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Journal articles on the topic 'Rhetoric and Composition'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Ramsey, Shawn. "A Reevaluation of Alcuin’s Disputatio de rhetorica et de virtutibus as Consular Persuasion: The Context of the Late Eighth Century Revisited." Journal for the History of Rhetoric 19, no. 3 (September 1, 2016): 324–43. http://dx.doi.org/10.5325/jhistrhetoric.19.3.0324.

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ABSTRACT Alcuin’s Rhetoric possesses a singular relationship to the history of rhetoric and to its own unique historical period. The puzzlingly diverse evaluations of the Rhetoric’s purpose and “importance” are often clouded by the question of its subsequent historical influence. The purpose of the present argument is to present contextualizing information based on newly emerging historical data surrounding the mid-790s, the date of the Rhetoric’s composition, and its Augustinian influence. Alcuin’s Rhetoric is an early example of consular rhetoric to “advise the prince” that forms, in itself, a deliberative argument regarding a very specific set of historical exigencies that relate to legal policies toward unconverted subjects in the Carolingian empire. Alcuin’s motivation for the composition of the Rhetoric can be understood in the historically imminent adoption of the Saxon Code and its contradiction of the rhetorical counsel found in Augustine’s De Catechizandis Rudibus.

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2

Klotz, Sarah. "Impossible Rhetorics of Survivance at the Carlisle School, 1879–1883." College Composition & Communication 69, no. 2 (December 1, 2017): 208–9. http://dx.doi.org/10.58680/ccc201729417.

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This article proposes embodied and multimodal readings of student compositions from the Carlisle Indian Industrial School as a way to illuminate processes of assimilation and resistance. Drawing on Gerald Vizenor’s concept of survivance and the ways that the field of composition has taken up Vizenor’s work, I argue that the project remains incomplete if we confine our history of cultural rhetoric to resistant, individual, alphabetically literate voices as the sites of rhetorical sovereignty and rhetorics of survivance.

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3

Jiménez, Alfonso Martín. "Rhetoric, Dialectic, and Literature in the Work of Francisco Sánchez, El Brocense." Rhetorica 13, no. 1 (1995): 43–59. http://dx.doi.org/10.1525/rh.1995.13.1.43.

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Abstract: Francisco Sánchez wrote two rhetorical tieatises to facilitate the interpretation of the work of poets and orators: De arte dicendi (1556) and Organum dialedicum et rhetoricum (1579). In 1556 El Brocense adhered to the classical categories of rhetoric, but in 1579 he adopted the division proposed by Peter Ramus: that is, he assigned inventio and dispositio to dialectic and elocutio and pronuntiatio to rhetoric. In De arte dicendi as well as in Organum dialedicum et rhetoricum, El Brocense demonstiated the validity of the rules ef inventio and dispositio in the composition and interpretation of literary works. His tieatises thus show the influence of rhetoric and dialectic on the interpretation of classical literature in his day.

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4

Tunberg, Terence O. "What Is Boncompagno‘s ‘Newest Rhetoric’?" Traditio 42 (1986): 299–334. http://dx.doi.org/10.1017/s0362152900004116.

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The intensification of intellectual endeavour which characterises the twelfth century is manifested in the art of rhetoric no less than in the other fields of learning. Two new types of theoretical manual represent the trends of twelfth-century rhetoric: the artes dictandi, which apply rhetorical doctrine to the composition of letters and documents, and the artes poetrie, which are primarily concerned with the writing of verse. This creative momentum continued after 1200, particularly in Italy, where dictamen underwent rapid development. There the ars notarie emerged as a semi-autonomous discipline, which was exclusively devoted to the composition of legal documents. Moreover, Italian dictatores of the thirteenth century began to turn their attention to secular speeches, creating a new offshoot of dictamen which is sometimes called the ars arengandi. Boncompagno of Signa's Rhetorica novissima (finished in 1235) is by far the most ambitious of these new treatises on public speaking. Most of the early works on oratory are collections of models, consisting either of exordia or of entire speeches. The Rhetorica novissima, however, not only provides models, but attempts to lay out a completely new theoretical foundation for the art of speech-making.

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Gaillet, LynÃ©e Lewis. "Review Essay: The Rhetoric of Social Movements Revisited." College Composition & Communication 62, no. 2 (December 1, 2010): 379–92. http://dx.doi.org/10.58680/ccc201013214.

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Vision, Rhetoric, and Social Action in the Composition Classroom Kristie S. Fleckenstein Rhetorics, Literacies, and Narratives of Sustainability Peter N. Goggin, ed. Rhetoric and the Republic: Politics, Civic Discourse, and Education in Early America. Mark Garrett Longaker The Responsibilities of Rhetoric Michelle Smith and Barbara Warnick, eds. Active Voices: Composing a Rhetoric for Social Movements Sharon McKenzie Stevens and Patricia M. Malesh, eds.

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6

DEMEYERE, EWALD. "ON BWV1080/8: BETWEEN THEORY AND PRACTICE." Eighteenth Century Music 4, no. 2 (September 2007): 291–99. http://dx.doi.org/10.1017/s1478570607000966.

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The application of rhetoric to music had special significance in the seventeenth century and in the first half of the eighteenth century. The discipline of classical Greek oratory, originally dealing with how to make and execute a speech, formed the basis for the rules of composition and performance, especially in German-speaking lands. During this period the influence of rhetorical principles on all parameters of music was commonplace; not only did a vast number of treatises on rhetoric in music emerge, but the central educational programme taught in the Latin schools and the universities included both musica and rhetorica among the seven artes liberales. That rhetoric was also a fundamental part of Bach’s music-making is shown by the following testimony from Johann Abraham Birnbaum (1702–1748), Professor of Poetics and Rhetoric at Leipzig: ‘He so perfectly understood the resemblance which the performance of a musical piece has in common with rhetorical art that he was listened to with the utmost satisfaction and pleasure when he discoursed of the similarity and agreement between them; but we also wonder at the skilful use he made of this in his works’.

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7

Rickly, Rebecca. "Review Essay: Making Sense of Making Knowledge." College Composition & Communication 64, no. 1 (September 1, 2012): 224–37. http://dx.doi.org/10.58680/ccc201220867.

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Reviewed are: The Changing of Knowledge in Composition: Contemporary Perspectives, Lance Massey and Richard C. Gebhardt, editors, The Present State of Scholarship in the History of Rhetoric: A Twenty-First Century Guide, 3rd edition, Lynée Lewis Gaillet and Winifred Bryan Horner, editors, Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies, Eileen E. Schell and K. J. Rawson, editors, The Ethics of Internet Research: A Rhetorical, Case-Based Process, Heidi A. McKee and James E. Porter, Becoming a Writing Researcher, Ann Blakeslee and Cathy Fleischer

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8

Myers, Nancy. "Review Essay: Pieces of the Puzzle: Feminist Rhetorical Studies and the Material Conditions of Women’s Work." College Composition & Communication 65, no. 2 (December 1, 2013): 345–65. http://dx.doi.org/10.58680/ccc201324505.

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Reviewed are: Networking Arguments: Rhetoric, Transnational Fitalicinism, and Public Policy Writing Rebecca Dingo Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900 Jane Donawerth Fitalicinist Rhetorical Resilience Elizabeth A. Flynn, Patricia Sotirin, and Ann Brady, editors Writing a Progressive Past: Women Teaching and Writing in the Progressive Era— Lisa Mastrangelo— Fitalicinist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies Jacqueline Jones Royster and Gesa E. Kirsch

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9

Gerdes, Kendall, Melissa Beal, and Sean Cain. "Writing a Videogame: Rhetoric, Revision, and Reflection." Prompt: A Journal of Academic Writing Assignments 4, no. 2 (September 30, 2020): 3–12. http://dx.doi.org/10.31719/pjaw.v4i2.64.

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This essay reflects on a three-part assignment in which students plan, design, and reflect on a text-based videogame. Created originally for a composition course focused on rhetoric and videogames, the assignment lends itself to teaching about the writing process, especially invention and revision, teaching procedural rhetorics, and teaching technical communication concepts such as iterative design and usability. This essay is coauthored by the instructor with two students who took the course in different semesters, highlighting the collaborative nature of even solo-authored game design, as well as how making games can help students take up rhetorical concerns in other genres.

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10

Wolfe, Joanna. "Rhetorical Numbers: A Case for Quantitative Writing in the Composition Classroom." College Composition & Communication 61, no. 3 (February 1, 2010): 452–75. http://dx.doi.org/10.58680/ccc20109956.

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Contemporary argument increasingly relies on quantitative information and reasoning, yet our profession neglects to view these means of persuasion as central to rhetorical arts. Such omission ironically serves to privilege quantitative arguments as above “mere rhetoric.” Changes are needed to our textbooks, writing assignments, and instructor development programs to broaden how both we and our students perceive rhetoric.

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11

Anisimova, Tatiana V. "Modern University Textbooks on Rhetoric: Problems, Composition, Text." Current Issues in Philology and Pedagogical Linguistics, no. 4 (December 25, 2022): 240–51. http://dx.doi.org/10.29025/2079-6021-2022-4-240-251.

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The article raises the issue of the content of a textbook on rhetoric, analyzes the available options for constructing such a textbook. The author concludes that most often the content of modern textbooks does not correspond to the classical idea of the concept of rhetoric, but duplicates various humanitarian subjects. The reason for this state of affairs is the lack of the necessary number of specialists in rhetoric. If a philologist is assigned to teach rhetoric, classes are usually filled with tasks on the culture of speech. If rhetoric is transferred to specialized departments (legal, economic, etc.), it is replaced by an analysis of certain aspects of future activities (and not speech) of students. If the actors take up the rhetoric, all its content is reduced to the stage of utterance. An important indicator of an unprofessional approach to rhetoric in all such situations is the availability of tasks on aspects not considered in the theoretical part of the relevant paragraph, as well as the replacement of a systematic and consistent presentation of the material with all kinds of “tips” and “memos”. A professional textbook is always based on a single scientific concept, which is reflected both in the content (the author is not distracted by the message of irrelevant information) and in the composition (the information is arranged in a natural logical sequence). The second feature of such a textbook is a strict orientation to a certain audience: the author consciously selects information, and also offers exercises and tasks that help to form professionally significant skills of the addressee. Textbooks addressed to representatives of specific professions necessarily contain a rhetorical analysis of all professionally significant situations and specific recommendations for constructing statements in professionally significant genres.

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12

Wallace, David L. "Alternative Rhetoric and Morality: Writing from the Margins." College Composition & Communication 61, no. 2 (December 1, 2009): W18—W39. http://dx.doi.org/10.58680/ccc20099477.

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This article explores the need for alternative rhetorics that address systemic marginalization in American society and in the practice of rhetoric and composition. Specifically, three concepts from queer theory—intersectionality, copresence, and disidentification—are used as a basis for defining an alternative rhetoric. Then, in the bulk of the article, Gloria Anzaldúa’s Borderlands/La Frontera is examined to illustrate what engaging in alternative rhetoric from a marginalized cultural position may mean in practice.

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13

Ball, Arnetha F., and Keith Gilyard. "Race, Rhetoric, and Composition." College Composition and Communication 51, no. 4 (June 2000): 668. http://dx.doi.org/10.2307/358921.

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14

Comprone, Joseph J., and W. Ross Winterowd. "Composition/Rhetoric: A Synthesis." College Composition and Communication 38, no. 2 (May 1987): 222. http://dx.doi.org/10.2307/357729.

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15

Horner, Bruce, and Min-Zhan Lu. "Working Rhetoric and Composition." College English 72, no. 5 (May 1, 2010): 470–94. http://dx.doi.org/10.58680/ce201010800.

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Given the multiple meanings of rhetoric and composition, as well as the vexed history of institutional relationships between these two terms, it is important for scholars to trace how they are “worked”—that is, how they materially function—in a variety of specific circumstances.

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16

Korotkina, I. B. "The Story of Writing: From Classical Rhetoric to Rhetoric and Composition." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 12 (January 4, 2022): 75–86. http://dx.doi.org/10.31992/0869-3617-2021-30-12-75-86.

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Written to commemorate the 10th anniversary of the rubric “Academic Writing and Research Competences” established by the journal’s late editor-in-chief Mikhail Sapunov, the paper focuses on the origins of academic writing and traces its development in terms of rhetoric. The five stages of classical rhetoric are interpreted as five key components of academic writing: research, logic, culture, knowledge, and language. This approach helps visualize academic writing as a wholesome model composed of cognitive and linguistic elements, describe the impact of this model on the rhetorical and publishing conventions of the global academic discourse, and define the problems in knowledge construction as deviations from the model’s unity in various sociocultural contexts. The study concludes that the low quality of an academic text may result from either losing the predominance of the first two stages of rhetoric (invention and arrangement) or of the other three (style, memory, and delivery). The former signifies an ideological pressure on researchers to substitute their own rhetoric with quotes from canonized sources, whereas the latter provokes them to disregard language and style as inferior to research, because of which texts diminish in clarity. In either case, communication lacks in efficiency. The study of academic writing in the historical perspective contributes to better understanding of the latest trends in its development and elicits the problems which impede the quality of Russian scholarly and academic texts.

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17

Boyle, Casey. "Writing and Rhetoric and/as Posthuman Practice." College English 78, no. 6 (July 1, 2016): 532–54. http://dx.doi.org/10.58680/ce201628626.

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This article examines the role of reflective practice in rhetoric and composition scholarship and argues for reconsidering practice through posthumanism. It (re)introduces posthumanism as a productive frame for considering rhetorical training in a networked age. In place of reflective practice, the article develops the concept of "posthuman practice" as a serial and material activity for rhetorical training. The article concludes by reconsidering metacognition and how reframing rhetoric as a posthuman practice could affect rhetorical pedagogy and ethics.

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18

Rivers, Nathaniel A., and Ryan P. Weber. "Ecological, Pedagogical, Public Rhetoric." College Composition & Communication 63, no. 2 (December 1, 2011): 187–218. http://dx.doi.org/10.58680/ccc201118389.

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Public rhetoric pedagogy can benefit from an ecological perspective that sees change as advocated not through a single document but through multiple mundane and monumental texts. This article summarizes various approaches to rhetorical ecology, offers an ecological read of the Montgomery bus boycotts, and concludes with pedagogical insights on a first-year composition project emphasizing rhetorical ecologies.

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19

Bartholomae, David. "Composition, 1900-2000." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1950–54. http://dx.doi.org/10.2307/463613.

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By 1900, composition as a university subject was already a century old. Writing instruction and the writing of regular “themes” were part of the university curriculum in the United States throughout the nineteenth century, with goals and methods perhaps best represented in Blair's Lectures on Rhetoric and Belles Lettres (1783), Newman's A Practical System of Rhetoric (1827), Parker's Aids to English Composition (1844), Boyd's Elements of Rhetoric and Literary Criticism (1844), and Quackenbos's Advanced Course of Rhetoric and English Composition (1855). Composition courses, usually required, are among the most distinguishing features of the North American version of university education. They represent a distinctively democratic ideal, that writing belongs to everyone, and a contract between the institution and the public—a bargain that, over time, made English departments large and central to the American university and to the American idea of an undergraduate education.

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20

Mazor, Yair. "Hosea 5.1-3: Between Composttional Rhetoric and Rhetorical Composition." Journal for the Study of the Old Testament 14, no. 45 (October 1989): 115–26. http://dx.doi.org/10.1177/030908928901404510.

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21

Watts, James W. "Rhetorical Strategy in the Composition of the Pentateuch." Journal for the Study of the Old Testament 20, no. 68 (December 1995): 3–21. http://dx.doi.org/10.1177/030908929502006801.

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Greco-Roman theorists of rhetoric pointed out the persuasive force of story, list and divine sanction in combination and considered it dangerous. That practical insight, if not that evaluation, was shared by writers throughout the ancient world who on its basis structured texts of various types to maximize their rhetorical power. In ancient Israel, where law was published through public readings of entire documents, the need to maximize the texts' persuasive force led writers to employ the same rhetorical strategy. Thus law finds itself in the company of story and divine sanctions in almost all of Israel's extant legal traditions until the late first millennium BCE. As these traditions were combined into ever larger blocks of material, the setting in public readings of whole documents must have become increasingly anachronistic. Yet the rhetoric of story, list and divine sanction still shapes the maze of genres and traditions which make up the Pentateuch.

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22

Whitburn, Merrill D. "Invention in James M. Hoppin's HOMILETICS: Scope and Classicism in Late Nineteenth-Century American Rhetoric." Journal for the History of Rhetoric 10, no. 1 (January 1, 2007): 105–29. http://dx.doi.org/10.5325/jhistrhetoric.10.1.0105.

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Abstract Although conventional views about late nineteenth-century rhetoric highlight a shift from oratory to composition and from classical rhetoric to a “new” rhetoric with origins in Scottish rhetoricians (with a loss of scholarship and quality), James M. Hoppin's Homiletics can be grouped with an increasing number of works that complicate such views. Hoppin focuses on oratory; reveals an especially broad and scholarly knowledge of classical, religious, and foreign rhetorics; uses a complex of ideas called “uniformitarianism” to justify his primary focus on classical rhetoric; and achieves high quality. His concept of invention has both classical and Christian roots in a complex relationship reflecting both scope and narrowness.

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23

Tsyhanok, Olha, and Svitlana Vynnychuk. "Marcus tullIus Cicero’s works in the textbook on eloquence “The Mohyla Speaker” (1636)." LITERARY PROCESS: methodology, names, trends, no. 15 (2020): 95–102. http://dx.doi.org/10.28925/2412-2475.2020.15.15.

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The article analyses which works of Marcus Tullius Cicero are mentioned and (or) quoted in the textbook on the rhetoric of the Kyiv-Mohyla Academy “Orator Mohileanus” (1636) by Joseph Kononovich-Gorbatsky. The Ukrainian teacher prefers the speeches of the Roman orator. 49 speeches of Cicero are mentioned or quoted 228 times (16 legal speeches — 148 times, 33 political speeches — 80 times).There are three cases of special attention to Cicero’s speeches: their chronology is presented; the technique of confirmation is analysed on the example of “In Defense of Archias the Poet” and common places are collected for imitation. Among Cicero’s treatises on oratory, the most popular are “Rhetorica ad Herennium” (as Joseph Kononovich-Gorbatsky means, authored by Cicero) and “About the Subdivisions of Oratory”. In total, seven rhetorical treatises are mentioned or cited 101 times. A special role is given to “About the Subdivisions of Oratory”. The structure of the first treatise clearly repeats the composition of the work of the Roman classic, the titles of the sections are duplicated, parallels are constantly drawn. Unlike other rhetorical works, Cicero’s “About the Subdivisions of Oratory” are quoted in Ukrainian rhetoric in large fragments. Six Tullius’s philosophical works are sporadically (12 times) presented in Ukrainian rhetoric; Cicero’s letters — three times only.

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24

Subbotina, Marina Valentinovna, Yuri Nikolaevich Isaev, Aleksey Rafailovich Gubanov, and Andrey Anatolyevich Danilov. "Specific and general patterns of deliberative rhetoric in Russian and Anglo-American rhetoric." Philology. Issues of Theory and Practice 16, no. 10 (October 12, 2023): 3502–7. http://dx.doi.org/10.30853/phil20230539.

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The study aims to identify the verbal and cogitative technology of making proposition (the mandatory compositional part of deliberative rhetoric) in Russian and Anglo-American rhetoric. The paper presents a holistic comparative description of the Patriarch’s speech from A. S. Pushkin’s drama “Boris Godunov” and the “Sinews of Peace” speech by W. Churchill. The concept of the ideal language type taken from linguistic typology served as the basis for the extragenetic comparison of the Russian literary text and the Anglo-American text of mass communication neo-rhetoric. The ideal language type as a set of universal definitions of rhetoric units is formed in classical Greco-Roman rhetoric and is used by the educational systems of both national cultures. The compared texts are constructed according to the same rules and have a single rhetorical orientation. The scientific novelty of the study lies in identifying the sense-making role of metaphor both in the composition of proposition and in the composition of deliberative rhetoric as a whole; in establishing correspondence between the propositions of the Russian and the English-language texts. As a result, the semantic and stylistic features of deliberative oratory in Russian and Anglo-American rhetoric were revealed.

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25

Healy, Daniel. "Structuralist Pedagogy, Style, and Composition Studies: Past Paradigms’ Unfinished Possibilities." Style 56, no. 3 (August 1, 2022): 237–57. http://dx.doi.org/10.5325/style.56.3.0237.

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ABSTRACT Structuralism as a working method has not come into contact with the body of compositionist scholarship for quite some time, leading writing studies scholars to conclude that its former place of prominence in the discipline was an empiricist reaction to language’s inescapable ambiguity (Crowley), or even a radical mistake counter to the very spirit of hermeneutics (Berthoff). This article takes an archival approach toward excavating composition studies’ institutional forums to better map American structuralism’s once-central role within a discipline that has long since rejected it. Furthermore, it aims to raise the specter that seemingly dead-end structuralist methodologies—A. J. Greimas’ structural semantics (1966/1983, Structural Semantics), Frank DeAngelo’s theoretical bridging of structural linguistics, rhetoric, and case grammar (“Generative Stylistics: Between Grammar and Rhetoric,” “Notes toward a Semantic Theory of Rhetoric within a Case Grammar Framework”)—hold possibilities for linking sentence-level style to whole-text rhetorical meaning in theorizing and teaching writing.

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26

Olson, Gary A., and Todd W. Taylor. "Publishing in Rhetoric and Composition." College Composition and Communication 49, no. 2 (May 1998): 303. http://dx.doi.org/10.2307/358950.

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27

Ward, John O. "Rhetorical Theory and the Rise and Decline of Dictamen in the Middle Ages and Early Renaissance." Rhetorica 19, no. 2 (2001): 175–223. http://dx.doi.org/10.1525/rh.2001.19.2.175.

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This paper examines the links between Classical (Ciceronian) rhetorical theory and the teaching of medieval Latin prose composition and epistolography between the eleventh century and the renaissance, mainly in Italy. Classical rhetorical theory was not replaced by dictamen, nor was it the “research dimension” of everyday dictaminal activity. Rather Classical rhetorical theory, prose composition and epistolography responded to distinct market niches which appeared from time to time in different places as a consequence of social and political changes. Boncompagno's apparent setting aside of Ciceronian rhetorical theory in favour of stricter notarial and dictaminal procedures was in turn superseded by his successors who chose to enrich their notarial theory with studies of classical rhetoric. Classical rhetorical theory proved influential on dictaminal theory and practice. Dictamen was not ousted by classical rhetoric. It only really declined when growing lay literacy and the use of the vernacular combined with the autonomous professionalism of the legal training institutions to erode the privileged position occupied in medieval times by the dictatores.

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Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (January 2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.

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29

Zaleski, Michelle. "The Word Made Secular: Religious Rhetoric and the New University at the Turn of the Twentieth Century." College English 80, no. 2 (November 1, 2017): 159–83. http://dx.doi.org/10.58680/ce201729374.

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This essay examines the teaching of composition at Harvard University alongside the teaching of rhetoric at Boston College by returning to a published debate over education reform between Charles W. Eliot, president of Harvard, and Timothy Brosnahan, SJ, president of Boston College. The debate, contextualized alongside each school’s curriculum, captures the religious tension at the heart of the turn from rhetoric to composition during the end of the nineteenth century. A reprise for understanding education as religious and rhetorical, Brosnahan's resistance to Eliot’s narrative of “the new education” exposes the unseen religious assumptions behind Eliot's attempt at secularizing the American university.

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30

Dekhanov, Sergey A. "Rhetoric for Herennius (Lat. Rhetoricon ad Herennium)." Advocate’s practice 2 (May 2, 2024): 47–50. http://dx.doi.org/10.18572/1999-4826-2024-2-47-50.

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The article provides a brief summary of the rhetoric of Herennius. The rhetoric of Herennius, along with the works of Aristotle, Cicero, and Quintilian, is the pearl of ancient rhetoric and is the first judicial rhetoric that was used as a textbook in the Middle Ages. In the rhetoric of Herennius, an analysis of the types of speeches is given with exhaustive completeness (a demonstrative speech is devoted to the praise or censure of a famous person, a deliberative speech consists of discussing political issues and is aimed at choosing a particular decision, a judicial speech is based on a legal dispute); The skills of invention (inventio), composition (dispositio), style (elocutio), memorization (memoria) and performance (pronuntiactio and methods of their application) are analyzed in detail. It is concluded that creative achievements of this kind (like the rhetoric of Herennius) appear once or twice every millennium, but still they exist and it is they that motivate modern researchers in the field of judicial rhetoric to deeply comprehend their depths and move on.

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31

Christiansen, Nancy L. "Rhetoric as Character-Fashioning: The Implications of Delivery's “Places” in the British Renaissance Paideia." Rhetorica 15, no. 3 (1997): 297–334. http://dx.doi.org/10.1525/rh.1997.15.3.297.

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Abstract: Pronuntiatio teaches charaeter creation and analysis. Because the rhetorical curriculum in the British Renaissance considers pronuntiatio essential, retains the educational goal of facilitas, treats every “text” as a declamation, and depicts inventio, dispositio, elocutio, and memoria in behavioral metaphors with rules mirroring those of pronuntiatio, Renaissance rhetoric is in practice an art of behavior centrally concerned with decorum. This connection between Renaissance rhetoric and ethics suggests a defense for the claim that the good orator is the good man and expands the domain of rhetoric from an art of expression, composition, or persuasion to an art of character-fashioning.

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32

Woody, Cassandra. "Re-Engaging Rhetorical Education through Procedural Feminism: Designing First-Year Writing Curricula That Listen." College Composition & Communication 71, no. 3 (February 1, 2020): 481–507. http://dx.doi.org/10.58680/ccc202030504.

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This article argues that rhetoric-focused first-year composition curricula may effectively use feminist revisions to rhetoric by employing a method the author calls procedural feminism, or the distillation of feminist rhetorical practices and theory within curricular development that does not make feminism a topic students will directly engage. The author argues that employing procedural feminism can move students to become more ethical participants in public discourse while circumventing student resistance to ideological classrooms.

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Bennett, Beth S. "The Controversia of Anselm de Besate." Journal for the History of Rhetoric 7, no. 1 (January 1, 2004): 1–15. http://dx.doi.org/10.5325/jhistrhetoric.7.1.0001.

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Abstract In eleventh century Italy, Anselm de Besate claimed rhetoric had become too technical and difficult to use. He wrote the Rhetorimachia as a controversia, applying declamatory form to a written composition, in order to illustrate rhetoric's usefulness. Nonetheless, Anselm complained that critics failed to understand this intent. Contemporary readers, unfamiliar with the declamatory tradition, have also misunderstood the intent of his controversia. Here, I compare Anselm's controversia with those found in Seneca the Elder and with the declamatory pedagogy of Quintilian, showing that Anselm was imitating a well-established tradition of educational practice as well as displaying his rhetorical artistry.

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Kirkpatrick, Andy. "Medieval Chinese rules of writing and their relevance today." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 1–14. http://dx.doi.org/10.1075/aral.27.1.01kir.

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Abstract Chen Kui was a scholar-official of the Southern Song dynasty. He published the Wen Ze (here translated as The Rules of Writing) in 1170. This book is commonly described by Chinese scholars as China’s first systematic account of Chinese rhetoric. The book comprises ten chapters, covering aspects of rhetoric and composition, including the use of rhetorical devices, the functions and methods of citation, and the importance of using everyday language. Despite its acknowledged importance by Chinese scholars, The Rules of Writing’ remains comparatively unknown, even within China. This article will focus on three topics discussed by Chen Kui that I hope will be of interest to applied linguists and to teachers of academic writing, especially those involved in the teaching of academic discourse to international students of Chinese background. The three topics are: the appropriate use of language; the sequencing of argument when writing discursive texts; and the methods and uses of citation. It will be argued that writing styles are a product of the age in which they develop, and that these styles change significantly over time, no matter in which culture they may be set. Principles of Chinese rhetoric as discussed here have their counterparts in other rhetorics. They are not uniquely Chinese.

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Diab, Rasha, Beth Godbee, Cedric Burrows, and Thomas Ferrel. "Rhetorical and Pedagogical Interventions for Countering Microaggressions." Pedagogy 19, no. 3 (October 1, 2019): 455–81. http://dx.doi.org/10.1215/15314200-7615417.

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This article names microaggressions as a rhetorical and pedagogical phenomenon. To make the case for rhetorical and pedagogical intervention, the authors define and trace microaggressions in literature from rhetoric, composition, and literacy studies; share cross-disciplinary understandings of microaggressions; and offer illustrations from sites of research, teaching, and service.

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Kholodkova, Olena. "Rhetoric and semiotic systems in the analysis of Baroque secular instrumental music." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 69, no. 69 (December 28, 2023): 7–39. http://dx.doi.org/10.34064/khnum1-69.01.

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Statement of the problem. The issue of musical rhetoric has not lost its relevance for musicologists for almost a century. Unfortunately, early treatises do not provide a clear definition of this subject. Therefore, during the process of developing perceptions about it, some stereotypes have emerged, which have led to misunderstandings that require analysis and explanation. One of these stereotypes is the consideration of rhetoric as a semiotic system. Recent research and publications. The chosen problematicy has determined the reference to four groups of studies. The first group includes the works focusing on the subject of semiotics, the relationship between semiotics and music, and critical comparative views on the semiotic system (Dunsby, 1983; Turino, 1999; Dahl, 2019). A thorough critical analysis of various methodological approaches to semiotic concepts is presented in the studies of N. Cook (1996) and K. Guczalski (2005). The second group comprises important historical “rhetorical” treatises, without which it is impossible to develop an appropriate approach to the problems of musical rhetoric (Nucius, 1613; Kircher, 1650; Bernhard, 1660; Printz, 1678; Praetorius/Lampl, 1957; Mattheson/Lenneberg, 1958). The third group of researches consists of modern works, in which musical rhetoric is considered as a set of rhetorical figures with certain symbolic sense (Cameron, 2006; Komenda, 2010; Popova, 2015; Zgółka, 2016; Lebedev, 2016; Bashmakova, 2017). And the last group contains research works with a critical approach to stereotypical interpretations of musical rhetorical figures. G. G. Butler (1977) examines the musical processes related to the use of figures taking in account the rules of Dispositio canon. R. Callahan (2010) and B. Karosi (2014) explore the figures as a component of improvisation. B. Vickers (1984) considers it reasonable and logical that the greatest attention of scholars was paid to the rhetorical canon Elocutio, which operates with rhetorical patterns, but takes a critical approach to the use of verbal and rhetorical terminology in music. The analysis and comparison of the aforementioned studies allows to refute the idea of the expediency of absorption of the rhetorical system by the semiotic one. Objectives, methods, and novelty of the research. The purpose of the study is to differ the systems of rhetoric and semiotic through the demonstration that rhetoric is not just a set of rhetorical figures with a certain semantics, but can be interpreted as a system of composition (poetics). Separating the perceptions of rhetoric from the semiotic projections, determining rhetoric as a holistic system and highlighting the differences between these two spheres actualizes the topic of the study. Such an analytical approach is first realized on the example of chamber music and Concerto for violins without bass by G. Ph. Telemann. The study involves the use of historical, comparative, semantic, and typological methods. Results and conclusion. The study has shown that musical rhetoric is a much wider concept than a semiotic system, as it includes the principles of composition, performance issues. It appears to be a clear canonical structure, on the basis of which an appropriate comprehensive analysis of the composition can be made and a convincing performance version can be prepared. Rhetorical figures, the presence of which is not denied, in contrast to a “sign” or “symbol”, do not have a stable semantic meaning, but rather obtain it only in the context of style, genre, harmonic, counterpoint and other forms of expression. Semiotics is currently presented as a collection of methods with numerous options and ways of understanding and interpreting them. Based on the statements above, we come to the conclusion that rhetoric cannot be interpreted as a semiotic system, therefore, in the process of analysis Baroque music, it does not seem necessary to turn to semiotics. However, if a scholar or interpreter considers this approach reasonable, this should not deter them from attempting to gain a deeper knowledge of a musical work and from referring to various concepts, which, nevertheless, are subject to argumentation. We also do not exclude the possibility of further separate research on this particular aspect.

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Phelps, Louise Wetherbee, and John M. Ackerman. "Making the Case for Disciplinarity in Rhetoric, Composition, and Writing Studies: The Visibility Project." College Composition & Communication 62, no. 1 (September 1, 2010): 180–215. http://dx.doi.org/10.58680/ccc201011665.

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In the Visibility Project, professional organizations have worked to gain recognition for the disciplinarity of writing and rhetoric studies through representation of the fieldin the information codes and databases of higher education. We report success in two important cases: recognition as an “emerging field” in the National Research Council’staxonomy of research disciplines; and the assignment of a code series to rhetoric and composition/writing studies in the federal Classification of Instructional Programs(CIP). We analyze the rhetorical strategies and implications of each case and call for continuing efforts to develop and implement a “digital strategy” for handling data aboutthe field and its representation in information networks.

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Spring, Suzanne B. "“Seemingly Uncouth Forms”: Letters at Mount Holyoke Female Seminary." College Composition & Communication 59, no. 4 (June 1, 2008): 633–75. http://dx.doi.org/10.58680/ccc20086673.

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Dispelling historical narratives in composition and rhetoric that largely depict nineteenth-century student compositions as “vacuous” themes, this archival study examines women’s compositions at Mount Holyoke Female Seminary as complex generic hybrids, in which the composition is fused with common social and dialogic forms.

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Mack, Peter. "Rhetorical Skills and Renaissance Literature." Rhetorica 41, no. 4 (September 2023): 412–45. http://dx.doi.org/10.1353/rht.2023.a915454.

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Abstract: The renaissance witnessed both a large expansion of teaching and composition of rhetoric manuals and a flowering of literature in the sixteenth century. This essay asks what rhetorical theory contributed to renaissance literature. Where some earlier accounts, for example by Cave, Eden and Vickers, focus on the impact of one or two rhetorical doctrines, this essay argues that renaissance writers drew on, adapted and combined a wide range of rhetorical doctrines in thinking about how to persuade and move their audiences. In order to make this argument it sets out sixteen skills taught by renaissance rhetoric which writers could use: thinking about the audience; self-presentation; reusing reading in writing; style and amplification; emotion; pleasing; narrative; character; argument; examples; comparison; contraries; proverbs and axioms; disposition; beginning; and ending. It analyses texts by Erasmus, Tasso, Sidney, Montaigne and Shakespeare to show how the greatest renaissance writers adapted and combined ideas from rhetoric.

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Kirkpatrick, Andy. "China's First Systematic Account of Rhetoric: An introduction to Chen Kui's Wen Ze." Rhetorica 23, no. 2 (2005): 103–52. http://dx.doi.org/10.1525/rh.2005.23.2.103.

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Abstract Chen Kui published theWen Ze, The Rules of Writing) in 1170. Chinese scholars commonly describe this as the first systematic account of Chinese rhetoric. This paper will place the Wen Ze in its historical and rhetorical context and provide a translation and discussion of key extracts from the book. In providing a summary of the key points of The Rules of Writing, this paper presents the main principles of Chinese composition and rhetoric as laid out by Chen Kui. It will also provide evidence that rhetorical styles are a product of their times. Like fashions, they flourish and fade and then flourish again.

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Harris, Joseph, and Gary A. Olson. "Rhetoric and Composition as Intellectual Work." College Composition and Communication 55, no. 1 (September 2003): 172. http://dx.doi.org/10.2307/3594205.

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Isaksen, Judy L. "Review of Race, Rhetoric, and Composition." Technical Communication Quarterly 12, no. 2 (April 2003): 228–30. http://dx.doi.org/10.1207/s15427625tcq1202_6.

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Halbritter, Bump. "Musical rhetoric in integrated-media composition." Computers and Composition 23, no. 3 (January 2006): 317–34. http://dx.doi.org/10.1016/j.compcom.2006.05.005.

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Connors, Robert J., and Walter S. Minot. "Rhetoric: Theory and Practice for Composition." College Composition and Communication 36, no. 1 (February 1985): 110. http://dx.doi.org/10.2307/357617.

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Aiqing, Wang, and Thomas William Whyke. "From Ancient Zhiguai Tales to Contemporary Animation: A Study of Visual Rhetoric in ‘Yao-Chinese Folktales’ (2023)." Animation 19, no. 1 (March 2024): 58–75. http://dx.doi.org/10.1177/17468477241236129.

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This study delves into the use of visual rhetorical strategies in 中国奇谭 Zhongguo Qitan ‘Yao-Chinese Folktales’ (2023), particularly focusing on 鹅鹅鹅 E E E ‘Goose Mountain’ (henceforth ‘Goose’) directed by Hu Rui. We assert that ‘Goose’ transcodes and reinterprets the ancient Chinese zhiguai novella 阳羡书生 Yangxian Shusheng ‘The Scholar from Yangxian’ (henceforth ‘Scholar’) for a contemporary audience through the use of visual rhetoric, leading to a compelling contemporary rendition of this tale. As a silent animation, ‘Goose’ does so by adeptly incorporating visual depictions, especially animal-related imagery and ink painting aesthetics, drawn from the broader traditional zhiguai myths, or tales of the strange and traditional Chinese culture. The core argument hinges on visual rhetoric’s transformative potential. In ‘Goose’, the connection between tradition and contemporaneity is established through metaphor and metonymy. Initially a literary figure of speech, metaphor and metonymy now encompasses ‘visual rhetoric’, widely applied in interpreting visual arts. Visual rhetoric often employs various elements such as colour, shape, size, objects, composition and texture to convey information. This study highlights the role played by the inseparable link between traditional zhiguai narratives, the minzu/national style, and the contemporary animation technology in ‘Goose’, a transformative role that revitalizes ancient traditions to resonate with today’s viewership.

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Porter, James E., Patricia Sullivan, Stuart Blythe, Jeffrey T. Grabill, and Libby Miles. "Institutional Critique: A Rhetorical Methodology for Change." College Composition & Communication 51, no. 4 (June 1, 2000): 610–42. http://dx.doi.org/10.58680/ccc20001400.

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We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and com-position has focused its attention chiefly on the composition classroom, on the de-partment of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory.

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Górny, Tomasz. "Związki retoryki i muzyki – kantata Christ lag in Todesbanden Jana Sebastiana Bacha / Rhetoric And Music: Johann Sebastian Bach’s Cantata Christ Lag in Todesbanden." Ruch Literacki 53, no. 6 (December 1, 2012): 731–43. http://dx.doi.org/10.2478/v10273-012-0045-8.

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Summary The first part of the article outlines the tradition which gave shape to the Baroque musical rhetoric. Among its constitutive elements were the style of the Florentine Camerata with its insistence on the role of speech in musical composition; Athanasius Kircher’s doctrine of the affects (Affektenlehre); Johann Mattheson’s model of the aria and Joachim Burmeister’s idea of musical figures. The second part of the article contains a rhetorical interpretation of Johann Sebastian Bach’s Cantata No.4 BW V Christ lag in Todesbanden”. The interrelationship between the words and the musical structure of the cantata is described and analyzed with the help of concepts from the field of musical rhetoric. The summary considers the significance of this interpretation of Bach’s composition for contemporary musical life.

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Wael Omar Alomari, Wael Omar Alomari. "The Impact of Religious Motivation in the Emergence of Arabic Rhetoric A Reading in the Era of Composition to Independent Authorship (English Abstract)." journal of king abdulaziz university arts and humanities 27, no. 1 (January 7, 2019): 207–23. http://dx.doi.org/10.4197/art.27-1.7.

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The roots of the rhetorical lesson grew in a fertile religious land. They characterized its rhetoric from the rhetoric of the rest of the nations as it was connected with the Qur’anic text. However, the religious stream did not have only one subject and one goal. It produced multiple contexts that refined the teachings of the rhetorical lesson later on. This diversity was a fertile tool for Arabic eloquence. The research sought to discuss the details of the roots, to extract the courses of religious influence in the emergence of Arabic rhetoric. The research has gone beyond the oral news and stories to begin with the written diaries, in search of the author’s motivations and his aims, and of the milestones that contributed to the reading of the rhetorical lesson. It emanated from the signs of the composition, so the limits of the research stopped at the beginning of the independent composition of Arabic rhetoric and moved to a stage approaching the methodology. The research revealed three courses that stemmed from the religious influence which were related to language. These three courses are analysis, interpretation and explanation. They were tools that were used in the analysis that aimed to understand the Qura’nic text in order to transfer it from language to practice. The interpretation, on the other hand, raised the question of compatibility between language and belief. The explanation tried to deal with the issue of miracles and clarifying its features. The re-reading of the history of science is an area that can research, re-ask the question, and disassociate its relations, to understand the process of science, and the impact of their tributaries on their concepts. This is what researchers can examine in the rest of the tributaries that have fueled the rhetorical lesson.

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Artze-Vega, Isis, Melody Bowdon, Kimberly Emmons, Michele Eodice, Susan K. Hess, Claire Coleman Lamonica, and Gerald Nelms. "Privileging Pedagogy: Composition, Rhetoric, and Faculty Development." College Composition & Communication 65, no. 1 (September 1, 2013): 162–84. http://dx.doi.org/10.58680/ccc201324229.

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This article considers connections between the work of composition and rhetoric and the growing field of faculty development. It defines faculty development, explores reasons composition and rhetoric scholars might be drawn to and successful in faculty development positions, and examines existing and potential intellectual connections between these two fields of inquiry.

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Katos, Demetrios. "Socratic Dialogue or Courtroom Debate? Judicial Rhetoric and Stasis Theory in the Dialogue on the Life of St. John Chrysostom." Vigiliae Christianae 61, no. 1 (2007): 42–69. http://dx.doi.org/10.1163/004260307x164485.

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AbstractThe Dialogue on the Life of St. John Chrysostom (written c. 407/8) has long puzzled modern readers on account of its choice of the dialogue form and its bewildering organization. Its attribution to Palladius of Helenopolis (c. 363-430) has often been contested, too. This article proposes that the dialogue form was chosen to convey the spirit of advocacy that lies at the heart of this composition, and then demonstrates that various compositional decisions can be explained by principles of judicial rhetoric and late antique stasis (issue) theory, particularly those of Hermogenes of Tarsus (c. 160-230) whose rhetorical handbook had become important by the fourth and fifth centuries in rhetorical training. These elements suggest that the author of the Dialogue was well trained in judicial rhetoric and that he composed this work primarily to make a case for John's restoration to the diptychs as bishop, rather than as a biographical or historical record as previously assumed. The influence of stasis theory in this composition also confirms the continued importance of judicial rhetoric in the late empire and bolsters the case for the authorship of Palladius, who had been commissioned by John to investigate charges raised against Antoninus of Ephesus and by Innocent of Rome to petition Arcadius for John's restoration.

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