Relevant bibliographies by topics / Rhetoric and Composition

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Rhetoric and Composition'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Rhetoric and Composition.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Rhetoric and Composition"

1

Ramsey, Shawn. "A Reevaluation of Alcuin’s Disputatio de rhetorica et de virtutibus as Consular Persuasion: The Context of the Late Eighth Century Revisited." Journal for the History of Rhetoric 19, no. 3 (September 1, 2016): 324–43. http://dx.doi.org/10.5325/jhistrhetoric.19.3.0324.

Full text
Abstract:
ABSTRACT Alcuin’s Rhetoric possesses a singular relationship to the history of rhetoric and to its own unique historical period. The puzzlingly diverse evaluations of the Rhetoric’s purpose and “importance” are often clouded by the question of its subsequent historical influence. The purpose of the present argument is to present contextualizing information based on newly emerging historical data surrounding the mid-790s, the date of the Rhetoric’s composition, and its Augustinian influence. Alcuin’s Rhetoric is an early example of consular rhetoric to “advise the prince” that forms, in itself, a deliberative argument regarding a very specific set of historical exigencies that relate to legal policies toward unconverted subjects in the Carolingian empire. Alcuin’s motivation for the composition of the Rhetoric can be understood in the historically imminent adoption of the Saxon Code and its contradiction of the rhetorical counsel found in Augustine’s De Catechizandis Rudibus.
APA, Harvard, Vancouver, ISO, and other styles
2

Klotz, Sarah. "Impossible Rhetorics of Survivance at the Carlisle School, 1879–1883." College Composition & Communication 69, no. 2 (December 1, 2017): 208–9. http://dx.doi.org/10.58680/ccc201729417.

Full text
Abstract:
This article proposes embodied and multimodal readings of student compositions from the Carlisle Indian Industrial School as a way to illuminate processes of assimilation and resistance. Drawing on Gerald Vizenor’s concept of survivance and the ways that the field of composition has taken up Vizenor’s work, I argue that the project remains incomplete if we confine our history of cultural rhetoric to resistant, individual, alphabetically literate voices as the sites of rhetorical sovereignty and rhetorics of survivance.
APA, Harvard, Vancouver, ISO, and other styles
3

Jiménez, Alfonso Martín. "Rhetoric, Dialectic, and Literature in the Work of Francisco Sánchez, El Brocense." Rhetorica 13, no. 1 (1995): 43–59. http://dx.doi.org/10.1525/rh.1995.13.1.43.

Full text
Abstract:
Abstract: Francisco Sánchez wrote two rhetorical tieatises to facilitate the interpretation of the work of poets and orators: De arte dicendi (1556) and Organum dialedicum et rhetoricum (1579). In 1556 El Brocense adhered to the classical categories of rhetoric, but in 1579 he adopted the division proposed by Peter Ramus: that is, he assigned inventio and dispositio to dialectic and elocutio and pronuntiatio to rhetoric. In De arte dicendi as well as in Organum dialedicum et rhetoricum, El Brocense demonstiated the validity of the rules ef inventio and dispositio in the composition and interpretation of literary works. His tieatises thus show the influence of rhetoric and dialectic on the interpretation of classical literature in his day.
APA, Harvard, Vancouver, ISO, and other styles
4

Tunberg, Terence O. "What Is Boncompagno‘s ‘Newest Rhetoric’?" Traditio 42 (1986): 299–334. http://dx.doi.org/10.1017/s0362152900004116.

Full text
Abstract:
The intensification of intellectual endeavour which characterises the twelfth century is manifested in the art of rhetoric no less than in the other fields of learning. Two new types of theoretical manual represent the trends of twelfth-century rhetoric: the artes dictandi, which apply rhetorical doctrine to the composition of letters and documents, and the artes poetrie, which are primarily concerned with the writing of verse. This creative momentum continued after 1200, particularly in Italy, where dictamen underwent rapid development. There the ars notarie emerged as a semi-autonomous discipline, which was exclusively devoted to the composition of legal documents. Moreover, Italian dictatores of the thirteenth century began to turn their attention to secular speeches, creating a new offshoot of dictamen which is sometimes called the ars arengandi. Boncompagno of Signa's Rhetorica novissima (finished in 1235) is by far the most ambitious of these new treatises on public speaking. Most of the early works on oratory are collections of models, consisting either of exordia or of entire speeches. The Rhetorica novissima, however, not only provides models, but attempts to lay out a completely new theoretical foundation for the art of speech-making.
APA, Harvard, Vancouver, ISO, and other styles
5

Gaillet, Lynée Lewis. "Review Essay: The Rhetoric of Social Movements Revisited." College Composition & Communication 62, no. 2 (December 1, 2010): 379–92. http://dx.doi.org/10.58680/ccc201013214.

Full text
Abstract:
Vision, Rhetoric, and Social Action in the Composition Classroom Kristie S. Fleckenstein Rhetorics, Literacies, and Narratives of Sustainability Peter N. Goggin, ed. Rhetoric and the Republic: Politics, Civic Discourse, and Education in Early America. Mark Garrett Longaker The Responsibilities of Rhetoric Michelle Smith and Barbara Warnick, eds. Active Voices: Composing a Rhetoric for Social Movements Sharon McKenzie Stevens and Patricia M. Malesh, eds.
APA, Harvard, Vancouver, ISO, and other styles
6

DEMEYERE, EWALD. "ON BWV1080/8: BETWEEN THEORY AND PRACTICE." Eighteenth Century Music 4, no. 2 (September 2007): 291–99. http://dx.doi.org/10.1017/s1478570607000966.

Full text
Abstract:
The application of rhetoric to music had special significance in the seventeenth century and in the first half of the eighteenth century. The discipline of classical Greek oratory, originally dealing with how to make and execute a speech, formed the basis for the rules of composition and performance, especially in German-speaking lands. During this period the influence of rhetorical principles on all parameters of music was commonplace; not only did a vast number of treatises on rhetoric in music emerge, but the central educational programme taught in the Latin schools and the universities included both musica and rhetorica among the seven artes liberales. That rhetoric was also a fundamental part of Bach’s music-making is shown by the following testimony from Johann Abraham Birnbaum (1702–1748), Professor of Poetics and Rhetoric at Leipzig: ‘He so perfectly understood the resemblance which the performance of a musical piece has in common with rhetorical art that he was listened to with the utmost satisfaction and pleasure when he discoursed of the similarity and agreement between them; but we also wonder at the skilful use he made of this in his works’.
APA, Harvard, Vancouver, ISO, and other styles
7

Rickly, Rebecca. "Review Essay: Making Sense of Making Knowledge." College Composition & Communication 64, no. 1 (September 1, 2012): 224–37. http://dx.doi.org/10.58680/ccc201220867.

Full text
Abstract:
Reviewed are: The Changing of Knowledge in Composition: Contemporary Perspectives, Lance Massey and Richard C. Gebhardt, editors, The Present State of Scholarship in the History of Rhetoric: A Twenty-First Century Guide, 3rd edition, Lynée Lewis Gaillet and Winifred Bryan Horner, editors, Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies, Eileen E. Schell and K. J. Rawson, editors, The Ethics of Internet Research: A Rhetorical, Case-Based Process, Heidi A. McKee and James E. Porter, Becoming a Writing Researcher, Ann Blakeslee and Cathy Fleischer
APA, Harvard, Vancouver, ISO, and other styles
8

Myers, Nancy. "Review Essay: Pieces of the Puzzle: Feminist Rhetorical Studies and the Material Conditions of Women’s Work." College Composition & Communication 65, no. 2 (December 1, 2013): 345–65. http://dx.doi.org/10.58680/ccc201324505.

Full text
Abstract:
Reviewed are: Networking Arguments: Rhetoric, Transnational Fitalicinism, and Public Policy Writing Rebecca Dingo Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900 Jane Donawerth Fitalicinist Rhetorical Resilience Elizabeth A. Flynn, Patricia Sotirin, and Ann Brady, editors Writing a Progressive Past: Women Teaching and Writing in the Progressive Era— Lisa Mastrangelo— Fitalicinist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies Jacqueline Jones Royster and Gesa E. Kirsch
APA, Harvard, Vancouver, ISO, and other styles
9

Gerdes, Kendall, Melissa Beal, and Sean Cain. "Writing a Videogame: Rhetoric, Revision, and Reflection." Prompt: A Journal of Academic Writing Assignments 4, no. 2 (September 30, 2020): 3–12. http://dx.doi.org/10.31719/pjaw.v4i2.64.

Full text
Abstract:
This essay reflects on a three-part assignment in which students plan, design, and reflect on a text-based videogame. Created originally for a composition course focused on rhetoric and videogames, the assignment lends itself to teaching about the writing process, especially invention and revision, teaching procedural rhetorics, and teaching technical communication concepts such as iterative design and usability. This essay is coauthored by the instructor with two students who took the course in different semesters, highlighting the collaborative nature of even solo-authored game design, as well as how making games can help students take up rhetorical concerns in other genres.
APA, Harvard, Vancouver, ISO, and other styles
10

Wolfe, Joanna. "Rhetorical Numbers: A Case for Quantitative Writing in the Composition Classroom." College Composition & Communication 61, no. 3 (February 1, 2010): 452–75. http://dx.doi.org/10.58680/ccc20109956.

Full text
Abstract:
Contemporary argument increasingly relies on quantitative information and reasoning, yet our profession neglects to view these means of persuasion as central to rhetorical arts. Such omission ironically serves to privilege quantitative arguments as above “mere rhetoric.” Changes are needed to our textbooks, writing assignments, and instructor development programs to broaden how both we and our students perceive rhetoric.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Rhetoric and Composition"

1

Clayton, Kathleen. "A just rhetoric." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289911.

Full text
Abstract:
This dissertation examines the pedagogical practices and written texts of The New York Association for Working Girls between 1890 and 1894 in order to identify elements that are useful in constructing a just rhetoric for teaching business communication today. The late 1890s were a period of economic pressure In the face of cultural, physical, and industrial expansion for the United States much like the late 1990s--early 2000s mark a time of economic pressure in the context of cultural, physical, and technological expansion for the university. The older New York women aimed to uplift the souls of the newly arrived immigrant working girls by defining and identifying for them appropriate ways of speaking, writing, dressing, and living. They were concerned with the exterior identity and conscious identifications among all females. However, an identification of the pedagogical unconscious, that is those sites of conflict, ambiguity, or contradiction in the works of the New York Association for Working Girls serves as a foundation for using the past to examine current definitions and identities in teaching business communications. Most research on business communications within a technological age identifies theoretical links between composition and computers, business communications and rhetoric, but few if any identify practical pedagogy within the context of links between electronic business, rhetoric, and composition within an integrated curriculum of a business college. In using the tools to uncover the unexamined differences within the New York Association for Working Girls, I define the pedagogical unconscious of a team-taught MBA course that integrates business communications. I use the elements I identify to construct a new pedagogy that I believe is just and inclusive to all when used to teach business communications in a technological age.
APA, Harvard, Vancouver, ISO, and other styles
2

Stevens, Sharon M. "The range of rhetoric: The rhetoric and politics of grazing in southern Arizona." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289908.

Full text
Abstract:
Public debate about how, and whether, to graze southern Arizona's desert grasslands has been ongoing for decades. Increases in ecological knowledge and the creation of public discussion forums have failed to build consensus about grazing and related land policies. One major line of public argument takes the form of identity politics, with valued cultural and social movement identities, such as rancher or environmentalist, pitted against each other. Another site for contention is contrasting ecological claims about the effects of cattle on grass cover. In this ethnography-based dissertation, I analyze: (1) the rhetorical construction and representation of identities, and (2) the forms of evidence that provide epistemic support for scientific claims about ecology. Both reified identities and decontextualized scientific argument hinder consensus-building. A more open discussion of conflicting desires and explicit acknowledgment of human agency to affect both cultures and landscapes can shift public debate to more productive grounds for collaboration.
APA, Harvard, Vancouver, ISO, and other styles
3

Shepley, Nathan E. "Composition at the "Harvard on the Hocking": Rhetoricizing Place and History." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1272727187.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wallin, Jonathan Scott. "An ecology of place in composition studies." Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251919.

Full text
Abstract:

My dissertation, An Ecology of Place in Composition Studies, proposes a place-based approach to teaching writing in community engagement. My project addresses contemporary criticisms of ecocomposition by uniting the ecological foundations of the movement with pedagogical strategies used in philosophy and geography to teach students about place. Why is this needed? Students going to college resituate themselves, and often find themselves needing to adjust their compasses to find their place at the university. This contributes to a longstanding question that has been answered via rhetorical situation in rhetoric. It offers a practice of inquiry that serves to engage our students not solely with community partners, but also with the places inhabited by both the students and the partners they work with. In undertaking an immersive reflection of these places, students stand to move beyond a superficial consideration of situation and context, gaining an understanding of the nuance and details that encompass these ecological relationships.

But it also has a practical origin in that students who are leaving their families and going to college must renegotiate their understanding of place in order to be successful in both the writing classroom, and as students and people.

I contend that infusing writing instruction with a study of place is a step towards helping our students establish an ecological mindset, a mindset which recognizes how our actions interact with the actions and reactions of others, ultimately leading to outcomes that we cannot easily foresee. An ecological mindset favors empathy, understanding, and an acceptance of our role as constructive members of the communities in which we live. My dissertation reflects on the importance of an understanding of place in developing these attitudes as a writer, as a student, and as a citizen.

APA, Harvard, Vancouver, ISO, and other styles
5

Orenstein, Abigail Heather. "Yogic Agency: The Yoga in Composition and Rhetoric." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/479327.

Full text
Abstract:
English
Ph.D.
Eastern practices have an increasing presence in Western locations of human services, such as mental health, hospitals, non-profits, prisons, K-12 education, among others. This trend includes the university and pedagogies of first year writing. The application of Eastern contemplative practice helps some people in certain circumstances, but its use raises questions. In the university classroom, methods like mindfulness meditation and yoga may offer perspectives that inform pedagogy. But, these interventions often lack concrete applicability to course content, oversimplify theoretical foundation of the original Eastern practices, and seem disparate from, rather than integral to, standard curriculum. My dissertation analyzes how yogic practice is already embedded in the discipline of composition and rhetoric. By resignifying rhetorical scholarship as yogic, I shape a new and amalgamated conception of agency deploying yogic and Western perspectives. I call this yogic agency. By constructing, defining, and unraveling the function of yogic agency in the writing classroom, I extract, analyze, and refigure the yogic philosophy and practice as always and already underlying scholarship of composition and rhetoric. My dissertation integrates yogic and rhetorical perspectives into one. I aim to sharpen and clarify of the role of yoga, as well as other alternative Eastern frameworks, in the Western writing classroom. There is sometimes an assumption that yoga is a pedagogical intervention replacing less effective teaching methods. This operates on the notion that our field is in a position of deficit. Instead, I generate yogic agency to illustrate the feeling of having control of one’s worldview as a means to embody a way of perceiving that one already has everything within in order to become rhetorical agents of one’s own life. I am not presenting a new way of teaching and learning but rather, a pronounced vision of the discipline as yoga surfaces within its theories.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
6

Johanek, Cynthia L. "A contextualist research paradigm for rhetoric and composition." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.

Full text
Abstract:
The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quantitative research that examines the scope of certain issues or that tests the effectiveness of solutions to problems, and we should remain prepared to understand such research from other fields. But the quantitative/qualitative division in composition cannot be healed through "methodological pluralism" or by examining the epistemologies governing those methodological choices.A Contextualist Theory of Epistemic Justification (Annis, 1978) provides a new lens through which we may recontextualize the competing epistemologies our field has outlined, providing a new decision-making framework through which we may appreciate the intersection of research issues (issue/question, purpose, method, and publication) and rhetorical issues (writer, audience, and subject) that form the varied contexts for our work: contexts highlighted in a matrix of questions representing a Contextualist Research Paradigm for Rhetoric and Composition.To illustrate such a paradigm, Eileen Oliver's (1995) "The Writing Quality of Seventh, Ninth, and Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Writing Prompts Make a Difference?" is reprinted with an interview with Oliver, in which she detailed the context for her study. To further demonstrate a Contextualist Paradigm at work, my own study--"Red Ink / Blue Ink: Does it Really Make a Difference?"--responds to the largely untested anecdotal evidence that discourages writing teachers' use of red pens.A Contextualist Research Paradigm is necessary for composition to heal the artificial divisions between qualitative and quantitative research, to direct our attention fully to context rather than politics, form, and numbers, and to conduct not only the research we like, but also the research we and our students need.
Department of English
APA, Harvard, Vancouver, ISO, and other styles
7

McKoski, Nancy Lacy. "Preconditions for the politics of rhetoric in composition." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287412498.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Allan, Elizabeth G. "Composition, Rhetoric, and Literacies in Architecture Studio Classes." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/56764.

Full text
Abstract:
English
Ph.D.
This qualitative ethnographic study investigates the multimodal literacy practices and rhetorical strategies of undergraduate architecture students and studio professors in the first-year, third-year, and fifth-year studio classes of a five-year B. Arch. program. As they assume the disciplinary identity of architects, students develop studio ethos, a network of discipline-specific practices and values shaped by studio culture. Data was gathered through field observations, interviews, collection of textual artifacts, and photographs documenting students' visual work and presentations. Using a constant comparative analysis approach, I identify similarities between the design studio pedagogy practiced by the studio professors in this study, sophistic rhetorical pedagogy, and the pedagogy of multiliteracies developed by the New London Group of multimodal literacy theorists. Analysis of the data reveals a shifting relationship between verbal and visual literacies across the arc of the program. First, verbal literacy practices scaffold the development of discipline-specific visual literacies as novice students produce, translate, and synthesize knowledge by working iteratively across multiple modes. Then, the visual displaces the verbal as students present design arguments to an architectural audience. At the same time, verbal peer critique and presentations to non-architects require an increased rhetorical awareness. Finally, the verbal and visual are realigned according to disciplinary values in the fifth-year students' formal design thesis papers and independent thesis projects. A rhetorical analysis of the architects' practices reveals a conceptual connection to three components of sophistic rhetorical pedagogy: melete, the belief in the transformative power of iterative practice through agonistic encounters; kairos, the sense of appropriate and timely response; and metis, a flexible, cunning intelligence. I theorize that the relationship between multimodal literacy and rhetoric hinges on the interplay of modal affordances(what a particular mode can and cannot convey) and the available means of persuasion(rhetorical exigencies determined by cultural values). I argue that understanding the academic multimodal and rhetorical practices of a visually-based discipline can enhance how new media texts are composed and deployed in composition and rhetoric and literacy studies.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
9

Webster, Travis Allan. "Pray the Gay Away: Rhetorical Dilemmas of the American Ex-Gay Movement." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1217868518.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sarr, Carla. "Rhetorical Gardening: Greening Composition." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504795919562701.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Rhetoric and Composition"

1

1952-, Gilyard Keith, ed. Race, rhetoric, and composition. Portsmouth, NH: Boynton/Cook, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Alexander, Bain. English composition and rhetoric. Delmar, N.Y: Scholars' Facsimiles & Reprints, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ruiz, Iris D., and Raúl Sánchez, eds. Decolonizing Rhetoric and Composition Studies. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

1954-, Olson Gary A., and Taylor Todd W, eds. Publishing in rhetoric and composition. Albany: State University of New York Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hairston, Maxine. Contemporary composition. 4th ed. Boston, Mass: Houghton Mifflin Co., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hairston, Maxine. Contemporary composition. 4th ed. Boston: Houghton Mifflin Co., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

James, De Mille. The elements of rhetoric. Ann Arbor, Mich: Scholars' Facsimilies & Reprints, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dionysius. On literary composition. New York: Garland, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Colby, Richard, Matthew S. S. Johnson, and Rebekah Shultz Colby, eds. Rhetoric/Composition/Play through Video Games. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137307675.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

K, Ruetten Mary, and Kozyrev Joann, eds. Refining composition skills: Rhetoric and grammar. 5th ed. Boston: Heinle & Heinle, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Rhetoric and Composition"

1

Kraus, Manfred. "83. Exercises for text composition (exercitationes, progymnasmata)." In Rhetorik und Stilistik / Rhetoric and Stylistics, 1396–405. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110213713.1.3.1396.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ruiz, Iris D. "Race." In Decolonizing Rhetoric and Composition Studies, 3–15. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zepeda, Candace. "Chicana Feminism." In Decolonizing Rhetoric and Composition Studies, 137–51. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Espinosa-Aguilar, Amanda. "Illegal." In Decolonizing Rhetoric and Composition Studies, 155–67. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

del Hierro, Marcos. "Mojado." In Decolonizing Rhetoric and Composition Studies, 169–81. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ruiz, Iris D., and Raúl Sánchez. "Correction to: Race." In Decolonizing Rhetoric and Composition Studies, C1. New York: Palgrave Macmillan US, 2019. http://dx.doi.org/10.1057/978-1-137-52724-0_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Alvarez, Steven. "Literacy." In Decolonizing Rhetoric and Composition Studies, 17–29. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ribero, Ana Milena. "Citizenship." In Decolonizing Rhetoric and Composition Studies, 31–45. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cortez, José. "History." In Decolonizing Rhetoric and Composition Studies, 49–62. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cano, José. "Code Switching." In Decolonizing Rhetoric and Composition Studies, 63–75. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52724-0_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Rhetoric and Composition"

1

Jinshun, Long. "Semiotics, Rhetoric and Composition-Rhetoric." In 2020 International Conference on Modern Education and Information Management (ICMEIM). IEEE, 2020. http://dx.doi.org/10.1109/icmeim51375.2020.00121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zwilling, Steve P. "Rhetoric of Place: Exploring Environmental Narratives and Everyday Spaces in Composition Classrooms." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Meloche, Alysha. "Using Digital Rhetoric to Make a Difference: Assessment of an Urban Youth's Digital Composition." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438625.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Arellano, Sonia, J. Blake Scott, and Steffen Guenzel. "Extended Abstract: Reconfiguring the Relationship between Graduate Professional Writing and Rhetoric & Composition Programs—Innovations toward Transdisciplinary Integration." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00070.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Salonikov, Nikolay V., and Konstantin V. Sutorius. "Teacher of the Novgorod Archbishop School Hieromonk Job and His Library." In Лихудовские чтения — 2022. НовГУ им. Ярослава Мудрого, 2023. http://dx.doi.org/10.34680/978-5-89896-832-8/2023.readings.06.

Full text
Abstract:
€e article is devoted to the Novgorod period of life of the hieromonk Job, a follower of the Leichoudis brothers, and to the reconstruction of his book collection. He spent the last years of his life in Novgorod, where in 1716 he became a teacher of the Archbishop School. A er his death, part of his library, which included a large number of books on grammar, rhetoric, logic, philosophy and theology, was transferred to the school. e article describes the composition of the library, traces the fate of the teacher Job's books, which mostly were included into the library of Novgorod eological Seminary.
APA, Harvard, Vancouver, ISO, and other styles
6

Li, Chunhong, and Yongquan Li. "A new method of Figurative Rhetoric Recognition based on Automated Essay Scoring of the Oversea Chinese Students’ Instructional Composition Corpus." In ICDTE 2022: 2022 6th International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3568739.3568759.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jingwei, Zhang. "Cognition-Based Rhetorical Appeals and the Teaching of English Composition." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.174.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Chistova, Elena, and Ivan Smirnov. "Discourse-aware text classification for argument mining." In Dialogue. RSUH, 2022. http://dx.doi.org/10.28995/2075-7182-2022-21-93-105.

Full text
Abstract:
We show that using the rhetorical structure automatically generated by the discourse parser is beneficial for paragraph-level argument mining in Russian. First, we improve the structure awareness of the current RST discourse parser for Russian by employing the recent top-down approach for unlabeled tree construction on a paragraph level. Then we demonstrate the utility of this parser in two classification argument mining subtasks of the RuARG-2022 shared task. Our approach leverages a structured LSTM module to compute a text representation that reflects the composition of discourse units in the rhetorical structure. We show that: (i) the inclusion of discourse analysis improves paragraph-level text classification; (ii) a novel TreeLSTM-based approach performs well for the computation of the complex text hidden representation using both a language model and an end-to-end RST parser; (iii) structures predicted by the proposed RST parser reflect the argumentative structures in texts in Russian.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Rhetoric and Composition' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography