As the title suggests, this six-chapter book responds to a question
which, in Western culture, goes back to Plato, Aristotle, Cicero,
and Quintilian, namely, What should rhetoric teachers ask their
students to read? Primarily historical, the first two chapters
trace conflicting answers to the question above, focusing on two
constructive results of the debate: the re-invention of rhetoric
and writing as a discipline, a coherent and growing body of
knowledge; and, as a result, the emergence of independent
departments of writing, free from departments of English, free,
therefore, to develop their own curriculum and to manage their own
budgets. Additionally, the second chapter examines two destructive
consequences of this debate: the ban of literature from writing
courses, where students might profitably study both; and, as a
result, the often painful departmental splits, which not only
separate former colleagues but also cramp the pedagogy of those
trained to teach both writing and literature. More than a survey of
key publications, this chapter encourages readers to honor the
discipline of rhetoric but to make a place for literature on their
composition syllabi. The next four chapters provide pedagogical
support for these chief claims: that literature can and should be
taught in writing courses, and that such readings need not distract
students from the primary text, their own writing. On the contrary,
these readings motivate serious writing when students feel invited
into a conversation on issues that touch their lives. These
pedagogical chapters, then, move entering professionals from the
theoretical debate to the application of theory; therefore, the
book would serve well professors of courses in composition theory,
particularly those who enjoy 'teaching the conflicts' and preparing
their graduate students to design assignments and courses that
apply theories of learning, reading, and composing.
General
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