.
1353:) is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.
1248:
2181:
Matsuda, Paul K. "Situating ESL Writing in a Cross-Disciplinary Context". Written Communication, Sage Publications, 1998, 15 (1), pp 99-121.
1321:
674:
500:
2861:
1164:
1129:
2090:
Adams, Peter; Sarah Gearhart; Robert Miller; Anne Roberts. (2009). The accelerated learning program: Throwing open the gates.
2472:
1944:
2871:
1644:
1496:
dedicated to this field of study (e.g. Composition Studies, Writing & Rhetoric, Composition & Linguistics, etc.).
1218:
2804:
1882:
1376:
and writing technologies (among many other subareas of research), over 70 American universities offer doctoral study in
1208:
2598:
1897:"Genre Across Borders (GXB) | an international, interdisciplinary network of researchers, theories, and resources"
1758:
1055:
1372:
research on the acquisition of writing skills, and an understanding of the history of the uses and transformation of
2809:
1768:
2760:
Perryman-Clark Staci M. "African American Languages, Rhetoric, and Students' Writing: New directions for SRTOL .
1798:
1579:
965:
2835:
1697:
Writing centers serve the purpose of writing as a social process that demands engaging both tutors and writers.
1763:
1584:
1119:
367:
1904:
1773:
1505:
1416:
1389:
905:
258:
87:
2444:
Wilson, Jennifer (2010). "Engaging Second Language Writers in Freshman Composition: A Critical Approach".
1733:
1466:
1460:
1448:
1361:
1314:
1149:
1025:
1015:
935:
372:
161:
2392:
Political Literacy in Composition and Rhetoric: Defending Academic Discourse Against Postmodern Pluralism
1728:
1397:
1193:
1104:
1035:
895:
654:
517:
432:
329:
2540:
Stotsky, S. (1983). "Research on reading/writing relationships: a synthesis and suggested directions".
2301:
Schutz, Aaron; Anne, Gere (1998). "Service Learning and English Studies: Rethinking 'Public Service".
2691:
1743:
1393:
1099:
1089:
885:
659:
619:
362:
1439:
1154:
1144:
1139:
995:
875:
669:
334:
202:
2563:
2505:
2318:
2283:
2248:
2190:
Perl, Sondra. "Understanding Composing" Handout, Composition Theories, University of Akron, 2016.
2030:
2003:
1854:
1788:
1718:
1283:
1094:
1065:
915:
865:
794:
719:
704:
637:
595:
306:
251:
132:
114:
2062:
Glau, Gregory R. (February 2010). Stretch Courses, WPA-CompPile Research Bibliographies, No. 2.
2049:
2856:
2662:
2478:
2468:
2395:
2350:
1966:
1778:
1602:
1547:
1442:
at the City University of New York, which she designed to help incoming college students from
1307:
1258:
1114:
1005:
844:
839:
789:
664:
627:
588:
495:
246:
191:
20:
1364:
courses. To support the effective administration of these courses, there are developments of
2866:
2831:
2310:
2275:
2240:
1995:
1934:
1844:
1748:
1512:
1278:
1223:
1109:
779:
605:
324:
241:
234:
102:
97:
2266:
Daniell, Beth (1999). "Narratives of Literacy: Connecting College Composition to Culture".
2675:
1753:
1471:
1443:
1369:
1243:
1159:
975:
834:
744:
709:
649:
544:
490:
447:
140:
2734:
The Present State of Scholarship in the History of Rhetoric: A Twenty-First Century Guide
2021:
Ritter, K (September 2008). "Before Mina Shaughnessy: Basic Writing at Yale, 1920-1960".
2715:
1793:
1723:
1705:
1688:
1420:
1373:
1365:
1187:
985:
819:
714:
644:
534:
527:
387:
319:
2199:
Al-Buainain, Haifa. "Student Writing Errors in EFL". Qatar University, 2006, pp 1 -37.
2162:
2079:
Teaching/Writing in thirdspaces: The studio approach (Studies in Writing and Rhetoric)
2850:
1859:
1701:
1613:
Lazere's critique of previous scholarship related to multiculturalism pedagogies, in
1432:
1288:
1273:
1124:
925:
784:
759:
724:
571:
539:
70:
60:
2710:
The Struggle and the Tools: Oral and Literate Strategies in an Inner City Community.
1986:
Shaughnessy, Mina P. (October 1976). "Diving In: An Introduction to Basic Writing".
1574:
1268:
1213:
814:
600:
455:
424:
292:
2066:
1919:
2104:
1939:
1849:
1832:
1385:
1293:
1253:
1228:
739:
734:
418:
408:
2583:
Nissani, M., M. (1996). "The Apprenticeship Approach to Writing Instruction".
1874:
945:
824:
809:
804:
583:
505:
466:
380:
271:
167:
2482:
2776:
Traces of a Stream: Literacy and Social Change Among African American Women.
2606:
1920:"Basic Writing and Second Language Writers: Toward and Inclusive Definition"
1651:
1356:
In most US and some Canadian colleges and universities, undergraduates take
1263:
764:
694:
632:
564:
478:
461:
442:
437:
223:
217:
196:
178:
2825:
2679:
Rhetoric and Reality: Writing Instruction in American Colleges, 1900–1985
1561:
1401:
1377:
1357:
576:
554:
472:
278:
264:
126:
109:
92:
75:
65:
55:
47:
28:
2034:
2527:(1993). The power of reading. Englewood, CO: Libraries Unlimited. p. 23
829:
754:
749:
699:
559:
549:
522:
285:
229:
172:
119:
80:
2727:
Writing Program Architecture: Thirty Cases for Reference and Research.
2720:
Fragments of Rationality: Postmodernity and the Subject of Composition
2322:
2287:
2252:
2231:
Hairston, Maxine (1992). "Diversity, Ideology, and Teaching Writing".
2007:
1405:
1238:
1233:
774:
769:
729:
510:
485:
413:
347:
313:
300:
211:
185:
2374:. Translated by Ramos, Myra. New York: Bloomsbury. pp. 87–124.
2314:
2279:
2244:
1999:
1833:"Where Did Composition Studies Come From? An Intellectual History"
799:
354:
340:
2465:
Composing a community: a history of writing across the curriculum
1896:
1963:
Before Shaughnessy: Basic Writing at Harvard and Yale, 1920-1960
1831:
Nystrand, Martin; Greene, Stuart; Wiemelt, Jeffrey (July 1993).
1404:, as well as the influence of different writing conventions and
1203:
2130:
1879:
The Consortium of Doctoral Programs in Rhetoric and Composition
2841:
2703:
Composition in the University: Historical and Polemical Essays
1447:
increasingly aligned with the curricula found in mainstream
1411:
Composition scholars also publish in the fields of teaching
2814:
2628:"European Association for the Teaching of Academic Writing"
2149:"Master's Degree Consortium of Writing Studies Specialists"
1817:
Heilker, Paul and Peter Vandenberg (2015). "Introduction".
2795:
2820:
European Association for the Teaching of Academic Writing
2666:
The tidy house: Basic writing in the American curriculum.
2420:
Eck, Lisa (2008). "Thinking Globally, Teaching Locally".
2347:
Empowering Education: Critical Teaching for Social Change
2148:
1483:
of writing across a range of disciplines and genres (see
1380:
and composition. These programs of study usually include
2819:
2686:
Composition–Rhetoric: Backgrounds, Theory, and Pedagogy
2627:
1577:'s literacy project in Brazil as described in Freire's
2732:
Horner, Winifred Bryan, and Lynee Lewis Gaillet, eds.
2815:
Conference on College Composition and Communication
2372:
Pedagogy of the Oppressed: 30th Anniversary Edition
1739:
Conference on College Composition and Communication
1650:writing-intensive instruction in specific academic
2681:. Carbondale: Southern Illinois Univ. Press, 1987.
1484:
2081:. Carbondale: Southern Illinois University Press.
2750:. New York, NY: W.W. Norton & Company, 2009.
1408:on writers' composing processes more generally.
2826:IEEE Transactions on Professional Communication
2783:Teaching Composition: 12 Bibliographical Essays
2500:. Hillsdale, NJ: Lawrence Erlbaum. p. 177.
2163:"What Is a Composition and Rhetoric Doctorate?"
2105:"Outcomes Statement for First-Year Composition"
1664:
2755:The Making of Knowledge in Composition Studies
2741:Textual Carnivals: The Politics of Composition
1615:Political Literacy in Composition and Rhetoric
1599:Political Literacy in Composition and Rhetoric
2077:Grego, Rhonda C.; Nancy S. Thompson. (2008).
1784:Theories of rhetoric and composition pedagogy
1315:
8:
2757:. Upper Montclair, N.J.: Boynton/Cook, 1987.
2698:. Oxford UP. Several editions; last in 1999.
2672:Palgrave Macmillan, New York, 2005. 312–326.
2463:McLeod, Susan H; Soven, Margot Iris (2006).
2048:Otte, George; Rebecca Williams, Mlynarczyk.
2510:: CS1 maint: numeric names: authors list (
956:A Dialogue Concerning Oratorical Partitions
2568:: CS1 maint: location missing publisher (
1658:The reading and apprenticeship connections
1322:
1308:
15:
2743:. Carbondale: Southern Illinois UP, 1991.
2725:Finer, Siegel, and White-Farnham, Jamie.
2696:Classical Rhetoric for the Modern Student
2109:Council of Writing Program Administrators
1938:
1858:
1848:
2349:. Chicago: University of Chicago Press.
1965:. Carbondale, IL: Southern Illinois UP.
1046:Copia: Foundations of the Abundant Style
2796:College Composition and Communication (
2558:. Chicago: University of Chicago. 1962.
1810:
1413:English as a second or foreign language
27:
2748:The Norton Book of Composition Studies
2722:. Pittsburgh: U of Pittsburgh P, 1992.
2705:. Pittsburgh: U of Pittsburgh P, 1998.
2688:. Pittsburgh: U of Pittsburgh P, 1997.
2561:
2503:
2467:. West Lafayette, Ind.: Parlor Press.
2778:University of Pittsburgh Press, 2000.
2762:College Composition and Communication
2439:
2437:
2435:
2415:
2413:
2411:
2385:
2383:
2381:
2340:
2338:
2336:
2334:
2332:
2268:College Composition and Communication
2233:College Composition and Communication
2226:
2224:
2064:WPA-CompPile Research Bibliographies.
2023:College Composition and Communication
1988:College Composition and Communication
1465:Most US universities have a required
1249:Rhetoric of social intervention model
7:
2394:. Carbondale: Southern Illinois UP.
1485:§ Writing across the curriculum
1907:from the original on Dec 19, 2023.
14:
2131:"Rhet map | PHD program map"
1950:from the original on Oct 4, 2023.
1885:from the original on Oct 4, 2023.
1565:and writing that Shor reviews in
2830:
35:
2498:Understanding reading (4th ed.)
2428:: 578–598 – via CompPile.
2769:Composition as a Human Science
2359:– via Google Play Books.
1708:and the multiliteracy center.
1382:composition pedagogical theory
1:
2092:Journal of Basic Writing 28.2
1645:Writing across the curriculum
1639:Writing across the curriculum
1219:List of feminist rhetoricians
2771:. New York: Oxford UP, 1988.
2452:: 1–14 – via CompPile.
1541:Basis in composition studies
1209:Glossary of rhetorical terms
2842:Rhetoric Society of America
2774:Royster, Jacqueline Jones.
1940:10.37514/JBW-J.2003.22.2.05
1850:10.1177/0741088393010003001
1819:Keywords in Writing Studies
1759:Media theory of composition
1056:Language as Symbolic Action
2888:
2785:. Fort Worth: TCU P, 1986.
2767:Phelps, Louise Wetherbee.
2647:What is the Writing Center
2135:rhet map – PhD program map
1918:Matsuda, Paul Kei (2003).
1821:, Utah State UP, xi-xviii.
1769:Professional communication
1686:
1675:Writing in the disciplines
1642:
1503:
1458:
1430:
2810:Computers and Composition
1799:Writing center assessment
1580:Pedagogy of the Oppressed
966:De Optimo Genere Oratorum
2836:Rhetoric and Composition
2496:Smith(1988), F. (1988).
1927:Journal of Basic Writing
1764:National Writing Project
1585:problem-posing education
1536:Multicultural pedagogies
1343:rhetoric and composition
1339:composition and rhetoric
2670:Writing on the Margins.
2599:"The WAC Clearinghouse"
2390:Lazere, Donald (2015).
1774:Technical communication
1506:Second language writing
1500:Second-language writing
1417:second language writing
1402:the history of rhetoric
1390:technical communication
906:De Sophisticis Elenchis
2862:Composition (language)
2736:. U of Missouri, 2010.
2542:Language Arts. 60: 637
2370:Freire, Paolo (2014).
1961:Ritter, Kelly (2009).
1901:genreacrossborders.org
1734:Composition (language)
1668:
1467:first-year composition
1461:First-year composition
1455:First-year composition
1449:first-year composition
1423:, and new literacies.
1026:De doctrina Christiana
1016:Dialogus de oratoribus
936:Rhetorica ad Herennium
162:Captatio benevolentiae
2764:64.3 (2013): 469–495.
2052:. Parlor Press, 2010.
1837:Written Communication
1729:Communication studies
1559:Empowering Education,
1398:quantitative research
1337:(also referred to as
1194:Communication studies
1036:De vulgari eloquentia
896:Rhetoric to Alexander
2872:Educational programs
1881:. October 19, 2014.
1744:Contrastive rhetoric
1567:Empowering Education
1478:Advanced composition
2805:Composition Studies
2692:Corbett, Edward P.J
2684:Connors, Robert J.
2649:. pp. 227–228.
1440:Mina P. Shaughnessy
1388:, professional and
1335:Composition studies
1199:Composition studies
1130:Health and medicine
996:Institutio Oratoria
203:Eloquentia perfecta
2729:U of Utah P, 2017.
2663:Bartholomae, David
2587:. 30 (3): 284–313.
2556:Personal knowledge
2345:Shor, Ira (1992).
1789:Writing assessment
1719:Cognitive rhetoric
1624:Nervous Conditions
1609:Current approaches
1592:Critical reception
1573:Shor also reviews
1284:Terministic screen
1066:A General Rhetoric
596:Resignation speech
133:Studia humanitatis
115:Byzantine rhetoric
2701:Crowley, Sharon.
2603:wac.colostate.edu
2446:Composition Forum
2401:978-0-8093-3428-5
2356:978-0-226-14786-4
1972:978-0-8093-2924-3
1779:Technical writing
1603:critical pedagogy
1548:Anne Ruggles Gere
1472:writing processes
1332:
1331:
1259:Rogerian argument
1006:Panegyrici Latini
98:The age of Cicero
2879:
2834:
2800:) Online Archive
2753:North, Stephen.
2708:Cushman, Ellen.
2676:Berlin, James A.
2651:
2650:
2642:
2636:
2635:
2624:
2618:
2617:
2615:
2614:
2605:. Archived from
2595:
2589:
2588:
2585:Visible Language
2580:
2574:
2573:
2567:
2559:
2552:
2546:
2545:
2537:
2531:
2530:
2522:
2516:
2515:
2509:
2501:
2493:
2487:
2486:
2460:
2454:
2453:
2441:
2430:
2429:
2417:
2406:
2405:
2387:
2376:
2375:
2367:
2361:
2360:
2342:
2327:
2326:
2298:
2292:
2291:
2263:
2257:
2256:
2228:
2219:
2215:
2209:
2206:
2200:
2197:
2191:
2188:
2182:
2179:
2173:
2172:
2170:
2169:
2159:
2153:
2152:
2145:
2139:
2138:
2127:
2121:
2120:
2118:
2116:
2101:
2095:
2088:
2082:
2075:
2069:
2060:
2054:
2053:
2045:
2039:
2038:
2018:
2012:
2011:
1983:
1977:
1976:
1958:
1952:
1951:
1949:
1942:
1924:
1915:
1909:
1908:
1893:
1887:
1886:
1871:
1865:
1864:
1862:
1852:
1828:
1822:
1815:
1749:Digital rhetoric
1557:Furthermore, In
1513:Paul Kei Matsuda
1491:Graduate studies
1360:or higher-level
1324:
1317:
1310:
1224:List of speeches
1071:
1061:
1051:
1041:
1031:
1021:
1011:
1001:
991:
981:
971:
961:
951:
941:
931:
921:
911:
901:
891:
881:
871:
675:Neo-Aristotelian
242:Figure of speech
103:Second Sophistic
39:
16:
2887:
2886:
2882:
2881:
2880:
2878:
2877:
2876:
2847:
2846:
2792:
2746:Miller, Susan.
2739:Miller, Susan.
2716:Faigley, Lester
2659:
2657:Further reading
2654:
2645:Learner, Neal.
2644:
2643:
2639:
2626:
2625:
2621:
2612:
2610:
2597:
2596:
2592:
2582:
2581:
2577:
2560:
2554:
2553:
2549:
2539:
2538:
2534:
2524:
2523:
2519:
2502:
2495:
2494:
2490:
2475:
2462:
2461:
2457:
2443:
2442:
2433:
2422:College English
2419:
2418:
2409:
2402:
2389:
2388:
2379:
2369:
2368:
2364:
2357:
2344:
2343:
2330:
2303:College English
2300:
2299:
2295:
2265:
2264:
2260:
2230:
2229:
2222:
2216:
2212:
2207:
2203:
2198:
2194:
2189:
2185:
2180:
2176:
2167:
2165:
2161:
2160:
2156:
2147:
2146:
2142:
2129:
2128:
2124:
2114:
2112:
2103:
2102:
2098:
2089:
2085:
2076:
2072:
2068:. 9 - 25 -2019.
2061:
2057:
2050:"Basic Writing"
2047:
2046:
2042:
2020:
2019:
2015:
1985:
1984:
1980:
1973:
1960:
1959:
1955:
1947:
1922:
1917:
1916:
1912:
1895:
1894:
1890:
1873:
1872:
1868:
1830:
1829:
1825:
1816:
1812:
1808:
1803:
1754:English studies
1714:
1691:
1685:
1677:
1660:
1647:
1641:
1611:
1594:
1552:College English
1550:'s article for
1543:
1538:
1508:
1502:
1493:
1480:
1463:
1457:
1444:open admissions
1435:
1429:
1421:writing centers
1374:writing systems
1347:writing studies
1328:
1299:
1298:
1244:Public rhetoric
1182:
1181:
1172:
1171:
1120:Native American
1085:
1084:
1075:
1074:
1069:
1059:
1049:
1039:
1029:
1019:
1009:
999:
989:
979:
969:
959:
949:
939:
929:
919:
909:
899:
889:
879:
869:
860:
859:
850:
849:
690:
689:
680:
679:
623:
622:
611:
610:
501:Funeral oration
491:Farewell speech
448:Socratic method
404:
403:
394:
393:
156:
155:
146:
145:
51:
50:
12:
11:
5:
2885:
2883:
2875:
2874:
2869:
2864:
2859:
2849:
2848:
2845:
2844:
2839:
2828:
2823:
2817:
2812:
2807:
2802:
2791:
2790:External links
2788:
2787:
2786:
2779:
2772:
2765:
2758:
2751:
2744:
2737:
2730:
2723:
2713:
2706:
2699:
2689:
2682:
2673:
2658:
2655:
2653:
2652:
2637:
2619:
2590:
2575:
2547:
2532:
2517:
2488:
2473:
2455:
2431:
2407:
2400:
2377:
2362:
2355:
2328:
2315:10.2307/378323
2309:(2): 129–149.
2293:
2280:10.2307/358858
2274:(3): 393–410.
2258:
2245:10.2307/357563
2220:
2210:
2201:
2192:
2183:
2174:
2154:
2140:
2122:
2096:
2083:
2070:
2055:
2040:
2013:
2000:10.2307/357036
1994:(3): 234–239.
1978:
1971:
1953:
1910:
1888:
1866:
1843:(3): 267–333.
1823:
1809:
1807:
1804:
1802:
1801:
1796:
1794:Writing center
1791:
1786:
1781:
1776:
1771:
1766:
1761:
1756:
1751:
1746:
1741:
1736:
1731:
1726:
1724:Comics studies
1721:
1715:
1713:
1710:
1706:digital studio
1689:Writing center
1687:Main article:
1684:
1683:Writing center
1681:
1676:
1673:
1659:
1656:
1643:Main article:
1640:
1637:
1610:
1607:
1593:
1590:
1542:
1539:
1537:
1534:
1504:Main article:
1501:
1498:
1492:
1489:
1479:
1476:
1459:Main article:
1456:
1453:
1431:Main article:
1428:
1425:
1330:
1329:
1327:
1326:
1319:
1312:
1304:
1301:
1300:
1297:
1296:
1291:
1286:
1281:
1276:
1271:
1266:
1261:
1256:
1251:
1246:
1241:
1236:
1231:
1226:
1221:
1216:
1211:
1206:
1201:
1196:
1191:
1188:Ars dictaminis
1183:
1179:
1178:
1177:
1174:
1173:
1170:
1169:
1168:
1167:
1157:
1152:
1147:
1142:
1137:
1132:
1127:
1122:
1117:
1112:
1107:
1102:
1097:
1092:
1086:
1082:
1081:
1080:
1077:
1076:
1073:
1072:
1062:
1052:
1042:
1032:
1022:
1012:
1002:
992:
986:On the Sublime
982:
972:
962:
952:
942:
932:
922:
912:
902:
892:
882:
872:
861:
857:
856:
855:
852:
851:
848:
847:
842:
837:
832:
827:
822:
817:
812:
807:
802:
797:
792:
787:
782:
777:
772:
767:
762:
757:
752:
747:
742:
737:
732:
727:
722:
717:
712:
707:
702:
697:
691:
687:
686:
685:
682:
681:
678:
677:
672:
667:
662:
657:
652:
647:
642:
641:
640:
630:
624:
618:
617:
616:
613:
612:
609:
608:
603:
598:
593:
592:
591:
581:
580:
579:
569:
568:
567:
562:
557:
547:
542:
537:
535:Lightning talk
532:
531:
530:
520:
515:
514:
513:
503:
498:
493:
488:
483:
482:
481:
476:
464:
459:
452:
451:
450:
440:
435:
430:
429:
428:
416:
411:
405:
401:
400:
399:
396:
395:
392:
391:
384:
377:
376:
375:
365:
360:
359:
358:
351:
344:
332:
327:
322:
320:Method of loci
317:
310:
303:
298:
297:
296:
289:
282:
275:
268:
256:
255:
254:
249:
239:
238:
237:
227:
220:
215:
208:
207:
206:
194:
189:
182:
175:
170:
165:
157:
153:
152:
151:
148:
147:
144:
143:
138:
137:
136:
124:
123:
122:
117:
107:
106:
105:
100:
90:
85:
84:
83:
78:
73:
68:
63:
56:Ancient Greece
52:
46:
45:
44:
41:
40:
32:
31:
25:
24:
13:
10:
9:
6:
4:
3:
2:
2884:
2873:
2870:
2868:
2865:
2863:
2860:
2858:
2855:
2854:
2852:
2843:
2840:
2837:
2833:
2829:
2827:
2824:
2821:
2818:
2816:
2813:
2811:
2808:
2806:
2803:
2801:
2799:
2794:
2793:
2789:
2784:
2780:
2777:
2773:
2770:
2766:
2763:
2759:
2756:
2752:
2749:
2745:
2742:
2738:
2735:
2731:
2728:
2724:
2721:
2717:
2714:
2712:SUNY P, 1998.
2711:
2707:
2704:
2700:
2697:
2693:
2690:
2687:
2683:
2680:
2677:
2674:
2671:
2667:
2664:
2661:
2660:
2656:
2648:
2641:
2638:
2633:
2629:
2623:
2620:
2609:on 2018-01-12
2608:
2604:
2600:
2594:
2591:
2586:
2579:
2576:
2571:
2565:
2557:
2551:
2548:
2543:
2536:
2533:
2528:
2521:
2518:
2513:
2507:
2499:
2492:
2489:
2484:
2480:
2476:
2470:
2466:
2459:
2456:
2451:
2447:
2440:
2438:
2436:
2432:
2427:
2423:
2416:
2414:
2412:
2408:
2403:
2397:
2393:
2386:
2384:
2382:
2378:
2373:
2366:
2363:
2358:
2352:
2348:
2341:
2339:
2337:
2335:
2333:
2329:
2324:
2320:
2316:
2312:
2308:
2304:
2297:
2294:
2289:
2285:
2281:
2277:
2273:
2269:
2262:
2259:
2254:
2250:
2246:
2242:
2239:(3): 178–93.
2238:
2234:
2227:
2225:
2221:
2214:
2211:
2205:
2202:
2196:
2193:
2187:
2184:
2178:
2175:
2164:
2158:
2155:
2150:
2144:
2141:
2136:
2132:
2126:
2123:
2110:
2106:
2100:
2097:
2093:
2087:
2084:
2080:
2074:
2071:
2067:
2065:
2059:
2056:
2051:
2044:
2041:
2036:
2032:
2028:
2024:
2017:
2014:
2009:
2005:
2001:
1997:
1993:
1989:
1982:
1979:
1974:
1968:
1964:
1957:
1954:
1946:
1941:
1936:
1932:
1928:
1921:
1914:
1911:
1906:
1902:
1898:
1892:
1889:
1884:
1880:
1876:
1870:
1867:
1861:
1856:
1851:
1846:
1842:
1838:
1834:
1827:
1824:
1820:
1814:
1811:
1805:
1800:
1797:
1795:
1792:
1790:
1787:
1785:
1782:
1780:
1777:
1775:
1772:
1770:
1767:
1765:
1762:
1760:
1757:
1755:
1752:
1750:
1747:
1745:
1742:
1740:
1737:
1735:
1732:
1730:
1727:
1725:
1722:
1720:
1717:
1716:
1711:
1709:
1707:
1703:
1702:multimodality
1698:
1695:
1690:
1682:
1680:
1674:
1672:
1667:
1663:
1657:
1655:
1654:communities.
1653:
1646:
1638:
1636:
1632:
1630:
1625:
1619:
1616:
1608:
1606:
1604:
1600:
1591:
1589:
1586:
1582:
1581:
1576:
1571:
1568:
1563:
1560:
1555:
1553:
1549:
1540:
1535:
1533:
1529:
1525:
1521:
1517:
1514:
1507:
1499:
1497:
1490:
1488:
1486:
1477:
1475:
1473:
1468:
1462:
1454:
1452:
1450:
1445:
1441:
1434:
1433:Basic writing
1427:Basic writing
1426:
1424:
1422:
1418:
1414:
1409:
1407:
1403:
1399:
1395:
1391:
1387:
1383:
1379:
1375:
1371:
1367:
1363:
1359:
1354:
1352:
1348:
1344:
1340:
1336:
1325:
1320:
1318:
1313:
1311:
1306:
1305:
1303:
1302:
1295:
1292:
1290:
1289:Toulmin model
1287:
1285:
1282:
1280:
1277:
1275:
1274:Talking point
1272:
1270:
1269:Speechwriting
1267:
1265:
1262:
1260:
1257:
1255:
1252:
1250:
1247:
1245:
1242:
1240:
1237:
1235:
1232:
1230:
1227:
1225:
1222:
1220:
1217:
1215:
1212:
1210:
1207:
1205:
1202:
1200:
1197:
1195:
1192:
1190:
1189:
1185:
1184:
1176:
1175:
1166:
1163:
1162:
1161:
1158:
1156:
1153:
1151:
1148:
1146:
1143:
1141:
1138:
1136:
1133:
1131:
1128:
1126:
1123:
1121:
1118:
1116:
1113:
1111:
1108:
1106:
1103:
1101:
1098:
1096:
1093:
1091:
1090:Argumentation
1088:
1087:
1079:
1078:
1068:
1067:
1063:
1058:
1057:
1053:
1048:
1047:
1043:
1038:
1037:
1033:
1028:
1027:
1023:
1018:
1017:
1013:
1008:
1007:
1003:
998:
997:
993:
988:
987:
983:
978:
977:
973:
968:
967:
963:
958:
957:
953:
948:
947:
943:
938:
937:
933:
928:
927:
926:De Inventione
923:
918:
917:
913:
908:
907:
903:
898:
897:
893:
888:
887:
883:
878:
877:
873:
868:
867:
863:
862:
854:
853:
846:
843:
841:
838:
836:
833:
831:
828:
826:
823:
821:
818:
816:
813:
811:
808:
806:
803:
801:
798:
796:
793:
791:
788:
786:
783:
781:
778:
776:
773:
771:
768:
766:
763:
761:
758:
756:
753:
751:
748:
746:
743:
741:
738:
736:
733:
731:
728:
726:
723:
721:
718:
716:
713:
711:
708:
706:
703:
701:
698:
696:
693:
692:
684:
683:
676:
673:
671:
668:
666:
663:
661:
658:
656:
653:
651:
648:
646:
643:
639:
636:
635:
634:
631:
629:
626:
625:
621:
615:
614:
607:
606:War-mongering
604:
602:
599:
597:
594:
590:
587:
586:
585:
582:
578:
575:
574:
573:
572:Progymnasmata
570:
566:
563:
561:
558:
556:
553:
552:
551:
548:
546:
543:
541:
540:Maiden speech
538:
536:
533:
529:
526:
525:
524:
521:
519:
516:
512:
509:
508:
507:
504:
502:
499:
497:
494:
492:
489:
487:
484:
480:
477:
475:
474:
470:
469:
468:
465:
463:
460:
458:
457:
453:
449:
446:
445:
444:
441:
439:
436:
434:
431:
427:
426:
422:
421:
420:
417:
415:
412:
410:
407:
406:
398:
397:
390:
389:
385:
383:
382:
378:
374:
371:
370:
369:
366:
364:
361:
357:
356:
352:
350:
349:
345:
343:
342:
338:
337:
336:
333:
331:
328:
326:
323:
321:
318:
316:
315:
311:
309:
308:
304:
302:
299:
295:
294:
290:
288:
287:
283:
281:
280:
276:
274:
273:
269:
267:
266:
262:
261:
260:
257:
253:
250:
248:
245:
244:
243:
240:
236:
233:
232:
231:
228:
226:
225:
221:
219:
216:
214:
213:
209:
205:
204:
200:
199:
198:
195:
193:
190:
188:
187:
183:
181:
180:
176:
174:
171:
169:
166:
164:
163:
159:
158:
150:
149:
142:
141:Modern period
139:
135:
134:
130:
129:
128:
125:
121:
118:
116:
113:
112:
111:
108:
104:
101:
99:
96:
95:
94:
91:
89:
88:Ancient India
86:
82:
79:
77:
74:
72:
71:Attic orators
69:
67:
64:
62:
59:
58:
57:
54:
53:
49:
43:
42:
38:
34:
33:
30:
26:
22:
18:
17:
2838:at Wikibooks
2797:
2782:
2781:Tate, Gary.
2775:
2768:
2761:
2754:
2747:
2740:
2733:
2726:
2719:
2709:
2702:
2695:
2685:
2678:
2669:
2665:
2646:
2640:
2631:
2622:
2611:. Retrieved
2607:the original
2602:
2593:
2584:
2578:
2555:
2550:
2541:
2535:
2526:
2525:Krashen, S.
2520:
2497:
2491:
2464:
2458:
2449:
2445:
2425:
2421:
2391:
2371:
2365:
2346:
2306:
2302:
2296:
2271:
2267:
2261:
2236:
2232:
2213:
2204:
2195:
2186:
2177:
2166:. Retrieved
2157:
2143:
2134:
2125:
2115:September 6,
2113:. Retrieved
2108:
2099:
2091:
2086:
2078:
2073:
2063:
2058:
2043:
2029:(1): 12–45.
2026:
2022:
2016:
1991:
1987:
1981:
1962:
1956:
1930:
1926:
1913:
1900:
1891:
1878:
1869:
1840:
1836:
1826:
1818:
1813:
1699:
1696:
1692:
1678:
1669:
1665:
1661:
1648:
1633:
1628:
1623:
1620:
1614:
1612:
1598:
1595:
1578:
1575:Paolo Freire
1572:
1566:
1558:
1556:
1551:
1544:
1530:
1526:
1522:
1518:
1509:
1494:
1481:
1464:
1436:
1410:
1355:
1350:
1349:, or simply
1346:
1342:
1338:
1334:
1333:
1214:Glossophobia
1198:
1186:
1105:Constitutive
1064:
1054:
1044:
1034:
1024:
1014:
1004:
994:
984:
974:
964:
954:
944:
934:
924:
914:
904:
894:
884:
874:
864:
688:Rhetoricians
601:Stump speech
518:Invitational
471:
456:Dissoi logoi
454:
433:Deliberative
425:Controversia
423:
386:
379:
353:
346:
339:
312:
305:
293:Pronuntiatio
291:
284:
277:
270:
263:
222:
210:
201:
184:
177:
160:
131:
93:Ancient Rome
2111:. Fall 2014
1415:(TESOL) or
1394:qualitative
1386:linguistics
1362:composition
1351:composition
1294:Wooden iron
1254:Rhetrickery
1229:Oral skills
1165:Composition
1100:Contrastive
920:(c. 350 BC)
910:(c. 350 BC)
900:(c. 350 BC)
890:(c. 350 BC)
880:(c. 370 BC)
740:Demosthenes
720:Brueggemann
655:Ideological
506:Homiletics‎
419:Declamation
409:Apologetics
259:Five canons
127:Renaissance
110:Middle Ages
2851:Categories
2613:2018-01-11
2474:1932559175
2168:2018-01-11
1806:References
1150:Technology
1140:Procedural
960:(c. 50 BC)
946:De Oratore
810:Quintilian
805:Protagoras
660:Metaphoric
584:Propaganda
467:Epideictic
381:Sotto voce
335:Persuasion
330:Operations
272:Dispositio
168:Chironomia
2564:cite book
2506:cite book
2483:318390431
1933:(2): 68.
1875:"Members"
1860:143646266
1652:discourse
1400:methods,
1264:Seduction
1095:Cognitive
1083:Subfields
1010:(100–400)
765:Isocrates
705:Augustine
695:Aristotle
670:Narrative
620:Criticism
565:Philippic
479:Panegyric
462:Elocution
443:Dialectic
363:Situation
224:Facilitas
218:Enthymeme
197:Eloquence
179:Delectare
2857:Rhetoric
2632:eataw.eu
2094:, 50-69.
2035:20457043
1945:Archived
1905:Archived
1883:Archived
1712:See also
1562:Ira Shor
1378:rhetoric
1358:freshman
1135:Pedagogy
1115:Feminist
886:Rhetoric
876:Phaedrus
870:(380 BC)
820:Richards
790:Perelman
638:Pentadic
633:Dramatic
577:Suasoria
555:Diatribe
496:Forensic
473:Encomium
438:Demagogy
307:Imitatio
279:Elocutio
265:Inventio
235:Informal
154:Concepts
81:Sophists
76:Calliope
66:Atticism
61:Asianism
29:Rhetoric
21:a series
19:Part of
2867:Writing
2822:(EATAW)
1370:applied
1180:Related
1155:Therapy
1145:Science
1110:Digital
990:(c. 50)
980:(46 BC)
970:(46 BC)
950:(55 BC)
940:(80 BC)
930:(84 BC)
866:Gorgias
835:Toulmin
830:Tacitus
780:McLuhan
755:Gorgias
750:Erasmus
745:Derrida
710:Bakhtin
700:Aspasia
665:Mimesis
628:Cluster
560:Eristic
550:Polemic
545:Oratory
523:Lecture
286:Memoria
230:Fallacy
173:Decorum
120:Trivium
48:History
2481:
2471:
2398:
2353:
2323:378323
2321:
2288:358858
2286:
2253:357563
2251:
2033:
2008:357036
2006:
1969:
1857:
1700:Since
1406:genres
1239:Pistis
1234:Orator
1160:Visual
1070:(1970)
1060:(1966)
1050:(1521)
1040:(1305)
976:Orator
916:Topics
845:Weaver
775:Lysias
770:Lucian
760:Hobbes
735:de Man
730:Cicero
528:Public
511:Sermon
486:Eulogy
414:Debate
402:Genres
348:Pathos
314:Kairos
301:Hypsos
247:Scheme
212:Eunoia
192:Device
186:Docere
2319:JSTOR
2284:JSTOR
2249:JSTOR
2031:JSTOR
2004:JSTOR
1948:(PDF)
1923:(PDF)
1855:S2CID
1366:basic
1030:(426)
1020:(102)
858:Works
825:Smith
815:Ramus
800:Plato
795:Pizan
725:Burke
715:Booth
650:Genre
645:Frame
388:Topos
373:Grand
368:Style
355:Logos
341:Ethos
325:Modes
252:Trope
2570:link
2512:link
2479:OCLC
2469:ISBN
2396:ISBN
2351:ISBN
2218:3-6.
2117:2019
1967:ISBN
1629:both
1396:and
1368:and
1204:Doxa
1000:(95)
840:Vico
589:Spin
2798:CCC
2311:doi
2276:doi
2241:doi
1996:doi
1935:doi
1845:doi
1279:TED
1125:New
785:Ong
2853::
2718:.
2694:.
2668:.
2630:.
2601:.
2566:}}
2562:{{
2508:}}
2504:{{
2477:.
2450:22
2448:.
2434:^
2426:60
2424:.
2410:^
2380:^
2331:^
2317:.
2307:60
2305:.
2282:.
2272:50
2270:.
2247:.
2237:43
2235:.
2223:^
2133:.
2107:.
2027:60
2025:.
2002:.
1992:27
1990:.
1943:.
1931:22
1929:.
1925:.
1903:.
1899:.
1877:.
1853:.
1841:10
1839:.
1835:.
1419:,
1392:,
1384:,
1345:,
1341:,
23:on
2634:.
2616:.
2572:)
2544:.
2529:.
2514:)
2485:.
2404:.
2325:.
2313::
2290:.
2278::
2255:.
2243::
2171:.
2151:.
2137:.
2119:.
2037:.
2010:.
1998::
1975:.
1937::
1863:.
1847::
1323:e
1316:t
1309:v
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
