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Science in the Writing ClassroomInterdisciplinary Rhetorical Explorations

Science in the Writing ClassroomInterdisciplinary Rhetorical Explorations R e v i ew s Science in the Writing Classroom Interdisciplinar y Rhetorical Explorations 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 rheto - ric 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 Murray’s The Bell Curve: Intelligence and Class Structure in Ameri- can 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 book’s research and statistics as both “immediate and heated,” as it implied that people of certain races were somehow intellectually inferior (1). The pub - lic’s inability to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Science in the Writing ClassroomInterdisciplinary Rhetorical Explorations

Comeau, Paula
Pedagogy , Volume 11 (1) – Jan 1, 2011
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Copyright
© 2010 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2010-028
Publisher site
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Abstract

R e v i ew s Science in the Writing Classroom Interdisciplinar y Rhetorical Explorations 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 rheto - ric 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 Murray’s The Bell Curve: Intelligence and Class Structure in Ameri- can 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 book’s research and statistics as both “immediate and heated,” as it implied that people of certain races were somehow intellectually inferior (1). The pub - lic’s inability to

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2011

References