| Product Description The argument of this book is that the earliest tradition of Western rhetoric， the classical perspective of Aristotle and Cicero， continues to have the greatest impact on writing instruction--albeit an unconscious impact. This occurs despite the fact that modern rhetoric no longer accepts either the views of mind， language， and world underlying ancient theory or the concepts about discourse， knowledge， and communication presented in that theory. As a result， teachers are depending on ideas as outmoded as they are unreflectively accepted. Knoblauch and Brannon maintain that the two traditions are fundamentally incompatible in their assumptions and concepts， so that writing teachers must make choices between them if their teaching is to be purposeful and consistent. They suggest that the modern tradition offers a richer basis for instruction， and they show what teaching from that perspective looks like and how it differs from traditional teaching. About the Author C.H. Knoblauch is Associate Professor of English at the University at Albany， SUNY， and Associate Dean of undergraduate studies. He has also published essays in College English， CCC， Rhetoric Society Quarterly， Eighteenth Century Studies， and Boundary 2， among others. Lil Brannon is the author or coauthor of several Heinemann and Boynton/Cook titles， including Thinking Out Loud on Paper (2008)， Critical Teaching and the Idea of Literacy (1993)， Rhetorical Traditions and the Teaching of Writing (1984)， and Writers Writing (1982). She has also published essays in CCC， College English， Journal of Basic Writing， and Freshman English News， among others. Lil is Professor of English and Associate Dean of the College of Arts and Sciences at UNC Charlotte， where she directs the UNC Charlotte Writing Project. She has taught middle and high school English and courses in composition at UNC Charlotte. |
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