ERIC Number: ED056028
Record Type: RIE
Publication Date: 1970
Reference Count: N/A
Rhetorical Analysis of Teaching Process in Selected English Classes: Methods and Implications.
Lindley, Daniel Allen, Jr.
This study related selected principles of rhetorical analysis to teaching as it actually occurs in the classroom. The Aristotelian definition of rhetoric as the means of discovering all the available means of persuasion is central to teaching, in that the entire endeavor of education rests upon the premise that children, as they grow, need and deserve efforts to persuade them of adult values and the merits of specific skills and understandings. Thus Aristotle's definition of rhetoric suggests that forms of rhetorical analysis could be applied to teaching, with illuminating results. An expansion of the thesis that such analyses may be related to teaching was the substance of the first chapter of the study. The second chapter detailed some reasons for a dearth of attention to teaching process in the literature of English education. Especially important was the belief that the curriculum should determine teaching process. The following chapter related Aristotelian rhetorical theory to recent studies of teaching process, notably the work of Flanders, Guilford, and Waller. The fourth chapter related tagmemic theory, as developed by Pike, to teaching process. The fifth chapter applied Marshall McLuhan's distinction between "hot" and "cool" media to teaching. The final chapter detailed specific implications of rhetorical analysis of teaching for the training of teachers. (Author/CK)
Descriptors: Child Development, Discourse Analysis, Educational Theories, English Instruction, Persuasive Discourse, Rhetorical Criticism, Teaching Methods
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Note: Ph.D. Dissertation, The Florida State University