{'fraction_non_alphanumeric': 0.01834061135371179, 'fraction_numerical': 0.0034934497816593887, 'mean_word_length': 4.937823834196891, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Democracy's Debt: The Historical Tensions Between Political and Economic Liberty, M. Lane Bruner

At that time we were implementing the procedures for including writing as a component of the SAT exam and were making recommendations for curriculum planning at the middle school and high school level. We recommended that high school students spend the upper-division years developing skills in rhetoric that stressed argumentation. I promoted this view because I believe that being facile in oral and written expression is essential to success in college and, correspondingly, the most wide-ranging skill for expression is argument. Clearly, my views came not only from a (Ciceronian) civic orientation of classical rhetoric but also by how well these insights were developed fifty years ago by Perelman and OlbrechtsTyteca in The New Rhetoric. This volume, unlike my first reading of Perelman in 1970, did not result in a headache, but it did result in the same expansive thinking that I had experienced over forty years ago. For that benefit we have John Gage and the contributors of The Promise of Reason: Studies in The New Rhetoric to thank.