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ERIC Number: ED101349
Record Type: Non-Journal
Publication Date: 1974
Pages: 270
Abstractor: N/A
Reference Count: N/A
Rhetorical Stance and the Teaching of Literature: Theory, Strategy, and Evaluation.
Bleakley, Lou Ann
This study is concerned with the concept of rhetorical stance: the interrelationships among speaker, content, and audience in a communication situation. It is hypothesized that when the rhetorical stance model is applied to the secondary English curriculum, the teaching of literature will improve. This hypothesis is confirmed by evidence gained in an evaluation involving 12th grade students in a midwestern high school. In the program evaluated by means of the context, input, process, product (CIPP) model, students whose unit incorporated the rhetorical stance schema as a technique for learning scored significantly higher on a posttest than did students who did not use the rhetorical stance schema. Therefore, the rhetorical stance strategy has the potential to motivate students toward academic achievement. Since the attitudes of students in both groups was quite positive, variety in content, method, and organizational structure (rather than technique alone) may also contribute to positive student attitude. (Author/RB)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 74-26,688, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A