MétaCan
Menu
Back to cohort
Record W4324005344 · doi:10.1353/rht.2010.0019

The Eloquence of Mary Astell by Christine Mason Sutherland, and: Rhetoric, Women and Politics in Early Modern England ed. by Jennifer Richards, Alison Thorne, and: Rhetoric (The New Critical Idiom) ed. by Jennifer Richards

2010· article· en· W4324005344 on OpenAlex
Catherine Bates

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.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueRhetorica · 2010
Typearticle
Languageen
FieldArts and Humanities
TopicScottish History and National Identity
Canadian institutionsnot available
Fundersnot available
KeywordsRhetoricSilencePoliticsHumanismSociologyVirtuePublishingSubject (documents)ClassicsMedia studiesLawPhilosophyTheologyHistoryLiteratureArtAestheticsPolitical science

Abstract

fetched live from OpenAlex

232 RHETORICA Christine Mason Sutherland, The Eloquence of Mary Astell, Calgary: University of Calgary Press, 2005. xxi + 202pp. ISBN 1552381536; Jen­ nifer Richards and Alison Thorne, eds., Rhetoric, Women and Politics in Early Modern England, London and New York: Routledge, 2007. x + 254pp. ISBN 978-0-415-38527-5; Jennifer Richards, Rhetoric (The New Critical Idiom), London and New York: Routledge, 2008.198pp. ISBN 978-0-415-31436-7 If early modern men were educated to speak, then early modern women were educated (if at all) to be silent, and the three books under review add to the still growing pile in which modern feminist historians—educated, of course, to be highly articulate—try to negotiate this difficult and troubling fact. They do so in various ways. Christine Sutherland, for example, presents the learned and prolific Mary Astell (1666-1731) as a remarkable exception to the rule. As she is the first to admit, even those enlightened humanist figures who had argued for female education in the sixteenth century did not go so far as to allow women to speak in public or to argue in print. Rather, they endorsed a silence that was, in Sutherland's words, "the feminine equivalent of the masculine virtue of eloquence" (p. 18). In spite of this cultural discour­ agement, however, and a class position that offered her no privileges to speak of, Mary Astell devoted her life to writing—and publishing—a series of re­ ligious, philosophical, and political works. Sutherland's main justification in presenting her subject as above all else a "practising rhetorician" (p. 53) is her claim that, in the course of her writing career, Astell moved from the relatively private genre of sermo to the more public genre of contentio, these two literary modes being gendered as "feminine" and "masculine" respec­ tively. In terms of Astell's publications—which range from works published in the letter format (such as her—originally private—correspondence with John Norris, published anonymously as Letters Concerning the Love ofGod, or her Serious Proposal to the Ladies, addressed to high-ranking women) to what were effectively treatises addressed to a wider reading public (such as Some Reflections upon Marriage, The Christian Religion, or her political pamphlets), this is not particularly contentious. There are times, however, when I think Sutherland overstates her case. The fact, for example, that Astell adapts her style and tone according to her destined audience—developing a "tender" and "maternal" voice when addressing a specifically female readership, and a more strident, argumentative one for everyone else—certainly demon­ strates a sensitivity to and understanding of decorum on her part, but is not in itself the major contribution to rhetorical theory that is claimed for it. This book also shows a (sometimes explicit) tendency toward self-reflection: that is to say, what makes Astell so remarkable a figure—and the natural choice of subject for a book of this kind—seems to be precisely the wav in which she comes to exemplify the feminist writer (otherwise so absent from the early modern scene) and to mirror the feminist academic who is writing or reading about her. Thus Astell's correspondence with Norris, for Reviews 233 example, is said to be an experience of further education that we might compare with the modern graduate school" (p. 42), and to have the same qualities as most good tutorial relationships" (p. 48); the letter-writing that she cultivated was the early modern equivalent of publishing in "learned journals (p. xx, citing with approval an article by Judith Rice Henderson). In her political pamphlets Astell emerges as the model scholar who "had read all the relevant books and documents, had studied all the arguments, and above all was thoroughly familiar with the historical background" (p. 117). By the end of the book, Astell is presented as being of "benefit" to "modern feminist scholars" precisely because she is "one of the earliest of their kind" (p. 153). This is not in any way to diminish Astell's achievement, of course, but only to raise the concern that, in situations where the reader is invited to identify with the subject in hand, a degree of critical distance might be...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.140
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.008
GPT teacher head0.224
Teacher spread0.216 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it