Rhetorics, Poetics, and Cultures: Refiguring College English Studies

by James A. Berlin

Rhetorics, Poetics, and Cultures is James Berlin's most comprehensive effort to refigure the field of English Studies. Here, in his last book, Berlin both historically situates and recovers for today the tools and insights of rhetoric-displaced and marginalized, he argues, by the allegedly disinterested study of aesthetic texts in the college English department. Berlin sees rhetoric as offering a unique perspective on the current disciplinary crisis, complementing the challenging perspectives offered by postmodern literary theory and cultural studies. Taking into account the political and intellectual issues at stake and the relation of these issues to economic and social transformations, Berlin argues for a pedagogy that makes the English studies classroom the center of disciplinary activities, the point at which theory, practice, and democratic politics intersect. This new educational approach, organized around text interpretation and production-not one or the other exclusively, as before-prepares students for work, democratic politics, and consumer culture today by providing a revised conception of both reading and writing as acts of textual interpretation; it also gives students tools to critique the socially constructed, politically charged reality of classroom, college, and culture. This new edition of Rhetorics, Poetics, and Cultures includes JAC response essays by Linda Brodkey, Patricia Harkin, Susan Miller, John Trimbur, and Victor J. Vitanza, as well as an afterword by Janice M. Lauer. These essays situate Berlin's work in personal, pedagogical, and political contexts that highlight the continuing importance of his work for understanding contemporary disciplinary practice.

Genres: Academic, Education, Nonfiction

205 pages, Paperback

First published February 1, 1996

Reviews

[Jenn · Rating 1 out of 5]

sucktastically postmodern

[Rebecca K Webb · Rating 5 out of 5]

I read this while working on my Ph.D., and trying to develop the best or at least the most effective and useful way to teach general education college English courses. Berlin provides a lot of critical and inspirational material and ideas about what and how English (reading, writing, theory, literature, poetry, etc.) should be taught.

[Lance · Rating 4 out of 5]

Berlin's last book is one of the clearest articulations of how rhetorical and literary theory function together within a cultural studies lens to help students become more aware of the production and reception of all kinds of texts, along with the conflicting ideologies these often entail. In fact, much of the book may seem self-evident to younger scholars of rhetoric and composition, because so much of this pedagogy has become naturalized in our field. My only critique is one I usually have of Berlin's work -- his reliance on binaries and conflict. Though binary constructions are key to understanding how discourse works, they are not the only constructions available. I'm also not sure why ideologies always have to be in conflict, vying for that one powerful hegemonic position in society. Regardless, both scholars and teachers will find a thorough consideration of the role of English studies with some very specific curricular examples . . . though perhaps a bit outdated. This would be useful for constructing a teaching philosophy or thinking through a curricular revision.

[Eric · Rating 5 out of 5]

James A. Berlin has always impressed me. His work is very approachable, yet fantasically academic. In Rhetorics, Poetics, and Cultures Berlin looks at the the college English classroom. As the subtitle suggests, he discusses "refiguring" it.

From his historical approach to English Studies in the American Academy over the last 100 or so years, to his use of solidly based theory to propell his own ideas about what place Rhetoric has in the college English classroom, this book is worth the read. Berlin includes "response essays" from some of the more interesting names in Composition Studies, as well as discussions of how to refigure programs of study. The practical is not lost here.

I highly recommend this book to anyone with an interest in Composition Studies and Cultural Studies. The intersection of the two are far more possible,probably and important than many have thought.

[Mary · Rating 3 out of 5]

Berlin's project--reconciling composition (production) with literary studies (interpretation) through way of cultural studies--may seem a little dated to the 90s, which its heady enthrallment with cross-disciplinary cultural studies and post-modernity everywhere as specter and savior. But there's a lot that's quite wonderful here:

1-references--Berlin gives due diligence to hosts and hosts of authors and their essays and books
2-some connection to creative writing in the form of his noting the absence of creative writing in some "integrated" English programs, and as something that can't be taught.
3-a fine example of the integrated theoretical/political/historical/pedagogic book, which chapters that include course descriptions as well as responses to leading theorists.

This volume also has responses published in JAC from some of the folks Berlin takes into his discussion. Not bad, just as 90s as Elaine's flower print dresses in Seinfeld.

[Lauren · Rating 3 out of 5]

Berlin's book is very informative--- a very useful text for understanding and considering the various influences present in the texts/theories/teaching approaches/discourses/etc. that are a part of our education. Berlin's call for not only an increased awareness but an increased critique and questioning of these various underpinnings and how they contribute to our very formation as individuals is an important step forward... for instruction in the humanities as well as other discipines. That said, I did find Berlin's text incredibly repetitive, and at times unneccessarily descriptive. I also found that, for all of his awareness regarding "traditional" forms of writing, rhetoric, and power formation, that his own writing conforms to these very notions-- at times so "jargony" that it is a sludging job to get through. I'd like to give it a 3 1/2, but there are no half-star ratings...

[Pete · Rating 4 out of 5]

I probably need to reread this book in about a year or two. But for the time being, it has informed what I am trying to do as a teacher like no other book ever has.

[Ann · Rating 2 out of 5]

Blerg. I understand that scholarly lit is going to be a bit more challenging and sometimes, not as enjoyable. However, I read the whole book, but have no idea what I read. Not fun.

[Kathie · Rating 5 out of 5]

So I am biased. I love Berlin but he was a man well before his time. I just love reading his work!