Thesis (Ph. D.)--University of Wisconsin--Madison, 1936. / Typescript. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves i-[xiv].

Thesis (Ph. D.)--Georgia State University, 2005. / Mary Stuckey, committee chair; Carol Winkler, M. Lane Bruner, David Cheshier, James Darsey, Daniel Franklin, committee members. Electronic text (316 p.) : digital, PDF file. Description based on contents viewed July 16, 2007. Includes bibliographical references (p. 301-316).

Thesis (M.A.)--University of North Carolina at Wilmington, 2007. / Includes bibliographical references (leaves: 70-71)

Thesis (doctoral)--Academia Georgia Augusta, 1914.

Esta tese de doutoramento objetiva investigar, a partir do corpus, metodologias envolvidas nos principais entraves que impedem que estudantes universitários produzam textos orais com desenvoltura e propriedade. A pesquisa parte dos conceitos de oratória e retórica, inserindo-os em um recorte histórico – dos sofistas Protágoras e Górgias, perpassando os filósofos Sócrates, Platão, Aristóteles, Cícero e Quintiliano –, a fim de explicitar as contribuições dos preceitos defendidos por eles na configuração de um bom orador. No que tange à contemporaneidade, apresento teorias argumentativas com seus respectivos aportes aos estudos retóricos, de modo a chegar à nova retórica proposta por Perelman e Tyteca. Além disso, faço uma reflexão sobre o lugar da retórica na educação brasileira, especialmente nos cursos de Direito, de modo a identificar autores que balizaram a prática do discurso oral no contexto nacional. À continuação, explico o lugar que a oratória ocupa na academia, trazendo atividades pedagógicas de formação passíveis de serem realizadas, até chegar ao futuro da oratória em ambientes universitários: aqui, ela será vista como arte de tornar sujeitos capazes de articular e harmonizar o ethos, o pathos e o logos, para conferir eficácia ao discurso. Os resultados obtidos reiteram a necessidade de se reinserir, nos planos de execução curricular, disciplinas voltadas à prática da oratória, já que ela fornecerá subsídios à excelência que capacita o domínio da linguagem e permitirá argumentar, persuadir e convencer diferentes auditórios (sic). / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-11-20T19:26:08Z No. of bitstreams: 1 Tese Valneide Luciane Azpiroz.pdf: 1505376 bytes, checksum: 858b7296b9aa4af65e0a9db12c79f09a (MD5) / Made available in DSpace on 2017-11-20T19:26:08Z (GMT). No. of bitstreams: 1 Tese Valneide Luciane Azpiroz.pdf: 1505376 bytes, checksum: 858b7296b9aa4af65e0a9db12c79f09a (MD5) Previous issue date: 2017 / This doctoral thesis aims to investigate, from the corpus, the methodologies involved the main obstacles that prevent university students from producing oral texts with resourcefulness and propriety. The research starts from the concepts of oratory and rhetoric, inserting them in a historical clipping – from the Sophists Protagoras and Gorgias, crossing the philosophers Socrates, Plato, Aristotle, Cicero and Quintilian –, in order to make explicit the contributions of the precepts defended by them in the setting up of a good speaker. As far as contemporaneity is concerned, I present argumentative theories with their respective contributions to rhetorical studies, in order to arrive to the new rhetoric proposed by Perelman and Tyteca. In addition, I reflect on the place of rhetoric in Brazilian education, especially in law schools, in order to identify authors who have focused the practice of oral discourse in the national context. In the following, I explain the place that oratory occupies in the academy, bringing pedagogical and performable activities of formation, until reaching the future of oratory in university environments: here, it will be seen as the art of making subjects capable of articulating and harmonizing the ethos, the pathos and the logos, to confer effectiveness to the discourse. The results obtained reiterate the need to reinsert disciplines focused on oratory practice in the curriculum, as it will provide excellence subsidies that will enable language mastery and capacity changes, persuade and convince different audiences (sic).

Esta tese de doutoramento objetiva investigar, a partir do corpus, metodologias envolvidas nos principais entraves que impedem que estudantes universitários produzam textos orais com desenvoltura e propriedade. A pesquisa parte dos conceitos de oratória e retórica, inserindo-os em um recorte histórico – dos sofistas Protágoras e Górgias, perpassando os filósofos Sócrates, Platão, Aristóteles, Cícero e Quintiliano –, a fim de explicitar as contribuições dos preceitos defendidos por eles na configuração de um bom orador. No que tange à contemporaneidade, apresento teorias argumentativas com seus respectivos aportes aos estudos retóricos, de modo a chegar à nova retórica proposta por Perelman e Tyteca. Além disso, faço uma reflexão sobre o lugar da retórica na educação brasileira, especialmente nos cursos de Direito, de modo a identificar autores que balizaram a prática do discurso oral no contexto nacional. À continuação, explico o lugar que a oratória ocupa na academia, trazendo atividades pedagógicas de formação passíveis de serem realizadas, até chegar ao futuro da oratória em ambientes universitários: aqui, ela será vista como arte de tornar sujeitos capazes de articular e harmonizar o ethos, o pathos e o logos, para conferir eficácia ao discurso. Os resultados obtidos reiteram a necessidade de se reinserir, nos planos de execução curricular, disciplinas voltadas à prática da oratória, já que ela fornecerá subsídios à excelência que capacita o domínio da linguagem e permitirá argumentar, persuadir e convencer diferentes auditórios (sic). / This doctoral thesis aims to investigate, from the corpus, the methodologies involved the main obstacles that prevent university students from producing oral texts with resourcefulness and propriety. The research starts from the concepts of oratory and rhetoric, inserting them in a historical clipping – from the Sophists Protagoras and Gorgias, crossing the philosophers Socrates, Plato, Aristotle, Cicero and Quintilian –, in order to make explicit the contributions of the precepts defended by them in the setting up of a good speaker. As far as contemporaneity is concerned, I present argumentative theories with their respective contributions to rhetorical studies, in order to arrive to the new rhetoric proposed by Perelman and Tyteca. In addition, I reflect on the place of rhetoric in Brazilian education, especially in law schools, in order to identify authors who have focused the practice of oral discourse in the national context. In the following, I explain the place that oratory occupies in the academy, bringing pedagogical and performable activities of formation, until reaching the future of oratory in university environments: here, it will be seen as the art of making subjects capable of articulating and harmonizing the ethos, the pathos and the logos, to confer effectiveness to the discourse. The results obtained reiterate the need to reinsert disciplines focused on oratory practice in the curriculum, as it will provide excellence subsidies that will enable language mastery and capacity changes, persuade and convince different audiences (sic).

Tradução e estudo dos discursos para Demônico, para Nícocles, Nícocles, e Evágoras de Isócrates. A introdução se concentra na relação de Isócrates com a tradição poética grega. / Translation and study of the speeches to Demonicus, to Nicocles, Nicocles, and Evagoras of Isocrates. The introduction focuses on Isocrates\' use of the Greek poetic tradition.

Trata-se de uma dissertação sobre o pensamento filosófico de Agostinho de Hipona em relação à beleza do discurso e à utilidade da retórica e da eloqüência, temas que aparecem no livro IV do De doctrina christiana (Da instrução cristã) e, por isso, dentro da reflexão sobre o ideal de uma educação tipicamente cristã. Na Antigüidade, embora a eloqüência estivesse intrinsecamente ligada à arte retórica, esta questão, para Agostinho, deve ser tratada em conexão com algumas orientações da filosofia moral e da teologia cristãs, situadas para além da técnica. Em comparação com o antigo ideal oratório romano, sobretudo o ciceroniano, a maior importância conferida por Agostinho à Bíblia cristã, isto é, à sabedoria e à moral dos autores bíblicos, traz novos significados para o termo \'eloqüência\'. Além disso, o aprendizado oratório, que se alicerçava na doutrina e no hábito, é dessa vez resumido e transmitido por Agostinho segundo um método radical de imitação, cujos modelos passam a ser os escritores bíblicos e eclesiásticos, aqueles inspirados por Deus e gratificados com a união da eloqüência à sabedoria. / This dissertation is about the philosophical thinking of Augustine of Hippo in relation to the beauty of speech and the usefulness of rhetoric and eloquence, themes that appear in Book IV of De doctrina christiana (On Christian Teaching) and therefore within the reflection on the ideal of education typically Christian. In Antiquity, although the eloquence was intrinsically linked to the rhetorical art, this issue, for Augustine, it must be treated in connection with some directions of Christian moral philosophy and theology, located beyond the technique. In comparison to the antique ideal of Roman oratory, especially the Ciceronian, the greater importance given by Augustine to the Christian Bible, that is, to the wisdom and morality of the biblical authors, bring new meaning to the term \'eloquence\'. Moreover, the learning of oratory, which was based on the doctrine and habit, this time is summed up by Augustine and transmitted according to a radical method of imitation, whose models have to be the biblical and ecclesiastical writers, those inspired by God and rewarded with union between eloquence and wisdom.

No description available.

Recently many scholars have drawn attention to the meta-rhetorical nature of the competitions between Aeschines and Demosthenes, as each attempts to point out and condemn the rhetoric of the other. This concept of the "rhetoric of anti-rhetoric" has yet to be fully explored in Aeschines' three speeches. Aeschines' speeches depend for their structure and persuasive power on the interplay between Aeschines' self-representation as an idiotes (private citizen) and his anti-rhetorical attacks against the rhetor (politician) Demosthenes. When viewed in this way, the speeches of Aeschines manifest not only a beauty of structure but also a persuasiveness rivaling even Demosthenes' great oratory. This goes far toward explaining why Aeschines defeated Demosthenes in two of their three encounters. The purpose of my dissertation is to show that Aeschines, though considered a famous Athenian rhetor, represents himself as an idiotes in his speeches. Aeschines' self-representation as an idiotes requires a fresh look into the Athenian social perception of the distinction between rhetor and idiotes. How can Aeschines, a skilled speaker, argue that he is not a rhetor? To answer this question, we must take what Aeschines says about himself in his speeches seriously, namely, that he does not make a habit of prosecuting in the courts and that he goes long stretches without addressing the Assembly. Next, we need to measure these historical facts against the definition of rhetor in common use in fourth-century Athens, i.e. a continuous speaker before the Assembly and courts. Insofar as the term rhetor was socially and relatively defined, Aeschines could and did, by a persistent self-characterization as an idiotes, convince the majority of his audience that he was not in reality a rhetor. Secondly, my dissertation shows that much modern criticism of Aeschines' oratory as pedantic, legalistic, or unstructured arises from an insufficient consideration of Aeschines' insistent appeal to his status as idiotes. Aeschines' constant attack on Demosthenes' rhetoric throughout his three speeches depends for its persuasive effect on his self-representation as an idiotes. In fact, all of Aeschines' speeches are structured around the idea of the rhetor's threat to the people as well as to Aeschines himself. Aeschines is able to identify with the audience members even as he makes his opponent a threat to them. Aeschines' skill and versatility in deploying the art of anti-rhetoric teach us the potential and limit of this rhetorical convention at the same time as they illustrate the ambivalence of the Athenian people toward their political leaders.