Physical Eloquence and the Biology of Writing (SUNY series, Literacy, Culture, and Learning: Theory and Practice)

Physical Eloquence and the Biology of Writing
	Table of Contents
	Acknowledgments
	1 The Biology of Writing
		Relationship to Traditional Rhetoric
		Relevance to Contemporary Writing Research
		Physical Eloquence and the Biology of Writing: A Synopsis
			Play:
			Learning and Acquisition:
			Literacy:
			Writing Across the Curriculum (W AC):
			Interlanguage:
			Inner Language:
			Neurolinguistic Melodies:
			Writing:
			Empirical Data:
		Conclusion
	2 Towards a New Literacy
		Language Play and Motive:  Functionalism versus Eloquence
		Schismogenesis of Writing
		Conclusion
	3 A Literacy of Eloquence for the Writing Curriculum
		Solving The Literacy Crisis: Three Stages
			Functional Literacy and Citizenship:
			Educational Literacy and Competence:
			Personal Literacy and Social Values:
		Towards A Literacy of Eloquence: Three Options
			The Upper-Division Writing Requirement:
			Writing Across the Curriculum:
			Adjunct Writing Courses:
		A Literacy of Eloquence
		Conclusion
	4 Rhetorical Delivery as Text Production
		Handwriting
			Manuscript versus Cursive Handwriting:
			Handwriting Size:
		Spelling
			Type One Errors:
			Type Two Errors:
			Type Three Errors:
			Type Four Errors:
			Type Five Errors:
			Type Six Errors:
			Summary of Results
		Conclusion:
	5 Memory: A Biogrammar of Speaking and Writing
		Punctuation
		A Biogrammar of Speaking and Writing
		The Four Stages of Inner Language
			Physical Contrasts
			Physiological Contrasts
			Neurological/Perceptual Contrasts
			Psychological/Developmental Contrasts
			Social/Rhetorical Contrasts
			Historical/Technological Contrasts
			Linguistic Contrasts
		Conclusion
	6 Agraphia and Style
		Mapping the Ability to Write
		Developmental Progress in College Writing:  Four Stages Preceding Physical Eloquence
		Linguistic Features of Neurological Styles
			Apraxia and Kinetic Style
			Aphasia and Auditory Style
			Agraphia and Mixed Style:
			Alexia and Visual Style:
			Melodic Style and Physical Eloquence:
		Conclusion
	7 Teaching the Subconscious Acquisition of Prose
		The Body and Community in Writing:  A Redefinition of Acquisition and Learning
		Promoting Acquisition Through Silence
			Worksheet No. 1
			Worksheet No. 5
		Good and Bad Errors:  The On/Off Switch for Conscious Learning
			Frequent Errors:
			Stigmatized Errors: Humorous and Dull
			Disruptive Errors: The Breakdown of Meaning
		Conclusion
	8 Teaching Students Not To Learn:  A Practical Syllabus
		Physical Eloquence and Pace:  Developing the Writer\'s Kinetic Melody
			Speedwrites (Limited-Timed Writings):
			Slow- Writes:
			Dictocomp:
		Physical Eloquence and Oral Reading:  Developing the Writer\'s Auditory Melody
			Teaching Style:
		Physical Eloquence and Revision: Developing a Writer\'s Visual Melody
		Physical Eloquence and Grammar
			Grammar for Teachers:
			Acquired Grammar:
		Conclusion
	9 The Morality of Physical Eloquence
		The Future of Literacy
	Appendix to Chapter 6
		Review of Neurolinguistic Research on Writing Disorders
		Neurological Disorders in Writing
			Agraphia:
			Apractic Agraphia:
			Productive and Receptive Agraphias:
			Agraphia with Alexia:
		Summary of Evidence:
	Appendix to Chapter 9:
		A Five-Year Evaluation of Writing Performance
	Notes
		Chapter One
		Chapter Two
		Chapter Three
		Chapter Four
		Chapter Five
		Chapter Six
		Chapter Seven
		Chapter Eight
	Bibliography
	Index
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