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Rhetoric--Theories for Application, Papers Presented at the 1965 Convention of the National Council of Teachers of English REPOR TRESUMES ED 017 504 TE 000 316 RHETORIC--THEORIES FOR APPLICATION, PAPERS PRESENTED AT THE 1965 CONVENTION OF THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH. BY- GORRELL, ROBERT N., ED. NATIONAL COUNCIL OF TEACHERS OF ENG.,CHAMPAIGN,ILL PUB DATE 67 EDRS PRICE MF-$0.50 HC-$5.16 127P. DESCRIPTORS- *COMPOSITION (LITERARY), *ENGLISH INSTRUCTION, *RHETORIC, *SPEAKING, ENGLISH CURRICULUM, LANGUAGE, LITERARY ANALYSIS, LITERATURE, SEMANTICS, TEACHING METHODS, WRITING, FIELD THEORY, THESE 14 PAPERS EMPHASIZE THE VARIETY OF CURRENT THOUGHT ABOUT RHETORIC ANU THE EXTENT TO WHICH MODERN RHETORIC IS EXPLOITING NEW INFORMATION AND RESEARCH. THE EDITOR'S INTRODUCTION DEFINES THE RECENTLY REVIVED ART OF RHETORIC IN TERMS OF ITS PURPOSES AND TYPES, AND THE PAPERS THEMSELVES DEMONSTRATE THAT MUCH OF WHAT IS NOW HERALDED AS NEW IN THE FIELD IS ACTUALLY OLD AND THAT MUCH CAN BE LEARNED FROM FORMULATIONS OF THE RHETOP!C OF THE PAST. THES: PAPERS EXAMINE-(1) THE CONTEMPORARY PERTINENCE OF RHETORIC AND SEMANTICS TO COMPOSITION, (2) THE SIMILARITIES AND DIFFERENCES BETWEEN COMPARABLE ORAL AND WRITTEN MESSAGES AND HOW BOTH SHARE THE RHETORICAL "STANCE," (3) THE DANGERS OF USING PRESCRIPTIVE CLASSIFICATIONS IN PARAGRAPH COMPOSITION AND STYLE ANALYSIS, (4) RHETORICAL ANALYSIS APPLIED TO LITERARY CRITICISM AND TO THE EXPLICATION OF POEMS AND POETIC STRUCTURE, (5) THE APPLICATION OF SCIENTIFIC FIELD THEORY TO RHETORIC, TO LANGUAGE, AND TO LITERATURE,(6) THE RELATIONSHIP OF RHETORIC TO OTHER DISCIPLINES, AND (7) NEW APPROACHES TO THE TEACHING OF RHETORIC AND TO EFFECTIVE CURRICULUM PLANNING. (THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL COUNCIL OF TEACHERS OF ENGLI$H, 508 SOUTH SIXTH ST., CHAMPAIGN, ILL.. 61820, $1.75, ORDER NO. 31600.)(JB) 4 so; v Pr \4 ; X' e.4 4 1`.'- 4 ,. 4 r , AL A , t - , , -.. e c-.", ;,. I. 1r i ' f ,,,, 1 I stry 1_-41.t. .0 . a As P 11 ' .. Itki.r&. III ,t ..- cif .-.3 rt S",?Vie R 11§211PP.Is t 111$ .." .it ,,,--T ' _,...or 1. k.-"A 4 1 rt 1 .. .k ". ftir'',...fr'"' Ii4:1)tgRirr- At GtAKR'IL, II e..k , a '4; it .!: 4 %or- 1 1 I ...., ; ..... .4 x'l' . , -, .; (c )10, _ ,c ,.. ../ s.. 4, ,_ 4.... 0 ki/ ; k .. .. ,.,t .. -..., _. i 4.: 1 ,, * . , . ,..1- le .4 r ', . .01 ,t; 1 'f'... ..> `, .1 4 )p) 4,0 1...4', ,. I.. ., .4 w I( ,.....1 , e. "I , e IP , . -It '''';..L.C7 110 III. di1744 If (4 -....* 4 J. ' $ d 4 P .W se, Nf41. ,: ,- - T. v :. iv s 4. 6 ..IN e ' i I 1( t ."'fr c i,, *:,. e . -4 . "-- - - II. 14 4,:i doVriert. 44; A kre§. rop r tivdLes. .4 .. t %f- vi 4,014 -44 P .. t. itt5 0 o Si'. 'Stalliesto. ' ,, *). t .1,GnAmpipign, illiuois61r820 ' . 4 r- % RHETORIC: THEORIESFOR APPLICATION U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Papers Presented at the 1965Convention of the National Council of Teachers ofEnglish RHET C: THEORIES FOR APPLICATION ROBERT M. CORRELL, EDITOR University of Nevada 0 0 t NATIONAL COUNCIL OF TEACHERS OFkINGLISH 508 South Sixth Street Champaign, Illinois 61820 NCTE COMMITTEE ONPUBLICATIONS James R. Squire, NCTE ExecutiveSecretary, Chairman Robert M. Gorrell, University of Nevada Walter J. Moore, University of Illinois Frank E. Ross, Eastern Michigan University Enid M. Olson, NCTE Director of Publications CONSULTANT READERS Roy G. Pickett, University of New Mexico Gregor;? M. Cowan, Clark College,Vancouver, Washington EDITORIAL SERVICES Judith Fuller, National Council of Teachers ofEnglish "PERMISSION TO REPRODUCETHIS COPYRIPTEP MATERIAL HAS BEENGRANTED BY/rfri-e-4± 5 TO ERIC AND ORGANIZATIONS0 RATIN UNDER AGREEMENTS WITHTHE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRESPERMISSION OF THE COPYRIGHT OWNER." Copyright 1967 National Council of Teachers of English 508 South Sixth Street Champaign, Illinois 61820 CONTENTS Introductioi Robert M. Gorrell, University of Nevada 1 Rhetoric, Semantics, and Composition Eleazer Lecky, University of Southern California 5 A New Look at Old Rhetoric Edward P. J. Corbett, Ohio State University 16 Traditional Misconceptions of Traditional Rhetoric P. Albert Duhamel, Boston College 23 Some Preliminaries to English-SpeechCollaboration in the Study of Rhetoric Carroll C. Arnold, Pennsylvania State University 30 The Paragraph: Dancer in Chains Virginia M. Burke, University of Wisconsin,Milwaukee 37 Field and English Edward R. Fagan, Pennsylvania StateUniversity 45 Field Theory and Literature William Holtz, University of California,Santa Barbara 53 Against the Typology of Styles Louis T. Milic, Columbia University 66 Swift and the Rhetoric of the AnglicanVia Media James J. Stathis, VanderbiltUniversity 75 Teaching the Rhetorical Approach to thePoem Sam Meyer, J. Sterling Morton JuniorCollege 82 Rhetorical Analysis and PoeticStructure 90 Robert M. Browne, Universityof Montreal An Exercise in Prose Style Walker Gibson, New YorkUniversity 99 Teaching Rhetorical Analysis Richard Braddock, Universityof Iowa. 107 Rationale for a New Curriculumin English James Moffett, HarvardGraduate School of English 114 Introduction Robert M. Gorrell She was long deaf to all the sufferings of her lovers till one day, at a neighbouring fair, the rhetoric of John the hostler, with a new straw hat and a pint of wine, made a second conquest over her. Henry Fielding, Joseph Andrews Rhetoric, as the art of persuasion, endured with prestige and assur- ance from Aristotle to John the hostler as a central discipline in education. The discipline enjoyed the advantages of recognized defini- tion, intricate classifications, and tradition. As eighteenth century rhetoricians began extending the limits of the definitionwith Blair's applications of rhetoric to belles lettres or Campbell's discussion of rhetoric as "the grand art of communication, not of ideas only, but of sentiments, passions, dispositions, and purposes"the neatness began to disappear. Faced on one hand with the new diffusion of their disci- pline and on another by the practical demands of the classroom, nineteenth century rhetoricians tended to resort to oversimplification and prescription. Less dedicated than their predecessors to broad generalizations about virtues like perspicuity or elegance, they dwelt on the forms of discourse, emphasized rules for good usage, and developed formulas for arrangement. Their efforts toward practicality had pedagogical advantages, but also helped to cage the discipline in the limited traditions of the college speech course or dilute it in mass producing freshman English programs, where it remained in its much- lamented dreariness. The new enthusiasm for rhetoric is a welcome antidote for the old sterility. As the essays collected here illustrate, it is at least pushing the subject in a variety of directions. But with this new freedom rhetoricians are again plagued by problems of definition. As new purposes, new types, and new media of communication develop and as related disciplines like linguistics and logic progress, rhetoricians puzzle about how much their subject encompassesor whether indeed they have a legitimate or useful separate discipline. Quite apart from the sense in which rhetoric is used to castigate, or occasionally praise, politicians and after dinner speakersin the sense of overoratorical, artificial, often empty speechthe term has complicated uses. For example, rhetoric, like grammar, is applied to the material, the stuff, as well as the study of it. Thus, when we speak of Swift's rhetoric, we are thinking of qualities or characteristics of his prose; when we speak of classical rhetoric, we are thinking ofa 1 2 RHETORIC: THEORIES FORAPPLICATION disciplinea body of generalizations or preceptsabout how language works.. These provinces of the termoverlap, and obviously both senses are usefui, butthe double application of rhetoric canproduce confu- sions. Even when considtrcd only as alabel for a kind of study ordisci- pline, however, rhetoric presentsproblems. First, rhetoric, usually expanded to rhetorical analysis, isused to describe what happens in a piece of writing, toanalyze the techniques and methodswhereby discourse achieves its ends. Severalof the icilowing essays are rhetori- cal in this sense, discussinghow general principles can beapplied to writing or analyzing specificcompositions to discover general prin- ciples. Rhetoric, in this sense, hastraditionally concerned expository prose, but it isbeing applied more and more toimaginative writing, sometimes not easily distinguishablefrom what is usually called literary criticism. Curiously, inthis analytic sense, we tend toapply rhetoric primarily to units ofcomposition longer than the sentence; for analyzing the individual sentence wehave grammar or syntax. When applied to the sentence,rhetoric usually involves questionsof effectiveness or appropriateness, nothow the sentence is put together or the rulesfor generating sentences,although the distinction is sometimes fine. In most ways, grammar, as adescription of how sentences work, is analogous torhetorical analysis applied tothe paragraph or the essay or the novel.It might i.e useful to thinkof the grammar of the paragraph orto have a term like grammarto apply to longer units, but wedo not. In a second sense, rhetoricrefers to whatever body of generaliza- tions, or principles, or prescriptionsfor composition we can assemble. In this sense, the term isusually restricted to expository prose; we use termslike creative
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