TY - CONF TI - Establishing the Role of Research in a Master's-Level Technical Communication Program AU - Miller, C. AU - Mehlenbacher, B. T2 - 20th Annual Meeting of the Council for Programs in Technical and Scientific Communication C2 - 1993/// C3 - Proceedings of the 20th Annual Meeting of the Council for Programs in Technical and Scientific Communication CY - Charlotte, NC DA - 1993/// PY - 1993/// ER - TY - BOOK TI - The Rhetoric of Science, and: Persuading Science: The Art of Scientific Rhetoric AU - Miller, Carolyn R AU - Gross, Alan AB - Reviewed by: The Rhetoric of Science, and: Persuading Science: The Art of Scientific Rhetoric Caroline R. Miller Alan G. Gross, The Rhetoric of Science. Cambridge, Mass.: Harvard University Press, 1990. vii + 248 pp. $29.95 Marcello Pera and William R. Shea, eds., Persuading Science: The Art of Scientific Rhetoric. Canton, Mass.: Science History Publications, 1991. xii + 212 pp. $39.95 “If there are no universal and precise methodological rules, how do scientists, during a theory-change, come to convince or convert their community to a new theory or way of seeing the world?” “We take rhetoric as the art of persuasive argumentation; we thus aim at debating its role, nature, limits as well as efficacy” (Pera and Shea, pp. 99, 173). With this question and proposition, selected historians and philosophers of science were invited to an international conference in Naples on science and rhetoric. Even as these scholars were presenting their papers in June 1990, Alan Gross’s book was being printed. These two volumes, one the result of a gathering of minds, the other the result of one person’s [End Page 279] efforts over a period of time, can serve to signal the arrival of rhetorical studies of science as a distinct intellectual program, and together they provide an introduction to the issues, methods, and insights that rhetoric offers to the more general critical examination of science. The two volumes are similar, not only in their basic agendas, but also in several other revealing ways. Both are essentially collections of essays—separate studies, separately conceived—rather than extended or integrated arguments. Both feature a few central figures in the history of science, who are now seen as definitively revolutionary: Copernicus, Galileo, Bacon, Descartes, Newton, Darwin, Einstein. Both make Aristotle the central figure in their theory of rhetoric: in Pera and Shea, Aristotle has more index citations than anyone else, and the editors see the work in the volume as a “return to Aristotle” (p. x); Gross calls Aristotle’s Rhetoric his “master theoretical text” (p. 3) but acknowledges that Aristotelian rhetoric can use some updating (p. 18). These similarities are perhaps a bit surprising from a disciplinary perspective. Alan Gross, a professor of English, has been studying and writing about scientific rhetoric for some ten years—while all the contributors to the other volume are historians and philosophers of science, most of whom have come only recently to an interest in rhetoric and at least one of whom (Richard S. Westfall) confesses himself an amateur: “I have never formally studied the discipline of rhetoric... when I speak of ‘rhetoric’ I employ a wholly intuitive, common sense understanding of the word” (p. 107). Pera and Shea’s collection of ten previously unpublished essays is divided into two equal sections, the first group making the general case about the relevance of rhetoric to science and the second group providing more detailed study of specific cases, with a heavy emphasis on the seventeenth century. As a whole, the collection demonstrates the great advantage that historians can bring to the study of scientific rhetoric—that is, their rich and detailed knowledge of specific figures, texts, events, and their relationships. The essays in the first section, although they claim nothing that will be new to rhetoricians, may have an interesting persuasiveness for those who are not familiar with rhetorical approaches to science: they serve as unsolicited testimonials. Readers with some background in rhetoric will find the second group of essays by far the more informative and illuminating: Richard S. Westfall describes the differences between the audiences that Galileo and Newton addressed, suggesting that Galileo had to create an audience, which then existed for Newton; Shea shows that Descartes, who forswore rhetoric, cannot be understood without the aid of rhetoric; Peter Machamer characterizes seventeenth-century scientific rhetoric as person-centered, or perspectival, a quality that Newton’s achievements ended; Maurizio Mamiani shows that Newton used similar strategies in his attempts to create certainty in the Opticks, the Principia, and his interpretation of the Apocalypse; and Gerald Holton demonstrates that two papers in twentieth-century physics (by Bohr and Einstein) can be understood as dramas or conversations among several actors: the scientist playing out his... DA - 1993/// PY - 1993/// DO - 10.1353/con.1993.0016 VL - 1 PB - Project MUSE SE - 279–282 UR - http://dx.doi.org/10.1353/con.1993.0016 ER - TY - JOUR TI - Collaboration in Practice AU - Anson, Chris M. AU - Brady, Laura AU - Larson, Marion T2 - Writing on the Edge DA - 1993/// PY - 1993/// VL - 4 SP - 80–96 ER - TY - BOOK TI - Writing Across the Curriculum: An Annotated Bibliography AU - Anson, Chris M. AU - Schwiebert, John E. AU - Williamson, Michael M. DA - 1993/// PY - 1993/// PB - Greenwood SN - 0313259607 9780313259609 ER - TY - BOOK TI - Scenarios for Teaching Writing: Contexts for Discussion and Reflective Practice AU - Anson, Chris M. AU - Graham, Joan AU - Jolliffe, David A. AU - Shapiro, Nancy AU - Smith, Carolyn C. DA - 1993/// PY - 1993/// PB - National Council of Teachers of English/Alliance for Undergraduate Education SN - 0814142559 9780814142554 ER - TY - CHAP TI - The Future of Writing Across the Curriculum: Consensus and Research AU - Anson, Chris M. T2 - Writing Across the Curriculum A2 - Anson, Chris M. A2 - Schwiebert, John E. A2 - Williamson, Michael M. PY - 1993/// SP - xiii-xxiv PB - Greenwood ER - TY - CHAP TI - Learning About Service Learning AU - Anson, Chris M. T2 - Rethinking Tradition: Integrating Service with Academic Study on College Campuses A2 - Kupiec, T.Y. PY - 1993/// SP - 77–81 PB - Campus Compact, Brown University ER - TY - CHAP TI - Teacher Development in the Program in Composition AU - Anson, Chris M. T2 - Preparing Graduate Students to Teach A2 - Lambert, Leo M. A2 - Tice, Stacey L. PY - 1993/// PB - American Association of Higher Education ER - TY - CHAP TI - Using Dialogue Journals to Foster Response AU - Beach, Richard AU - Anson, Chris M. T2 - Exploring Texts: The Role of Discussion and Writing in the Teaching and Learning of Literature A2 - Newell, George E. A2 - Durst, Russell PY - 1993/// SP - 191–210 PB - Christopher-Gordon ER - TY - CHAP TI - Rites of Passage: Disciplinary Enculturation in the Field of Composition Studies AU - Anson, Chris M. T2 - Writing Ourselves Into the Story: Unheard Voices from Composition Studies A2 - Hunter, Susan A2 - Fontaine, Sheryl I. PY - 1993/// SP - 246–265 PB - Southern Illinois University Press ER - TY - CHAP TI - Journeys in Journaling AU - Anson, Chris M. AU - Beach, Richard T2 - The Subject is Writing A2 - Bishop, Wendy PY - 1993/// ET - 1st SP - 165–176 PB - Heinemann ER - TY - JOUR TI - Collaboration in Practice DA - 1993/// PY - 1993/// ER - TY - BOOK TI - Reading Darwin, Reading Nature: Or, On the Ethos of Historical Science DA - 1993/// PY - 1993/// ER - TY - CHAP TI - Writing and Learning: Exploring the Consequences of Task Interpretation AU - Penrose, A.M. T2 - Hearing Ourselves Think: Cognitive Research in the College Writing Classroom A2 - Penrose A2 - Sitko PY - 1993/// PB - NY: Oxford University Press SN - 9780195078336 ER - TY - CHAP TI - Studying Cognitive Processes in the Classroom AU - Penrose, A.M. AU - Sitko, B.M. T2 - Hearing Ourselves Think: Cognitive Research in the College Writing Classroom A2 - Penrose A2 - Sitko PY - 1993/// PB - NY: Oxford University Press SN - 9780195078336 ER - TY - CHAP TI - Conducting Process Research AU - Penrose, A.M. T2 - Hearing Ourselves Think: Cognitive Research in the College Writing Classroom A2 - Penrose A2 - Sitko PY - 1993/// PB - NY: Oxford University Press SN - 9780195078336 ER - TY - BOOK TI - Hearing Ourselves Think: Cognitive Research in the College Writing Classroom DA - 1993/// PY - 1993/// PB - New York: Oxford University Press SN - 0195078330 ER - TY - CHAP TI - Rhetoric and community: The problem of the one and the many AU - Miller, C. R. T2 - Defining the new rhetorics A2 - Enos, T. A2 - Brown, S. C. PY - 1993/// SP - 79-94 PB - Newbury Park, CA: Sage Publications SN - 0803942710 ER - TY - CHAP TI - Reading Darwin, Reading Nature: Or, On the Ethos of Historical Science AU - Miller, C. R. AU - Halloran, S. M. T2 - Understanding Scientific Prose PY - 1993/// SP - 106-126 PB - Madison: University of Wisconsin Press SN - 029913900X ER - TY - JOUR TI - Communication and information technologies: A dialectical model of technology and human agency AU - Kinsella, W. J. T2 - New Jersey Journal of Communication AB - This essay appraises the relationship between technology and human agency with specific attention to communication and information technologies. Naive models of technological determinism, as well as models that disregard the deterministic qualities of technology, are rejected. In place of these a general, dialectical model of technology is presented, in which technologies and attitudes toward technologies are viewed as socially constructed. The model is then applied in an analysis of some of the classic and contemporary literatures on communication and information technologies. DA - 1993/// PY - 1993/// DO - 10.1080/15456879309367247 VL - 1 IS - 1 SP - 2-18 ER - TY - JOUR TI - THE POLIS AS RHETORICAL COMMUNITY AU - MILLER, CR T2 - RHETORICA-A JOURNAL OF THE HISTORY OF RHETORIC AB - Abstract: Although “community” has become an important critical concept in contemporary rhetoric, it is only implicit in ancient rhetorics. In the rhetorical thought of the sophists, Plato, and Aristotle, the polis stands as a presupposition that was both fundamental and troublesome. Various relationships between the faculty of speech and the social order are revealed in different tellings of the history of civilization by Protagoras, Plato, and Aristotle, as well as in more formal discussions of rhetoric and politics. These ancient disagreements about the nature of community can help us reformulate the current debate between liberalism and communitarianism. A rhetorical community as a site of contention can be both pluralist and normative. DA - 1993/// PY - 1993/// DO - 10.1525/rh.1993.11.3.211 VL - 11 IS - 3 SP - 211-240 SN - 0734-8584 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84968130414&partnerID=MN8TOARS ER -