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ERIC Number: ED420067
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 9
Abstractor: N/A
Reference Count: N/A
Rogerian Rhetoric: Pedagogy and the Ethos of Seduction.
Hawk, Byron
In "Rhetoric, Discovery and Change" (1970), R. Young, A. Becker, and K. Pike took Carl Rogers' empathetic approach out of the context of one-on-one therapy and put it into the writing classroom. They proposed the now standard formulaic structure of argumentation which emphasizes a strong thesis up front, a detailed account of the opposing argument, a heavily qualified personal position, and a conclusion showing that each side shares common ground. If it can be accepted that any use of Rogers' ideas, whether by therapists or writers, primarily functions as a means to construct ethos rather than establish a "true" identification, then the issue of adopting such a method for writing can be addressed. To break the isolated use of Rogerian "argument," a group assignment was constructed around Young, Becker, and Pike's Rogerian approach. Students are put in groups of three, then asked to assume the roles of opposing sides and a mediator, follow the four-staged Rogerian format, and construct a collaborative text. They are given four class periods for the assignment which revolves around face-to-face group discussion, on-line MOO or ChatNet discussion/writing, individual writing outside of class, and group revision. It makes sense to place multiple authors in a situation where they have to communicate with each other to get the assignment done. If the seduction of the will to produce can be resisted, then "Rogerian" could become a form of playful communication, perhaps a mode of rhetorical invention. (Contains 11 references.) (NKA)
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A