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Journal articles on the topic 'Education Rhetoric'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Smith, Tania Sona. "The Lady's Rhetorick (1707): The Tip of the Iceberg of Women's Rhetorical Education in Enlightenment France and Britain." Rhetorica 22, no. 4 (2004): 349–73. http://dx.doi.org/10.1525/rh.2004.22.4.349.

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Abstract The Lady's Rhetorick is a well-developed rhetorical handbook for women that appears in print at a surprising time and place in British rhetorical history, when there were few precedents for rhetorical treatises addressed to women. This rare and relatively unknown handbook includes a feminist argument for the inclusion of women within the realm of rhetoric, through addressing its instruction to women, defining rhetoric in gender-inclusive ways, and including examples of women's rhetorical practice. It adapts Classical and French rhetorical traditions through strategies that are potenti

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2

Ersan, Merve Şenoymak. "Visual rhetoric in educational animations; An analysis on TED education Lessons." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2016): 602–8. http://dx.doi.org/10.18844/gjhss.v2i1.924.

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Asif, Muhammad, Deng Zhiyong, Mahesh S. Raisinghani, and Ahdi Hassan. "Rhetoric Situation of Novel Coronavirus (COVID-19) in Social Media and its Impact on Pedagogy." International Journal of Online Pedagogy and Course Design 11, no. 3 (2021): 62–77. http://dx.doi.org/10.4018/ijopcd.2021070105.

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The current study aimed to explore the rhetoric situation of novel coronavirus (COVID-19) in social media. In this study, the researcher uses the rhetoric situation theory of Bitzer and Toulmin model of argumentation as a theoretical framework. The secondary data were obtained from social media (i.e., Twitter and Facebook from 15th March 2020 to 31st March 2020). Therefore, all the data were based on the current issue of COVID-19. The qualitative approach is used in this study. The findings revealed rhetoric situation led to the construction of the rhetoric message produced in social media. Th

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4

Kim, Youngok. "Goethe’s Rhetoric of Anti-rhetoric: Rhetorical Education and Practice in his Speech." Korean Journal of Rhetoric 37 (April 30, 2020): 31–52. http://dx.doi.org/10.31325/kjr.2020.4.37.31.

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5

Mason, Jeff. "Rhetoric and Rhetorical Training in a Philosophical Education." Cogito 6, no. 3 (1992): 173–76. http://dx.doi.org/10.5840/cogito19926342.

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6

Benoit, William L. "Isocrates and Plato on rhetoric and rhetorical education." Rhetoric Society Quarterly 21, no. 1 (1991): 60–71. http://dx.doi.org/10.1080/02773949109390909.

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7

Heller, Rafael. "Rhetoric and teacher education." Teaching and Teacher Education 15, no. 7 (1999): 727–40. http://dx.doi.org/10.1016/s0742-051x(99)00018-9.

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8

Wink, Georg. "“Looking for more Brazilian solutions”: Rhetorical Strategies against Ethnic Quotas in Brazilian Higher Education." Brasiliana: Journal for Brazilian Studies 6, no. 2 (2018): 3–41. http://dx.doi.org/10.25160/bjbs.v6i2.97048.

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Since the 1990s, Brazil has experienced a growing public debate about policies of ethnic affirmative action. The arguments invoked by the opponents of affirmative action quotas, expressed in scientific publications, the mass media and even manifestos, have been the subject of study in several research projects. In their analyses, these scholars have concluded that the the anti-quota arguments suffered from logical inconsistency, theoretical and methodological flaws or simple lack of empirical evidence. However, anti-quota rhetoric appears to persist seemingly unaffected by academic counter-arg

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Nowicki, Michał. "Retoryka i historia w służbie wychowania w Polsce na podstawie analizy skryptu wykładów retoryki w Kolegium Jezuitów w Poznaniu z 1679 roku." Biuletyn Historii Wychowania, no. 29 (February 4, 2019): 15–27. http://dx.doi.org/10.14746/bhw.2013.29.2.

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Rhetoric and History in the service of education in Poland on the basis of the script of rhetoric lectures at the College of the Jesuits in Poznan from 1679.The most important subject of the Old-Polish educational system was rhetoric, having roots in the tradition of the Ancient Rome. This statement is very important because of the fact of the orator’s moral and patriotic duties. Owing to this, the lessons’ focus was not only on technical aspects of rhetoric education but also on morality, religion and political knowledge. The article is divided into two main parts. First of them is describing

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Rustam, Rabiah, Akbar Ali, and Muhammad Imran. "Exploring the Rhetoric of Deceit in Cyber Marketing for Education." Global Social Sciences Review IV, no. IV (2019): 350–59. http://dx.doi.org/10.31703/gssr.2019(iv-iv).45.

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Current article aims to investigate the rhetoric used in one of the biggest scams in the history of online education known as the "AXACT scandal". The key purpose is to unfold the real situation by finding the strategies used for deception and to identify the fallacious tactics that stay hidden from the eyes of the website audiences. The research has not only attempted to recognize the rhetorical situation but also looks into the techniques of persuasion (logos, pathos and ethos) that were used in making the advertising claims. Further, the logical fallacies associated with the rhetorical appe

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11

Hunter, Lynette. "Friendship, temperance and the probable: Erasmus, sermo rhetoric, and the early modern English civic state." Rhetorica 35, no. 2 (2017): 189–227. http://dx.doi.org/10.1525/rh.2017.35.2.189.

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The essay explores Erasmus' development of a fourth category of rhetoric, the familiar, in its work as a rhetoric of the absent audience in both personal and sociopolitical contexts, and as a rhetoric resonant with early modern theories of friendship and temperance. The discussion is set against a background of Caxton's printing of the translation of Cicero's De Amicitia, because Erasmus casts friendship as the context for appropriate communication between people from quite different education and training, along with the probable rhetoric that enables appropriate persuasion. The probable rhet

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12

Gross, Alan G. "Rhetoric of scienceisepistemic rhetoric." Quarterly Journal of Speech 76, no. 3 (1990): 304–6. http://dx.doi.org/10.1080/00335639009383922.

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13

J. Lowenhaupt, Rebecca. "The language of leadership: principal rhetoric in everyday practice." Journal of Educational Administration 52, no. 4 (2014): 446–68. http://dx.doi.org/10.1108/jea-11-2012-0118.

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Purpose – The purpose of this paper is to call for a rhetorical turn in the study of school leadership and discusses how principals use language to enact school improvement. The key purpose is to explore how talk is action in leading and managing school reform. Design/methodology/approach – This paper presents a rhetorical framework and methodology for interpreting principal practice through language. As a model, the language use of one urban school principal is examined through a rhetorical analysis of 650 instances of principal talk in 14 administrative meetings. The paper reports on the for

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14

Cambourne, Brian. "The Rhetoric of "The Rhetoric of Whole Language"." Reading Research Quarterly 29, no. 4 (1994): 330. http://dx.doi.org/10.2307/747780.

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15

Pak Tee, Ng. "Education policy rhetoric and reality gap: a reflection." International Journal of Educational Management 22, no. 6 (2008): 595–602. http://dx.doi.org/10.1108/09513540810895471.

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PurposeThis paper aims to discuss why there is often a gulf of difference between policy rhetoric and reality. In particular, the paper seeks to explore issues with the policy rhetoric, implementation process and the lens through which reality is perceived, explaining why these issues can open up a policy rhetoric‐reality gap. This article also suggests a simple matrix framework to analyse a rhetoric‐reality gap.Design/methodology/approachThis paper is a reflection on, and analysis of, the issue of the difference between policy rhetoric and reality. The framework of analysis involves: issues w

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16

McDowell, Joan. "Taking education beyond the rhetoric." Practical Diabetes 32, no. 5 (2015): 168. http://dx.doi.org/10.1002/pdi.1948.

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17

Bacharach, Samuel B. "Education Reform: Change and Rhetoric." Educational Administration Quarterly 24, no. 3 (1988): 238–40. http://dx.doi.org/10.1177/0013161x88024003002.

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18

Волков, Александр Александрович. "Rhetoric in Clerical Spiritual Education." Слово и образ. Вопросы изучения христианского литературного наследия, no. 1(2) (August 15, 2020): 138–59. http://dx.doi.org/10.31802/wi.2020.2.1.008.

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Статья посвящена определению и анализу основных понятий: культура, деятельность, филология, лингвистика, теория словесности, риторика, высказывание: этос, логос, пафос. Предваряя основное изложение, автор останавливается на значении филологических наук в духовном образовании. Importance of humanities for clerical training with essential notions of culture, human activity, philology and linguistics, arguments and expression.

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19

Gellis, Mark. "Leadership, Rhetoric, and the Polis." Journal of Technical Writing and Communication 32, no. 3 (2002): 199–208. http://dx.doi.org/10.2190/lk0e-akgl-k3w2-pv60.

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This article argues that leadership and rhetoric are intimately connected; therefore, rhetoric should include the explicit examination of all aspects of leadership (that is, including but not limited to rhetorical criticism of the speeches and writings of leaders), both as an area of research and an area of pedagogy. This is particularly important when helping students become active members of the citizenry is seen a central goal of what teachers are doing in the English or Communication class. The interconnections between leadership and the concept of the polis, the active assembly of citizen

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20

Langsdorf, Lenore. "Philosophical Rhetoric." Teaching Philosophy 13, no. 3 (1990): 303–6. http://dx.doi.org/10.5840/teachphil199013346.

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21

Broughton, Bradford B. "The Art of Falconry: A Surprising Manual of Rhetoric." Journal of Technical Writing and Communication 19, no. 4 (1989): 371–79. http://dx.doi.org/10.2190/euwx-edyt-p03y-q3nv.

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In their searches for examples of rhetorical strategies, students of modern rhetoric frequently overlook writers from the past. In his huge six-book work on the “Art of Falconry” written about 1247–1249, Frederick II, Holy Roman Emperor, a remarkably versatile ruler, an early renaissance man, an empirical researcher, provided numerous excellent examples of rhetorical practices from which students and practicing writers well could learn. This article offers extended examples of definition, contrast, partition, causal analysis, classification, and description, to name but a few.

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22

Hardt, Lukasz. "Metaphors as research tools in economics." On the Horizon 22, no. 4 (2014): 256–64. http://dx.doi.org/10.1108/oth-11-2013-0059.

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Purpose – The aim of this paper is to show that metaphors play an important role in the making of economics. Design/methodology/approach – The paper’s discussion is situated within the framework of methodology of economics. It refers to recent studies on the role of metaphors in economics, as well as to the rhetoric – realism controversy (e.g. D. McCloskey versus U. Mäki). Findings – The principal results of the paper are: the demonstration of the importance of metaphors in economics; and the claim that metaphors are not only used for rhetorical purposes but also serve as research tools indisp

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23

König, Jan C. L., and Klaus-Peter Wiedmann. "Governmental management by trust communication: German organizational rhetoric in the 2008 financial crisis." On the Horizon 23, no. 1 (2015): 33–45. http://dx.doi.org/10.1108/oth-02-2014-0005.

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Purpose – The purpose of the authors of this paper is to observe the German Government’s rhetorical communication measurements during the 2008 financial crisis. Design/methodology/approach – The authors compiled approaches of organizational rhetoric and pragma-linguistics first to offer a consistent concept and method for observation and analysis. Later on, they give an overview of the problem of trust and confidence according to Luhmann’s approach and its meaning for crisis rhetoric and marketing and managing approaches. Findings – In the following case study, the authors offer a rhetorical t

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24

Ristovic, Nenad. "The proem of the rhetoric textbook by Manuil Kozacinski." Prilozi za knjizevnost, jezik, istoriju i folklor, no. 84 (2018): 47–62. http://dx.doi.org/10.2298/pkjif1884047r.

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The paper presents unstudied source for the 18th century Serbs? cultural history, written in Latin in 1735. It is the Proemium of the first Serbian rhetoric textbook by Manuil (Mihail) Kozacinski. The focus of this research is in the context of this unique manuscript testimony of the beginning of modern rhetoric teaching among the Serbs in the grammar school in Karlovci. The introduction of modern Western rhetoric was revolutionary step in the process of educational modernization of the Serbs in the Habsburg monarchy so that the first lines of Kozacinski?s introductory lesson underline the ver

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25

Plevin, Arlene. "Green Guilt: An Effective Rhetoric or Rhetoric in Transition?" Technical Communication Quarterly 6, no. 2 (1997): 125–39. http://dx.doi.org/10.1207/s15427625tcq0602_1.

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26

Krasnytska, Olha. ""Modern pedagogical rhetoric" in the preparation system of Doctors of Philosophy." Technium Social Sciences Journal 9 (June 12, 2020): 43–49. http://dx.doi.org/10.47577/tssj.v9i1.934.

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The aim of the article is to cover the content of the author's course "Modern pedagogical rhetoric" in the preparation system of doctors of philosophy - future teachers of higher military education establishments. The preparation system of doctors of philosophy at the third (educational-scientific) higher education level is analysed in the article. The role of rhetoric as a science of public speaking and eloquence in the process of preparation of future teachers, scientists of higher military educational establishments was shown. The content of the author's course "Modern Pedagogical Rhetoric"

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27

Schenkeveld, Dirk M. "The Intended Public of Demetrius's On Style: The Place of the Treatise in the Hellenistic Educational System." Rhetorica 18, no. 1 (2000): 29–48. http://dx.doi.org/10.1525/rh.2000.18.1.29.

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Abstract: On Style, written by a certain Demetrius probably in the first century B.C., is an important witness to the rhetorical education of the third/second centuries B.C. It is a matter of long scholarly debate whether Demetrius intended his treatise to be a handbook of rhetoric or a work of literary criticism. Here it is argued that the public Demetrius writes his book for are pupils who have done the preliminary courses in rhetoric and have leamt to write progymnasmata. They now enter the final course on rhetoric and will compose the more difficult exercises, commonly termed declamationes

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28

Beard, Lauren. "Archival Artistry: Exploring Disability Aesthetics in Late Twentieth Century Higher Education." Canadian Journal of Disability Studies 9, no. 5 (2020): 75–95. http://dx.doi.org/10.15353/cjds.v9i5.691.

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   Jay Dolmage’s (2014) Disability Rhetoric encourages scholars to search beyond normative Aristolean bounds of rhetoric and embrace a critical lens of rhetorical activity as embodied, and disability as an inalienable aspect of said embodiment (p. 289). To that end, this project posits an innovative structure for rhetorically (re)analyzing disability history in higher education through a framework of disability aesthetics. In Academic Ableism, Jay Dolmage (2017) argues that an institution’s aesthetic ideologies and architecture denote a rhetorical agenda of ableism. In Disabi

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29

Vogiatzi, Melpomeni. "The Byzantine reception of Aristotle’s Rhetoric: the 12th century Renaissance." Byzantinische Zeitschrift 113, no. 3 (2020): 1069–88. http://dx.doi.org/10.1515/bz-2020-0045.

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AbstractIn this paper, I argue that, after centuries of neglect, a revival of interest towards Aristotle’s Rhetoric took place in 12th century Constantinople, which led to the production of a number of commentaries. In order to give an overview of the commentary tradition on the Rhetoric, I examine first the surviving extant commentaries themselves, then the information that the commentators offer regarding their preceding interpretations, and last the traces of commentaries on the Rhetoric found in other treatises. This examination will show that, at least within a specific group of scholars,

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30

성기산. "The Sophists' Theory of Rhetoric Education." Journal of Educational Idea 28, no. 3 (2014): 69–91. http://dx.doi.org/10.17283/jkedi.2014.28.3.69.

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31

Gillies, Donald. "Excellence and education: rhetoric and reality." Education, Knowledge and Economy 1, no. 1 (2007): 19–35. http://dx.doi.org/10.1080/17496890601128209.

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32

Cobern, William W. "The rhetoric of science education reform." Physics Teacher 38, no. 8 (2000): 510–11. http://dx.doi.org/10.1119/1.1329100.

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33

Kolko, Jon. "The conflicting rhetoric of design education." Interactions 18, no. 4 (2011): 88–91. http://dx.doi.org/10.1145/1978822.1978840.

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34

Sakki, Inari, Eemeli Hakoköngäs, and Katarina Pettersson. "Past and Present Nationalist Political Rhetoric in Finland: Changes and Continuities." Journal of Language and Social Psychology 37, no. 2 (2017): 160–80. http://dx.doi.org/10.1177/0261927x17706945.

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This article focuses on nationalist political rhetoric in two historical periods in Finland. We analysed the rhetorical changes and continuities in anticommunist newspaper articles from the past (1930s) and in anti-Islam blogs in the present (2010s). We identified two similar discourses in the political rhetoric of both eras, each discourse constructed around two different Others: the external Other, the stranger from the outside world, and the internal Others, those within our own society. Our analysis identified some significant differences pertaining to the form of the rhetoric in the two s

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35

Lengbeyer, Lawrence A. "Rhetoric and anti-semitism." Academic Questions 17, no. 2 (2004): 22–32. http://dx.doi.org/10.1007/s12129-004-1004-7.

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36

Psacharopoulos, George. "From Rhetoric to Usefulness." Comparative Education Review 34, no. 3 (1990): 401–4. http://dx.doi.org/10.1086/446957.

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37

Larcombe, Tony. "Differentiation - rhetoric or practice." Support for Learning 2, no. 4 (1987): 46–50. http://dx.doi.org/10.1111/j.1467-9604.1987.tb00329.x.

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38

Long, Susi. "Separating Rhetoric from Reality." Journal of Teacher Education 55, no. 2 (2004): 141–53. http://dx.doi.org/10.1177/0022487103261581.

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39

Andrews, Paul. "Identity, rhetoric and culture." Cambridge Journal of Education 39, no. 2 (2009): 159–61. http://dx.doi.org/10.1080/03057640902934057.

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40

Stidder, Gary, and Sid Hayes. "Mentoring – rhetoric and reality." Mentoring & Tutoring: Partnership in Learning 5, no. 3 (1998): 57–64. http://dx.doi.org/10.1080/0968465980050306.

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41

Rawson, Beryl. "Education: the Romans and Us." Antichthon 33 (November 1999): 81–98. http://dx.doi.org/10.1017/s0066477400002355.

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Standard text-books have usually presented a cut-and-dried account of three stages of Roman education: primary from age seven, with the grammaticus from age twelve, and rhetoric from about fifteen or sixteen. Most detail is devoted to the rhetorical stage, as that is where the future leaders (politicians, lawyers, army generals) were trained; so there is much detail on rhetorical exercises, declamation, and the like. Such accounts present the Romans as formalistic and rigid, and the focus on adolescent upper-class males tells us nothing about the socialisation and training of younger children,

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42

Pesce, Sébastien. "From Peirce’s Speculative Rhetoric to Educational Rhetoric." Educational Philosophy and Theory 45, no. 7 (2013): 755–80. http://dx.doi.org/10.1111/j.1469-5812.2011.00764.x.

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43

Stock, David. "Recuperating John Bascom’s Contributions to Nineteenth-Century Rhetoric and Contemporary Rhetorical Education." Rhetoric Society Quarterly 45, no. 1 (2015): 65–83. http://dx.doi.org/10.1080/02773945.2014.980520.

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44

Boswell, Grant M. "The rhetoric of pedagogy: Changing assumptions in seventeenth‐century English rhetorical education." Rhetoric Society Quarterly 16, no. 3 (1986): 109–23. http://dx.doi.org/10.1080/02773948609390743.

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45

Gencarella, Stephen Olbrys. "Purifying Rhetoric: Empedocles and the Myth of Rhetorical Theory." Quarterly Journal of Speech 96, no. 3 (2010): 231–56. http://dx.doi.org/10.1080/00335630.2010.499105.

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46

DeIuliis, David. "Disability Rhetoric." Quarterly Journal of Speech 102, no. 1 (2016): 102–6. http://dx.doi.org/10.1080/00335630.2016.1135547.

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47

Killingsworth, M. Jimmie, and Michael Gilbertson. "Rhetoric and Relevance in Technical Writing." Journal of Technical Writing and Communication 16, no. 4 (1986): 287–97. http://dx.doi.org/10.2190/cjue-damk-wy8g-j7e4.

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As a concept of rhetoric in technical writing, relevance involves an awareness of time. The report deals with the past; the manual, with the present; the proposal, with the future. To be considered relevant, however, all the modes of technical writing must relate to the present reality of the audience. Writers must recognize this need not only as it influences grammar and style but also as it affects larger concerns of organization and tone. Realizing that the temporal classification of modem reports, manuals, and proposals correlates with Aristotle's designation of forensic, epideictic, and d

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48

Gawlick, Günter. "Drei Humanisten des Renaissancezeitalters über Wert und Unwert der Rhetorik." Bochumer Philosophisches Jahrbuch für Antike und Mittelalter 18 (December 31, 2015): 130–63. http://dx.doi.org/10.1075/bpjam.18.06gaw.

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It is well-known among historians that rhetoric was at the centre of the studia humaniora in the Italian Renaissance and an important part of education in those times. In this essay the author draws attention to three short tracts discussing the merits of rhetoric from various points of view. Ognibene da Lonigo claims in Oratio de laudibus eloquentiae (1485) that rhetoric is absolutely indispensable in all fields of human life. In Filippo Beroaldo’s Declamatio philosophi, medici et oratoris de excellentia disceptantium (1497), the orator gains the victory over his rivals. Both these writers ar

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49

Bempechat, Janine, Beth A. Boulay, Stephanie C. Piergross, and Kenzie A. Wenk. "Beyond the Rhetoric." Education and Urban Society 40, no. 2 (2007): 167–78. http://dx.doi.org/10.1177/0013124507304178.

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50

Andrews, Richard. "Moffett and Rhetoric." Changing English 17, no. 3 (2010): 251–60. http://dx.doi.org/10.1080/1358684x.2010.505439.

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