Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Refiguring English Studies Series.

Autor/in	Berlin, James A.
Institution	National Council of Teachers of English, Urbana, IL.
Titel	Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Refiguring English Studies Series.
Quelle	(1996), (218 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1073-9637
ISBN	0-8141-4145-5
Schlagwörter	Leitfaden; Unterricht; Lehrer; College English; Cultural Context; Curriculum Evaluation; Educational History; English Departments; English Instruction; Higher Education; Humanities; Language Role; Literary Criticism; Postmodernism; Rhetoric; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; History of education; Bildungsgeschichte; English langauage lessons; Englischunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Humanwissenschaften; Literaturkritik; Postmoderne; Rhetorik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This book, the final work of a noted rhetorician and scholar, examines the history and development of English studies, and the economic and social changes that affect the understanding of the humanities today. Noting that while rhetoric once held a central place in the college curriculum, the book describes how rhetoric became marginalized in college English departments as the study of literature assumed greater status in the 20th century--a result of the shift in decision-making in practical and political matters from the "citizenry" to university-trained experts. The first section of the book provides relevant historical background and explores the political uses of English as a discipline. The second section, "The Postmodern Predicament," shifts the focus to the contemporary scene. The third section, "Students and Teachers," explores the general guidelines recommended for the pedagogy of a refigured English studies. It is argued that the classroom should become the center of disciplinary activities, the point at which theory, practice, and democratic politics interact. In the final section, "Departmental Directions," three English departments that have addressed concerns about English studies are profiled and recent research that attempts to correct failings in traditional approaches to both literary and rhetorical studies is discussed. Also, research in rhetoric and composition is examined. An afterword by Janice Lauer concludes the book. (NKA)
Anmerkungen	National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 41455-3050: $18.95 members, $25.95 nonmembers).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC