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Administratively, rhetorical humanism supports collaborative decision-making that ensures faculty voices while limiting confusion created by multiple stakeholders. Curricularly, it weighs the value and critiques of traditional humanism against outward-facing social constructionist writing pedagogies, offering a cohesive, multi-level model.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/maintaining-a-humanistic-center-rhetorical-humanism-as-a-holistic-framework-for-writing-programs/599038/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/maintaining-a-humanistic-center-rhetorical-humanism-as-a-holistic-framework-for-writing-programs/599038.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue about rhetorical humanism in writing programs?","Question",{"text":112,"@type":113},"It presents rhetorical humanism as a holistic framework that guides writing programs at theoretical, administrative, and curricular levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does rhetorical humanism function at the administrative level?",{"text":117,"@type":113},"It provides a collaborative governance model giving all faculty a voice in programmatic decisions while managing the disorder created by multiple voices.",{"name":119,"@type":110,"acceptedAnswer":120},"What critiques of Arnoldian humanism are discussed as relevant to writing pedagogy?",{"text":121,"@type":113},"The article outlines critiques such as privileging reading over writing, privileging completed texts over in-process writing, treating the tradition as privileged and exclusive, and being more metaphysical than rhetorical.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599038,1792189639,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 40, Fall 2018  \nMaintaining a Humanistic Center: Rhetorical Humanism as a Holistic Framework for Writing Programs  \nJohn Belk  \nAbstract: This profile describes how the Writing Program at Southern Utah University enacts a rhetorical humanist framework in its administrative and curricular structures. At the administrative level, rhetorical humanism offers a collaborative governance model that gives all faculty a voice in programmatic decisions, while managing the cacophony created by those voices. At the curricular level, rhetorical humanism balances the benefits and critiques of traditional humanism with outward-facing social constructionist writing pedagogies of the last few decades.  \n“Things fall apart; the centre cannot hold”  \n-W. B. Yeats, “The Second Coming”  \nLocalized in their contexts yet broadly ecological in their operations, writing programs can be slippery academic units: sprawling in focus, varied in their aims, overwhelmed by stakeholders (both student and institutional), and metamorphic in the curricular space they inhabit. From single course first-year composition programs to two course sequences to Stretch English to Writing Across the Curriculum, Writing in the Disciplines, and beyond, writing programs do diverse and significant labor in the contemporary university. Despite the widening gyre of stakeholders and mission statements and learning outcomes, writing programs need not be directionless in the gale. The following profile makes a case for rhetorical humanism as a holistic framework for guiding writing programs at the theoretical, administrative, and curricular levels. Such a framework balances the traditional aims of rhetorical education with “the professionalization and specialization that now characterize the American academy,” as Sharon Crowley puts it (10)  \n—all while maintaining, as I argue in this essay, a humanistic center.  \nHumanism—particularly Arnoldian humanism so understandably maligned by scholars like Crowley, Gerald Graff, Thomas Miller, and many others—has become a bit of a disciplinary bogeyman, standing in for a literature-focused, insular approach to writing pedagogy that is mutually exclusive (or at least largely unconcerned) with principles of civic mindedness and experience-based learning. However, recent work on rhetorical humanism offers a productive reconceptualization of the H-word that accounts for its introspective impulse toward self-discovery while maintaining an outward-facing, generative foundation for a multi-course writing curriculum. Such a framework at Southern Utah University’s (SUU) growing, mid-size public campus has expanded beyond its curricular origins, however, informing a faculty-centered approach to program governance and administrative structure while maintaining the university’s strong commitments to civic engagement and experiential education across disciplines.  \nTo explicate the workings of rhetorical humanism as a holistic framework for writing programs, I first provide a theoretical grounding for what rhetorical humanism is. I then provide an overview of the institutional context in which the SUU Writing Program enacts that framework and a description of the program itself, focusing on the application of rhetorical humanism in our governance, administrative structures, and curriculum. Having served as SUU’s Writing Program Administrator (WPA) for the past three years, I hope in particular that the specifics of our program (and my perspective on them) might serve as a productive case study of rhetorical humanism more generally. Finally, I offer points for further consideration concerning the deployment of such a framework in a variety of contexts.  \nUltimately, as a discipline, our well-traveled debates over Arnoldian humanism and “imaginative literature” in firstyear writing classes (see Berlin; Tate; Lindeman","cbCaimc86VHO6bV9","https://ap.wps.com/l/cbCaimc86VHO6bV9","pdf",140702,13,"English","# Composition Forum 40, Fall 2018\n## Maintaining a Humanistic Center: Rhetorical Humanism as a Holistic Framework for Writing Programs\n## “Things fall apart; the centre cannot hold”\n## Erasmus Isn’t Dead: An Overview of Rhetorical Humanism","[{\"question\":\"What does the article argue about rhetorical humanism in writing programs?\",\"answer\":\"It presents rhetorical humanism as a holistic framework that guides writing programs at theoretical, administrative, and curricular levels.\"},{\"question\":\"How does rhetorical humanism function at the administrative level?\",\"answer\":\"It provides a collaborative governance model giving all faculty a voice in programmatic decisions while managing the disorder created by multiple voices.\"},{\"question\":\"What critiques of Arnoldian humanism are discussed as relevant to writing pedagogy?\",\"answer\":\"The article outlines critiques such as privileging reading over writing, privileging completed texts over in-process writing, treating the tradition as privileged and exclusive, and being more metaphysical than rhetorical.\"}]","Maintaining a Humanistic Center - Rhetorical Humanism as a Holistic Framework for Writing Programs | PDF",1792088053,33]