Humanistic Knowledge-Making and the Rhetoric of Literary Criticism: Special Topoi Meet Rhetorical Action
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article examines the power of special topoi to characterize the discourse of literary criticism, and through emphasis on rhetorical action, it sheds light on the limitations of topos analysis for characterizing research articles in disciplinary discourse more generally. Using an analytical approach drawn both from studies of topoi in disciplinary discourse and rhetorical genre theory, I examine a representative corpus of 21st-century literary research articles. I find that while most of the special topoi recognized by Fahnestock and Secor and Wilder remain prevalent in recent criticism, contemporary literary critics tend to draw on only a select subset of those topoi when making claims about their rhetorical actions. The topoi they use most often— mistaken-critic and paradigm—help identify the ways knowledge-making work is undertaken in literary criticism, a discipline often considered epideictic rather than epistemic. But what the special topoi do not capture is precisely the distinctly motivated, actively epistemic character of this disciplinary rhetoric. Based on these findings, I suggest that special topoi must be seen as functioning in the context of the rhetorical action undertaken by literary research articles. These articles undertake not simply persuasion but the particularly humanistic act I refer to as contributing to scholarly understanding: a rhetorical action worth attending to for scholars of disciplinary discourse, because it is deliberately more concerned with practice than product.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it