"Our ideas and beliefs exist temporally, in a then-and-now relationship, as well as cccmulateively, and sometimes we are persuaaaded (the hazy passive construction is quite intentional here) despite the vast inertia of experience to modify an old or take a new position" (36 "Aristotle" Hesse).

"The 'available means of persuasion' in Aristotle's famous definition of rhetoric has less to do with finding arguments that exist than finding those that work" (23 "Aristotle").

"Of course, any writing about experience changes the experience; representation is always interpretation" (30 "Stories").

"Take the word Schreibensraum... Literally German for "writing space," the word echoed, I hoped the word Lebensraum (living space), a concept Germans in the 1930s used to jutify annexing parts of Czechoslovakia. Neverminding that the analogy of critics to Nazis was pretty overwrought, the wordplay was fun" (25 "Stories").

"Rejecting a text out of hand is as much an anti-academic behavior for graduate students as it is for first-year students" (226 "Teachers").

"As individuals new to the profession of English studies and composition theory, replete with its 'peculiar gestures of authority, its key terms adn figures, its interpretive schemes' [Bartholomae], graduate students must, like first-years students, write themselves into its discourse community" (227 "Teachers").

"Richard Gebhardt has pointed out, for example, that any training program in the teaching of writing should be 'a writing course in which students continue to develop their skills as writers and become more self-consciously familiar with the frustrations, dead-ends, and pitfalls that their students will encounter' (2).. I only add that dealing with provocative theoretical texts must be an important part of this writing, that reflecting on one's experiences is not itself sufficient" (228 "Teachers").

"My argument is freshman composition should aspire to goals other than getting students ready for some imagined future classes. The argument is one of opportunity. Freshman compositions hould have students practice a type of writing they cannot practice elsewhere in the academy, a type furthermore synonymous with democratic education and venerable in its lineage, public discourse--though if that term is too scary in the 1990's, then 'deliberative discourse'" (5 "Portfolios").

"The exigencies for true public writing are those of a current situation, debate, or series of events, the Supreme Court's Pennsylvania abortion law decision, not abortion generally, the letter to the editor on school prayer that simply must be answered" (10 "Portfolios").

"A portfolio of academic writing alone, for example, invites students to see themselves only as students and writing as something done in schools. A portfolio of personal writing alone invites students to see themselves only as private individuals and writing as purely an epitemic or aesthetic act" (11 "Portfolios").

Works Cited

Hesse, Douglas D. "Aristotle's Poetics and Rhetoric: narratve as rhetoric's fourth mode." Rebirth of Rhetoric: Essays in Language, Culture, and Education. Ed. Richard Andrews. New York: Routledge, 1992.

----. "Portfolios and Public Discourse: Beyond the Academic/Personal Writing Polarity." Journal of Teaching Writing 12.1 (1994): 1-12.

----. "Stories, Style, and the Exploitation of Experience." Questioning Authority: Stories Told in School. Eds. Linda Adler-Kassner and Susanmarie Harrington. Ann Arbor: U of Michigan P, 2001.

----."Teachers as Students, Reflecting Resistance." CCC 44.2 (May 1992): 224-231.