Many of the textbooks look only to advertising and politics for examples of pathos; when juxtaposed to examples of logos culled from literature and law, pathos is implicitly framed as persuasive lubricant for messages of questionable integrity.
Moreover, the persistent and recurring dilemmas sketched in this section serve as a reminder for the need to routinely review textbook content and critically examine the relationship between textbooks and the many facets of our field they influence.
Publishers respond much more to the needs of instructors than the desires of theorists.
Teachers of rhetoric and composition now have access to a wealth of sophisticated pedagogies and supplemental materials, most notably through online means, but also through a vibrant constellation of conferences and workshops. Access unique, book-specific materials in a fully customizable online course space; then adapt, assign, and integrate our resources with yours.
My aim is to bring the research thread initiated by Moon up to date and, in the process, create a through-line in our conversations regarding pathos and its instruction. I believe so. This proliferation of scholarly activity has brought the passions of persuasion to a new level of prominence.
Indeed, in autumn of the first conference dedicated entirely to affect theory took place, gathering together a wide range of academics, artists, entrepreneurs, activists, and theorists, including Lauren Berlant, Melissa Gregg, Brian Massumi, Kathleen Stewart, and Patricia Clough, to name a few.
The implication here is of dual commitments at odds with each other; in short, there is a version of rhetoric that we speak of in our scholarship and a separate, often quite distinct version of rhetoric we present through our textbooks.