TY - CHAP TI - Toward a Multidimensional Model of Writing in the Academic Disciplines AU - Anson, Chris M. T2 - Writing in Academic Disciplines A2 - Jolliffe, David A. PY - 1988/// VL - 2 SP - 1–36 PB - Ablex ER - TY - CHAP TI - Casebook Writing Assignments for Students AU - Anson, Chris M. T2 - Collective Wisdom A2 - Stang, Sondra J. A2 - Wiltenburg, Robert PY - 1988/// SP - 211–216 PB - Random House ER - TY - BOOK TI - Writing in Context AU - Anson, Chris M. AU - Wilcox, Lance E. DA - 1988/// PY - 1988/// PB - Holt, Rinehart & Winston SN - 003007794X 9780030077944 ER - TY - BOOK TI - Teaching Writing In Context AU - Anson, Chris M. AU - Wilcox, Lance E. DA - 1988/// PY - 1988/// PB - Holt, Rinehart and Winston ER - TY - JOUR TI - Journals in Composition: An Update AU - Anson, Chris M. AU - Miller, Hildy T2 - College Composition and Communication DA - 1988/// PY - 1988/// VL - 39 SP - 198–216 ER - TY - JOUR TI - Book Lists, Cultural Literacy, and the Stagnation of Discourse AU - Anson, Chris M. T2 - The English Journal DA - 1988/2// PY - 1988/2// DO - 10.2307/819507 VL - 77 IS - 2 SP - 14 J2 - The English Journal OP - SN - 0013-8274 UR - http://dx.doi.org/10.2307/819507 DB - Crossref ER - TY - JOUR TI - The Pragmatics of Memo Writing AU - Beach, Richard AU - Anson, Chris M. T2 - Written Communication AB - This study examined developmental differences in adolescents' and adults' use of rhetorical strategies in memos written during a role-play session. Ninth graders, twelfth graders, college juniors, and adult graduate students chose 1 of 11 roles within the context of the role-play situation and exchanged memos persuading each other to adopt a position regarding a policy for off-campus lunch privileges. Five memos written by each of 11 randomly selected participants at each grade level were categorized by t-unit on the basis of a system of 17 rhetorical strategies. Analyses determined the relationship between grade level and memo length, rhetorical strategies (in each of four initial t-units), rhetorical focus, and participants' perceptions of their audiences' “power” before and after the session. Results show that college students and adults were more likely than younger participants to focus their memos on presenting their roles and establishing a relationship with their audience. The memos of younger participants were more likely to use “assertive” or “conditional” rhetorical strategies. Across all grade levels, however, writers were more likely to focus initial memos on establishing relationships and later memos on articulating their positions. DA - 1988/4// PY - 1988/4// DO - 10.1177/0741088388005002003 VL - 5 IS - 2 SP - 157-183 J2 - Written Communication LA - en OP - SN - 0741-0883 1552-8472 UR - http://dx.doi.org/10.1177/0741088388005002003 DB - Crossref ER - TY - JOUR TI - Rhetoric, philosophy, and objectivism: An attenuation of the claims of the rhetoric of inquiry AU - Hikins, James W. AU - Zagacki, Kenneth S. T2 - Quarterly Journal of Speech AB - Abstract Rhetorical theory has for some decades exhibited an increasing tendency toward exploring the relationship between philosophy and rhetoric. The result has been to view a wide range of activities, including science and philosophy, as inherently rhetorical. This essay examines recent attempts by a number of theorists to develop a “rhetoric of the human sciences,” or more generally, a “rhetoric of inquiry.” It is argued that contemporary tendencies to elevate rhetoric at the expense of such traditional notions as scientific objectivity, ontology, and epistemological foundationalism are mistaken. The authors conclude that the new rhetoric of inquiry must be significantly attenuated. The resulting reformulation preserves the roles of traditional philosophy and science, while establishing for rhetoric an important function of discovery in both theoretical inquiry and the realm of communicative praxis. DA - 1988/5// PY - 1988/5// DO - 10.1080/00335638809383837 VL - 74 IS - 2 SP - 201-228 J2 - Quarterly Journal of Speech LA - en OP - SN - 0033-5630 1479-5779 UR - http://dx.doi.org/10.1080/00335638809383837 DB - Crossref ER -