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- W329454733 abstract "BEFORE EMBARKING on a topic as presumptuous as my title suggests, I offer these disclaimers. To generalize definitively on prelim questions and scholarly articles, I would have had to read all that have been written for at least the last ten years. How would I ever collect that material, much less read it? Surely, even the most determined pedant would hesitate before undertaking an enterprise of that scope. Since I have no pedant credentials, and seek none, I reduced the project to manageable size by collecting random samples of prelim questions and scholarly articles. At the appropriate times I will indicate the size and nature of each sample. For the sake of my generalizations, I hope, of course, that the samples are representative of the larger mass of data from which they were extracted. The sample of prelim questions is not as uniform as I would have liked. Because of the depressed job market for Ph.D.'s in English, many departments have cut back and considerably altered their doctoral programs in the last three or four years. Some of them sent questions from the era ending about 1972 or 1973. Others which have developed programs tailored to the needs and interests of specific students sent questions used in examinations since 1974. What I have to say about the rhetoric of these questions will not, however, be significantly altered by these differences in the context in which the questions were given. Readers who anticipate a detailed Aristotelian or Ciceronian analysis of the rhetoric of particular questions will be disappointed. Prelims, as we all recognize, are an early albeit traumatic rite of passage for the potential scholar. Their significance diminishes rapidly once one has passed them. I was interested, therefore, only in the organizational paradigms generated by the majority of the questions, paradigms which might anticipate those in the writing of mature scholars. At this point, I discovered a gap in my data which I could not repair. I needed the answers to the questions to see whether or not my expectations about them were accurate. Clearly, I could never get those answers. However, I have taught enough literature and composition courses over the last twenty-five years to develop a good sense of the response a question will generate from a student. Now to the prelim questions. I asked the directors of graduate studies in English at twenty-eight public and private universities in all sections of the country" @default.
- W329454733 created "2016-06-24" @default.
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- W329454733 date "1977-10-01" @default.
- W329454733 modified "2023-09-26" @default.
- W329454733 title "Rhetorical Malnutrition in Prelim Questions and Literary Criticism" @default.
- W329454733 doi "https://doi.org/10.2307/376497" @default.
- W329454733 hasPublicationYear "1977" @default.
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