ABSTRACT
While the teaching of writing in many US classrooms has begun to concern itself with translingual pedagogies, the undergraduate rhetoric or writing major is not yet positioned as a place to prepare students to do global rhetorical work. This chapter outlines a set of principles to promote and support such a repositioning, articulating an undergraduate experience - distinct from cultural studies writ-large and influenced by comparative lenses and methodologies - that interrogates the practices through which various cultural traditions record, teach, debate, and historicize their concepts, philosophies, and myths. The principles outlined here are derived from the convergence of two approaches toward comparative rhetoric: (1) an intellectual reconsideration of how studies in circulation and translation bear on the field’s research methodologies; and (2) a pedagogical restructuring of the undergraduate English major as a study in the d/evolution of text technologies.
