journal article
Feb 01, 2010
Rhetorical Numbers: A Case for Quantitative Writing in the Composition Classroom
College Composition & Communication
Vol. 61
No. 3
pp. 452-475
·
National Council of Teachers of English
Abstract
Contemporary argument increasingly relies on quantitative information and reasoning, yet our profession neglects to view these means of persuasion as central to rhetorical arts. Such omission ironically serves to privilege quantitative arguments as above “mere rhetoric.” Changes are needed to our textbooks, writing assignments, and instructor development programs to broaden how both we and our students perceive rhetoric.
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Details
- Published
- Feb 01, 2010
- Vol/Issue
- 61(3)
- Pages
- 452-475
Authors
Cite This Article
Joanna Wolfe (2010). Rhetorical Numbers: A Case for Quantitative Writing in the Composition Classroom. College Composition & Communication, 61(3), 452-475. https://doi.org/10.58680/ccc20109956
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