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ERIC Number: ED458624
Record Type: Non-Journal
Publication Date: 2001
Pages: 10
Abstractor: N/A
Aristotle in the Classroom: A Rhetorical Bridge between Literature and Composition.
Kemp, Paul F.
Informal observations have convinced English teachers that students who read literature on a regular basis and with a critical eye make better writers and that students who experience the frustration incurred during the writing process tend to exhibit a healthier appreciation for the "craft" of literature. The movement to bring both literature and composition into a single frame of reference stems from these twin maxims and goes by several titles, from "Writing to Learn" to "Integrated Reading, Writing, and Thinking." Far from being a modern technique, however, this integrative approach comes from the classical world of ancient Greece and Rome, the world of philosophers indoctrinating pupils in the fine arts of civil disputation and rhetoric. This paper contends that by examining afresh the legacy of Aristotle and other rhetorical philosophers, today's practitioners/teachers of composition stand to recapture the particular rhetorical "moves" by which the ancients successfully integrated the "Language Arts." The paper argues that rhetorical analysis should occupy the center of any curriculum that seeks to integrate the processes of reading, writing, and critical thinking: rhetorical analysis is indeed a critical "bridge" between literature and composition. Through such analyses of the rhetorical situations which give rise to discourses, students come to appreciate the interests and expectations of their own target audiences. They learn that tone and "voice" must be modulated to suit the constraints of the discourse at hand. The paper considers in turn the three rhetorical appeals (or "pisteis") which comprise the sources of argument from which a speaker might draw: ethos, pathos, and logos. Contains 11 references. (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A