to prevail in English departments, which have been indifferent to innovation. To this end, he states: “In considering the rhetorical theories of the period, I have chosen epistemology rather than ideology as the basis for my taxonomy, doing so because it allows for a closer focus on the rhetorical properties—as distinct from the economic, social, or political properties—of the systems considered” (6). Electing to use ideology as the primary coding would have required using a strategy of deduction, which would not, therefore, have produced the taxonomy that Berlin wished to accomplish. Interestingly, Berlin comments more than usual on his taxonomy, noting that the three categories—objective, subjective, and transactional—are not monolithic, as “each offers a diversity of rhetorical theories” (6). Further, he provides the caveat that “this taxonomy is not meant to be exhaustive of the entire field of rhetoric, but is simply an attempt to make manageable the discussion of the major rhetorics I have encountered in examining this period” (6). Perhaps Berlin is experiencing some ambivalence about a taxonomy in light of his more complex cognitive map.
Nevertheless, while the rhetorical properties continue to consist of “the nature of the real, the interlocutor, the audience, and the function of language” (7), Berlin now variously interprets rhetoric as “the production of spoken and written texts,” as part of “the indispensable foundation of schooling” (1), and as “a diverse discipline that historically has included a variety of incompatible systems” (3). Rhetoric’s goal, literacy, is defined as “a particular variety of rhetoric—a way of speaking and writing within the confines of specific social sanctions” (3–4), while it functions as an intermediary “between the writing course and larger social developments” (5).
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