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Classical rhetoric and contemporary ...

Kelvin, Patricia Rosemary.

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Classical rhetoric and contemporary composition at work: A study of editorialists and their writing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Classical rhetoric and contemporary composition at work: A study of editorialists and their writing./
作者:	Kelvin, Patricia Rosemary.
面頁冊數:	294 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2788.
Contained By:	Dissertation Abstracts International53-08A.
標題:	Journalism. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9238202

Classical rhetoric and contemporary composition at work: A study of editorialists and their writing.
Kelvin, Patricia Rosemary.

Classical rhetoric and contemporary composition at work: A study of editorialists and their writing. - 294 p.

Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2788.

Thesis (Ph.D.)--The Ohio State University, 1992.

Since composition was introduced to American academic institutions in the nineteenth century, students have been given literary models as exemplars. This study suggests, instead, that newspaper editorialists, who must craft relatively brief, persuasive opinion essays, under tight deadlines, on constrained subjects, and in a constrained style are a better model for college students than literary essayists who write at length, on subjects and in a style they choose, over an extended time period.Subjects--Topical Terms:

576107
Journalism.

Classical rhetoric and contemporary composition at work: A study of editorialists and their writing.
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245 1 0 $a Classical rhetoric and contemporary composition at work: A study of editorialists and their writing.
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500 $a Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2788.
500 $a Adviser: Andrea A. Lunsford.
502 $a Thesis (Ph.D.)--The Ohio State University, 1992.
520 $a Since composition was introduced to American academic institutions in the nineteenth century, students have been given literary models as exemplars. This study suggests, instead, that newspaper editorialists, who must craft relatively brief, persuasive opinion essays, under tight deadlines, on constrained subjects, and in a constrained style are a better model for college students than literary essayists who write at length, on subjects and in a style they choose, over an extended time period.
520 $a In a naturalistic study which included site visits to five U.S. newspapers whose editorial pages are headed by Pulitzer Prize winners and interviews with nine Pulitzer Prize and two Walker Stone award winning editorialists, it was demonstrated that the work of editorial writers is highly congruent with both contemporary composition and classical rhetoric. Editorialists collaborate in invention--both to decide an editorial position and to develop argumentation--and in revising--responding on-line to colleagues' texts. The considerable research undertaken for even brief editorials argues for a greater research component in college composition. All writing and revising is done on computers.
520 $a The importance of orality in editorial board meetings, challenges the idea that "real" writing is the knowledge-transforming process of an individual. Highly individual writing processes, even in similar contexts and genres, affirms that there is no one writing process. That editorialists represent a contemporary incarnation of the vir bonum in whom logical reasoning and impassioned beliefs are qualities of the writer argues that the three Aristotelian pisteis--ethos, logos, and pathos--are not merely bases for invention that should be constrained in the text.
520 $a In advocating a new taxonomy for classifying writing, this study differentiates between classroom and workplace writing, grouping professorial writing with the latter. A "whole language" approach to college writing and extending collaboration beyond text production and response are recommended to counter an understandable but overweening emphasis on printed text and the association of orality with less literate societies or cultures. Finally, this dissertation argues that by conflating philosophies and practices of pedagogy with a unified theory of writing and rhetorical processes, composition has substituted ideology for theory.
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