Composition and the Rhetoric of Science: Engaging the Dominant Discourse. By Michael J. Zerbe. Carbondale: Southern Illinois University Press, 2007. Paula Comeau Although several rhetoricians have outlined numerous reasons why science writing needs to be addressed within the humanities, few have described how instructors can incorporate science writing into their classrooms. In Composition and the Rhetoric of Science: Engaging the Dominant Discourse, Michael Zerbe effectively argues that teaching science literacy and the rhetoric of science is the responsibility of the entire university, and, moreover, he offers pedagogical approaches for meeting this responsibility. A key event that triggered this call for improved science literacy was Richard Herrnstein and Charles Murrayâs The Bell Curve: Intelligence and Class Structure in American Life (1994), which attempted to illustrate the differences in intellectual capacity among different people and how the plight of a few people directly influences the paths of the majority. Zerbe describes the response to the bookâs research and statistics as both âimmediate and heated,â as it implied that people of certain races were somehow intellectually inferior (1). The publicâs inability to refute the questionable science presented in The Bell Curve made the state of science literacy a front and center
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Jan 1, 2011
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