This essay examines how three of the most popular public speaking textbooks address rhetorical invention. The essay argues that textbooks minimize the discursive space shared by speakers and audiences in public speaking classrooms. As a consequence, topic and argument invention is framed largely as an internal affair that occurs prior to the speaker's interaction with the audience. The essay concludes with recommendations for teaching invention by reframing the public speaking classroom as a protopublic space.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02773945.2012.659322
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