By Robert Connors
Connors presents a background of composition and its pedagogical ways to shape, style, and correctness. He indicates the place some of the today’s practices and assumptions approximately writing come from, and he interprets what our suggestions and theories of educating have stated through the years approximately our attitudes towards scholars, language and existence.
Connors locates the start of a brand new rhetorical culture within the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical strategies of the final centuries because the results of old forces, social wishes, and cultural shifts.
This very important booklet proves that American composition-rhetoric is a real, rhetorical culture with its personal evolving theria and praxis. As such it really is an important reference for all academics of English and scholars of yankee education.
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Additional info for Composition-Rhetoric: Backgrounds, Theory, and Pedagogy (Pitt Comp Literacy Culture)
Most of the Counting girls out 30 arguments about their performance relative to men take difference as indicative of something real: high performance indicating that something is present, low that something is missing. The idea that girls lack spatial ability or mastery orientation or autonomy or holistic thinking, or whatever the next incapacity turns out to be, is not best served by trying to prove either that they really have it or by trying to find the cause of their deficit. Deficit theories tend to blame the victim.
Such a position plays down the way these sets of attitudes about women are central conceptions about science and rationality. ‘Woman’ as the object of nineteenth-century science was gentle, not profound, the holder of the moral order through mothering. Typical were weak and fainting middleclass Victorian women whose minds, like butterflies, were unable to concentrate, moving from a little embroidery to a little this, a little that; gentle, accomplished, but shallow. It certainly matters that individual women may not have fitted the stereotype, but it is equally important that no woman would be able to stand outside the power of that scientific truth.
None of the three secondary surveys gives standard deviations for the sub-category scores, so one cannot make simple direct comparisons with the primary surveys, nor represent the size of the sex differences as notional ‘IQ point differences’. However, one can compare the size of the sex differences with the sizes of differences on the other ‘background’ variables. The differences between boys and girls ranged from 1 or 2 per cent to about 8 per cent. They were considerably smaller than the differences between pupils living in metropolitan areas and those in non-metropolitan areas, and were totally swamped by differences between the regions of the United Kingdom or between schools having high or low percentages of free school meals.