Theories and Movements
From RhetorClick
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This page discusses key rhetorical movements and the theories associated with those movements. | This page discusses key rhetorical movements and the theories associated with those movements. | ||
| - | == | + | == Cognitive Rhetoric == |
| + | [http://en.wikipedia.org/wiki/Cognitive_rhetoric Cognitive Rhetoric] | ||
| - | + | == Conservatism == | |
| - | [[ | + | [[Richard Weaver]], 1910-1963: man's nature is fourfold (rational, emotional, ethical, religious), [[God and Devil Terms]], [[Noble Rhetoric]], [[Anti-Nominalism]] |
| - | [ | + | == Emerging Media == |
| + | ===Video Games=== | ||
| + | |||
| + | [http://mitpress.mit.edu/books/chapters/026269364Xchap6.pdf ''Ian Bogost: the Rhetoric of Video Games''] | ||
| + | |||
| + | ===Digital Rhetoric=== | ||
| + | |||
| + | [[Digital Satire]] | ||
| + | |||
| + | ==Feminist Criticism== | ||
| + | |||
| + | [[Celeste Condit]], author of [http://www.tandfonline.com/doi/abs/10.1080/00335639209384002#preview "Post-Burke: Transcending the Sub-Stance of Dramatism"] (1992). | ||
| + | |||
| + | [[Phyllis M. Japp]], author of “Can This Marriage Be Saved? Reclaiming Burke for Feminist Scholarship" from [http://books.google.com/books?id=CcD9wYsIy1kC&pg=PA113&lpg=PA113&dq=Can+This+Marriage+Be+Saved?+Reclaiming+Burke+for+Feminist+Scholarship&source=bl&ots=0VKRayAKL4&sig=ngZCugp8lAoRrM0FwJ9pjQqId5Y&hl=en&sa=X&ei=sTeHT_eJG4aS8AG5sf2VCA&ved=0CC8Q6AEwAA#v=onepage&q=Can%20This%20Marriage%20Be%20Saved%3F%20Reclaiming%20Burke%20for%20Feminist%20Scholarship&f=false Kenneth Burke and the 21st Century] (1999). | ||
== Literary Criticism == | == Literary Criticism == | ||
| Line 14: | Line 28: | ||
== New Rhetorics == | == New Rhetorics == | ||
| + | |||
| + | [[Donald C. Bryant]], 1905-1987: [[definitions of rhetoric]] | ||
[[Kenneth Burke]], 1897-1993: [[Dramatistic Pentad]] (act, scene, agent, agency, purpose), [[Definition of Man]] as symbol-using animal | [[Kenneth Burke]], 1897-1993: [[Dramatistic Pentad]] (act, scene, agent, agency, purpose), [[Definition of Man]] as symbol-using animal | ||
| Line 19: | Line 35: | ||
[http://4341.quinnwarnick.com/wiki/Chaim_Perelman Chaim Perelman], 1912-1984: [[New Rhetorics]] | [http://4341.quinnwarnick.com/wiki/Chaim_Perelman Chaim Perelman], 1912-1984: [[New Rhetorics]] | ||
| - | + | == Pedagogical Studies == | |
| - | + | More a movement than a single theory, these authors have examined the way we teach rhetoric, composition, and research. The pedagogical movements listed here draw heavily from the principles of cognitive rhetoric, calling for an in-depth study of the processes of writing and research. These pedagogical models all hold that the subject matter in question, be it composition, research, or rhetorical practices, can be taught, codified, and improved upon with careful practice and consideration. They further maintain that the basic survey courses offered (think Composition I) do not adequately convey the ''techne'' required to master the subject at hand. | |
| - | [[ | + | [[Douglas Downs]], b. : [[Downs, Douglas and Elizabeth Wardle “Teaching About Writing, Righting Misconceptions: (Re)Envisioning 'First Year Composition' as 'Introduction to Writing Studies'”|Teaching About Writing]] |
| - | [[ | + | [[Lisa S. Ede]], b. 1947: [[Distinctions Between Classical and Modern Rhetoric]] |
| + | |||
| + | [[Doug Eyman]], b. : [[Eyman, Doug and Colleen Reilly "Multifaceted Methods for Multimodal Texts"|Multifaceted Methods for Multimodal Texts]] | ||
| + | |||
| + | [[Andrea A. Lunsford]], b. 1942: [[Distinctions Between Classical and Modern Rhetoric]] | ||
| + | |||
| + | [[Richard Ohmann]], b. 1931: [[Ohmann, Richard “In Lieu of a New Rhetoric”|In Lieu of a New Rhetoric]] | ||
| + | |||
| + | [[Rebecca Rickly]], b. : [[Rickly, Rebecca "Messy Contexts: Research as a Rhetorical Situation"|Messy Contextx: Research as a Rhetorical Situation]] | ||
| + | |||
| + | [[Colleen Reilly]], b. : [[Eyman, Doug and Colleen Reilly "Multifaceted Methods for Multimodal Texts"|Multifaceted Methods for Multimodal Texts]] | ||
| + | |||
| + | [[Elizabeth Wardle]], b. : [[Downs, Douglas and Elizabeth Wardle “Teaching About Writing, Righting Misconceptions: (Re)Envisioning 'First Year Composition' as 'Introduction to Writing Studies'”|Teaching About Writing]] | ||
== Post-Structuralism == | == Post-Structuralism == | ||
| + | |||
| + | [http://en.wikipedia.org/wiki/Post-structuralism Post-Structuralism] | ||
[[Michel Foucault]], 1926-1984: [[author-function]] | [[Michel Foucault]], 1926-1984: [[author-function]] | ||
| - | == | + | == Rogerian Rhetoric == |
| - | [ | + | [http://en.wikipedia.org/wiki/Rogerian_argument Rogerian Argument] |
| - | + | Rogerian rhetoric is derived from the theories of Carl Rogers. Rogers originally developed his ideas as a method of therapy that was centered around understanding the person being treated. Initially called non-directive therapy, this system became the foundation for Rogers' broader ideas of the self and learning. These ideas have been applied across disciplines, heavily influencing one branch of rhetorical studies. | |
| - | + | Rogerian rhetoric then, is the idea that persuasion is most effective when the positions on all side of the argument are understood, and a connection is made between the people involved. Terms such as non-combative and person-centered are some of the theory's watch-words. | |
| - | [[ | + | Rogerian rhetoric typically consists of 4 main stages: |
| + | # An introduction to the problem and a demonstration that the opponent's position is understood. | ||
| + | # A statement of the contexts in which the opponent's position may be valid. | ||
| + | # A statement of the writer's position, including the contexts in which it is valid. | ||
| + | # A statement of how the opponent's position would benefit if he were to adopt elements of the writer's position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better (Brent) | ||
| + | |||
| + | [[Douglas Brent]]: [[Rogerian Rhetoric as an alternative to Traditional Rhetoric]] | ||
| + | |||
| + | [[Jim W. Corder]], 1929-1998: [[argument as emergence toward the other]] | ||
| + | |||
| + | See Also: | ||
| + | |||
| + | [[Wikipedia:Carl_Rogers|Carl Rogers]] | ||
| + | |||
| + | == Semiotics == | ||
| + | |||
| + | [http://en.wikipedia.org/wiki/Semiotics Semiotics] | ||
| + | |||
| + | Originally developed by Ferdinand de Saussure as a part of the framework for structural linguistics, Semiotics is the field of study devoted to [[wikipedia:Sign_(semiotics)|sign]] and communication. Semiotics holds that meaning is created and conveyed through linguistic sign. Related works examine the relationship between signified and signifier, how signs fit into larger works, and how signs influence and change the people that use them. | ||
| + | |||
| + | [[Mikhail Bakhtin]], 1895-1975: [[Polyphony]], [[Unfinalizability]], [[Carnival and Grotesque]], [[Chronotope]], [[Heteroglossia]] ("The Dialogic Imagination"), [[Speech genres]] | ||
| + | |||
| + | [[Roland Barthes]], 1915-1980: author and scriptor, neutral and novelistic writing | ||
| + | |||
| + | [[Ferdinand de Saussure]], 1857-1913: [[signified and signifier are core of semiotics]] | ||
| + | |||
| + | See also: | ||
| + | [http://www.bzzzpeek.com Bzzzpeek] | ||
| + | |||
| + | == Sophism == | ||
| + | |||
| + | From Wikipedia, [http://en.wikipedia.org/wiki/Sophism "Sophism"] | ||
| + | |||
| + | "Sophism in the modern definition is a specious argument used for deceiving someone. In ancient Greece, sophists were a category of teachers who specialized in using the tools of philosophy and rhetoric for the purpose of teaching arete — excellence, or virtue — predominantly to young statesmen and nobility. The practice of charging money for education and providing wisdom only to those who could pay led to the condemnations made by Socrates, through [[Plato]] in his Dialogues, as well as Xenophon's Memorabilia. Through works such as these, Sophists were portrayed as "specious" or "deceptive," hence the modern meaning of the term." | ||
| + | |||
| + | See Also: | ||
| + | |||
| + | *[[Aristotle]] | ||
| + | *[[Plato]] | ||
| + | |||
| + | == Writing and Technology == | ||
[[Dennis Baron]], b. 1944: | [[Dennis Baron]], b. 1944: | ||
| + | |||
| + | [[Cynthia L. Selfe]]: [[Influential Role in "Computers in the Composition Classroom"]] | ||
| + | |||
| + | [[Richard J. Selfe Jr.]]: [[Computer Interface as Representation of Oppression of Diverse Cultures]] | ||
== Uncategorized == | == Uncategorized == | ||
| - | + | '''Authors''' | |
[[Stephen Toulmin]], 1922-2009: [[Toulmin Model of Argument]] | [[Stephen Toulmin]], 1922-2009: [[Toulmin Model of Argument]] | ||
[[Robert L. Scott]], b. 1928: [[Epistemic Rhetoric]] | [[Robert L. Scott]], b. 1928: [[Epistemic Rhetoric]] | ||
| - | |||
| - | |||
[[S. Michael Halloran]], b. 1939: [[Rhetoric in Existentialist Literature]] | [[S. Michael Halloran]], b. 1939: [[Rhetoric in Existentialist Literature]] | ||
| Line 73: | Line 145: | ||
[[Bill Hart-Davidson]] and [[Steven D. Krause]]: | [[Bill Hart-Davidson]] and [[Steven D. Krause]]: | ||
| - | [[ | + | |
| + | '''Theories/Movements''' | ||
| + | |||
| + | [[Belletristic/Elocution]] | ||
| + | |||
| + | [[Semanticism]] | ||
| + | |||
| + | == Rhetoric and Democratic Theory == | ||
| + | [[Portal:Democratic Theory]] | ||
Latest revision as of 15:16, 20 June 2012
This page discusses key rhetorical movements and the theories associated with those movements.
Contents |
Cognitive Rhetoric
Conservatism
Richard Weaver, 1910-1963: man's nature is fourfold (rational, emotional, ethical, religious), God and Devil Terms, Noble Rhetoric, Anti-Nominalism
Emerging Media
Video Games
Ian Bogost: the Rhetoric of Video Games
Digital Rhetoric
Feminist Criticism
Celeste Condit, author of "Post-Burke: Transcending the Sub-Stance of Dramatism" (1992).
Phyllis M. Japp, author of “Can This Marriage Be Saved? Reclaiming Burke for Feminist Scholarship" from Kenneth Burke and the 21st Century (1999).
Literary Criticism
I. A. Richards, 1893-1979: father of New Criticism
New Rhetorics
Donald C. Bryant, 1905-1987: definitions of rhetoric
Kenneth Burke, 1897-1993: Dramatistic Pentad (act, scene, agent, agency, purpose), Definition of Man as symbol-using animal
Chaim Perelman, 1912-1984: New Rhetorics
Pedagogical Studies
More a movement than a single theory, these authors have examined the way we teach rhetoric, composition, and research. The pedagogical movements listed here draw heavily from the principles of cognitive rhetoric, calling for an in-depth study of the processes of writing and research. These pedagogical models all hold that the subject matter in question, be it composition, research, or rhetorical practices, can be taught, codified, and improved upon with careful practice and consideration. They further maintain that the basic survey courses offered (think Composition I) do not adequately convey the techne required to master the subject at hand.
Douglas Downs, b. : Teaching About Writing
Lisa S. Ede, b. 1947: Distinctions Between Classical and Modern Rhetoric
Doug Eyman, b. : Multifaceted Methods for Multimodal Texts
Andrea A. Lunsford, b. 1942: Distinctions Between Classical and Modern Rhetoric
Richard Ohmann, b. 1931: In Lieu of a New Rhetoric
Rebecca Rickly, b. : Messy Contextx: Research as a Rhetorical Situation
Colleen Reilly, b. : Multifaceted Methods for Multimodal Texts
Elizabeth Wardle, b. : Teaching About Writing
Post-Structuralism
Michel Foucault, 1926-1984: author-function
Rogerian Rhetoric
Rogerian rhetoric is derived from the theories of Carl Rogers. Rogers originally developed his ideas as a method of therapy that was centered around understanding the person being treated. Initially called non-directive therapy, this system became the foundation for Rogers' broader ideas of the self and learning. These ideas have been applied across disciplines, heavily influencing one branch of rhetorical studies.
Rogerian rhetoric then, is the idea that persuasion is most effective when the positions on all side of the argument are understood, and a connection is made between the people involved. Terms such as non-combative and person-centered are some of the theory's watch-words.
Rogerian rhetoric typically consists of 4 main stages:
- An introduction to the problem and a demonstration that the opponent's position is understood.
- A statement of the contexts in which the opponent's position may be valid.
- A statement of the writer's position, including the contexts in which it is valid.
- A statement of how the opponent's position would benefit if he were to adopt elements of the writer's position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better (Brent)
Douglas Brent: Rogerian Rhetoric as an alternative to Traditional Rhetoric
Jim W. Corder, 1929-1998: argument as emergence toward the other
See Also:
Semiotics
Originally developed by Ferdinand de Saussure as a part of the framework for structural linguistics, Semiotics is the field of study devoted to sign and communication. Semiotics holds that meaning is created and conveyed through linguistic sign. Related works examine the relationship between signified and signifier, how signs fit into larger works, and how signs influence and change the people that use them.
Mikhail Bakhtin, 1895-1975: Polyphony, Unfinalizability, Carnival and Grotesque, Chronotope, Heteroglossia ("The Dialogic Imagination"), Speech genres
Roland Barthes, 1915-1980: author and scriptor, neutral and novelistic writing
Ferdinand de Saussure, 1857-1913: signified and signifier are core of semiotics
See also: Bzzzpeek
Sophism
From Wikipedia, "Sophism"
"Sophism in the modern definition is a specious argument used for deceiving someone. In ancient Greece, sophists were a category of teachers who specialized in using the tools of philosophy and rhetoric for the purpose of teaching arete — excellence, or virtue — predominantly to young statesmen and nobility. The practice of charging money for education and providing wisdom only to those who could pay led to the condemnations made by Socrates, through Plato in his Dialogues, as well as Xenophon's Memorabilia. Through works such as these, Sophists were portrayed as "specious" or "deceptive," hence the modern meaning of the term."
See Also:
Writing and Technology
Dennis Baron, b. 1944:
Cynthia L. Selfe: Influential Role in "Computers in the Composition Classroom"
Richard J. Selfe Jr.: Computer Interface as Representation of Oppression of Diverse Cultures
Uncategorized
Authors
Stephen Toulmin, 1922-2009: Toulmin Model of Argument
Robert L. Scott, b. 1928: Epistemic Rhetoric
S. Michael Halloran, b. 1939: Rhetoric in Existentialist Literature
Sorapure et al.?
Palmquist et al.?
Bill Hart-Davidson and Steven D. Krause:
Theories/Movements
