Global ETD Search

1	The Progymnasmata: New/Old Ways to Teach Reading, Writing, and Thinking in Secondary Schools Baxter, Natalie Sue 19 July 2008 (has links) (PDF) Within the past two decades, theorists have begun to look back to the classical rhetorical past for answers to modern dilemmas in composition teaching. Several textbooks have been published that focus their teaching of college composition on the classical tradition. While the movement to revitalize classical rhetoric is gaining strength in universities, however, the benefits of this movement have not yet reached, in any real way, the levels of elementary, middle school, or high school education. This thesis shows how the classical rhetorical curriculum generally, and a specific part of that curriculum, the progymnasmata, accomplish important aims of modern composition approaches, while at the same time providing answers to modern deficiencies in composition instruction, especially at the secondary level. The thesis compares the progymnasmata and their accompanying pedagogy with the most prevalent and up-and-coming approaches in composition teaching, including current-traditional, expressivist, and social epistemic—including genre theory—approaches, and process-based, or cognitive, composition pedagogy. Modern theorists are finding value in the classical rhetorical curriculum because, since the 1800s, advances in composition instruction are now recognized as reinventions of the classical past, recovering vital elements once present in rhetorical instruction and then lost. The classical curriculum also provides solutions to problems in modern composition approaches. Because modern theoretical approaches are partial reiterations of the classical rhetorical tradition, and because the classical tradition can enable students in ways modern approaches cannot, exploring the possibilities of teaching the progymnasmata in secondary schools is worthwhile. rhetoric composition progymnasmata classical rhetoric current-traditional rhetoric expressivism cognitivism genre theory English Language and Literature
2	The Theme System: Current-Traditionalism, Writing Assignments, and the Development of First-Year Composition Nunes, Matthew J. 25 August 2015 (has links) No description available. Communication Composition Education History Pedagogy Rhetoric current-traditional writing assignments theme writing first-year composition theme system composition history
3	Educating for Democracy: Reviving Rhetoric in the General Education Curriculum Stock, David M. 06 August 2005 (has links) (PDF) This study is, in part, a response to arguments that claim higher education fails to prepare students with fundamental communication skills necessary for everyday life and indicative of "educated" persons. Though the validity of such arguments is contestable, they nonetheless reflect fundamental inadequacies in current educational theories and practices that have evolved over centuries of curricular, cultural, and socioeconomic change. Current theories and practices in higher education, specifically general education, reflect a misunderstanding of both the purpose of education in a democracy and the role of the liberal arts, specifically rhetoric, in accomplishing that purpose. The consequences of rhetorically-impoverished general education curricula are manifested not only in the declining literate and communicative practices of recent college graduates but also in the declining civic and democratic practices of a growing number of Americans. By tracing the histories of and relationships among education, rhetoric, and composition instruction, this thesis highlights the purpose of education and the role of writing instruction and rhetoric in accomplishing that purpose. This review demonstrates that the introductory composition course, when informed by epistemic rhetoric, provides curricular coherence in general education while clarifying and accomplishing the primary purpose of education: to facilitate the development of autonomous citizens capable of participating in the democratic practices of their communities. This outcome relies on rhetorical education, or rhetorical training in the language arts, which allows students to understand and articulate their identity as individuals in relation to the various communities to which they belong and with which they interact. The misconception of rhetoric and relegation of writing instruction calls for a university-wide reconceptualization of the purpose of education and the complementary roles of general education and writing instruction in accomplishing that purpose. This thesis invites novice and experienced composition instructors to explore further the relationships among education, democracy, language, and rhetoric to recognize the central role of composition instruction in enabling individual autonomy and sustaining a healthy democracy while improving literate and communicative practices. rhetoric higher education general education coherence liberal arts literacy communication democracy positive freedom negative freedom citizenship epistemic rhetoric current-traditional rhetoric subjective rhetoric autonomy civic engagement civic education technology nostalgia remediation narrative rhetorical instruction rhetorical education composition first-year writing language education Isocrates James Berlin Kenneth Burke James Ratcliff English Language and Literature

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