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Bridging scholarly theory and forensic practice: toward a more pedagogical model of rhetorical criticism

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dc.contributor.authorOtt, Brian L., author
dc.contributor.authorNational Forensic Association, publisher
dc.date.accessioned2007-01-03T07:28:01Z
dc.date.available2007-01-03T07:28:01Z
dc.date.issued1998
dc.descriptionBrian Ott was a professor in the Department of Speech Communication at Colorado State University.
dc.descriptionIncludes bibliographical references (pages 71-74).
dc.description.abstractIn this essay, the author contends that competitors in the event of rhetorical criticism, or communication analysis (CA) as it is alternatively called, are locked into a model that poses serious questions about the educational value of the event. In an effort to narrow the ever widening gap between theory and practice and to heighten the pedagogical value of contest rhetorical criticism, the author proposes to chart briefly the chief features of the existing RC model, to identify the limitations posed by that model, and to suggest several viable alternatives.
dc.format.mediumborn digital
dc.format.mediumarticles
dc.identifier.bibliographicCitationOtt, Brian L., Bridging Scholarly Theory and Forensic Practice: Toward a More Pedagogical Model of Rhetorical Criticism. National Forensic Journal 16, no. 1&2 (Fall/Spring 1998): [53]-74.
dc.identifier.urihttp://hdl.handle.net/10217/643
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartofFaculty Publications
dc.rights©1998 National Forensic Association.
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectCA
dc.subjectcommunication analysis
dc.subjectrhetorical criticism
dc.subjectforensic practice
dc.subjectRC model
dc.titleBridging scholarly theory and forensic practice: toward a more pedagogical model of rhetorical criticism
dc.typeText

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