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It contrasts theoretical discourse study with teaching precepts for writing and speaking, arguing that instructional rhetoric should map writers’ available choices and explain their effects. 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It also notes legitimate reasons beyond analogy and myth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the paper identify in contemporary discussions of rhetoric?",{"text":117,"@type":113},"It highlights a tendency to confuse rhetoric as theoretical discourse study with rhetoric as a set of writing-and-speaking precepts. This confusion undermines what teaching rhetoric should accomplish.",{"name":119,"@type":110,"acceptedAnswer":120},"How should teaching rhetoric differ from other kinds of rhetoric?",{"text":121,"@type":113},"Teaching rhetoric should describe the choices available to writers, explain the effects of those choices, and be comprehensive enough to account for all aspects of composition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598572,1792119633,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","# DO CU MENT REsUME\n\nED 027301  \nTE 001211  \nBy-Gorrell,Robert M.  \nVery Like a Whale--A Report on Rhetoric.Pub Date Oct 65Note-7p.  \nJournal Cit-College Composition and Communication;v16n3p138-43 Cct 1965  \nEDRS Price MF-$0.25 HC-S0.45  \nDescriptors-*Composition (Literary),*English Instruction,Expository Writing,Linguistics,*Rhetoric,SpeechSkills,Teacher Education,Writing  \nThe basic issues of the \"new\"rhetoric include(1)the ways in which contemporaryrhetoric is \"new\",(2)some of the problems facing contemporary rhetoric,and (3)therelation of rhetoric to the teaching of English.Two factors contributing to theconcept of a \"new\"discipline are a revival of interest in classical rhetoric and thedevelopment of new approaches to rhetoric based on information from relateddisciplines.Basic among the current problems is the tendency to confuse the rhetoricthat is a theoretical study of discourse (including subjects like logic,semantics,linguistics,and psychology)with the rhetoric that is a summary of precepts aboutwriting and speaking.A teaching rhetoric should differ from either of these in that itmust attempt to describe the choices available to a writer,explain the effects of thedifferent choices,and,at the same time,be comprehensive enough io take account ofall aspects of composition.More emphasis on rehtoric is needed in the training ofteachers at all levels.(LH)  \n10372003E  \n\n| Very Like A Whale—  \u003Cbr>A Report On Rhetoric  \u003Cbr>ROBERT M.GORRELL  \u003Cbr>\"PERMISSION TO REPRODUCE THIS  \u003Cbr>COPYRIGHTED MATERIAL HAS BEEN GRANTED  \u003Cbr>BYobet m2ovele  \u003Cbr>an NcTE  \u003Cbr>TO ERIC AND ORGANIZATIONS OPERATIMG  \u003Cbr>UNDER AGREEMENTS WITH THE U.S.OFFICE OF  \u003Cbr>EDUCATIOM.FURTHER REPRODUCTION OUTSIDE  \u003Cbr>THE ERIC SYSTEM REQUIRES PERMISSIOW OF  \u003Cbr>THE COPYRIGHT OWKER.\"  \u003Cbr>Reprinted from College Composition and Communication  \u003Cbr>October,1965  \u003Cbr>Vo1.16,No.3   |\n| --- |\n\nTE 001 211  \ni  \n# THIS 0OCUMENTHAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSOW 0R ORGANIZATIOW ORIGIWATIHG T.POINTS OF VIEW OR OPIM1ON5STATED D0MOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCAT10NFOSITIOW OR POLICY.\n\nVery Like a Whale-A Report on Rhetoric  \nROBERTM.GORRELL  \nHAMLET.Do you see yonder cloud that's almost inshape of a camelP  \nPOLONIUS.By the mass,and'tis like a camel indeed.HAMLET.Methinks it is like a weasel.POLONIUS.It is backed like a weasel.HAMLET.Cr like a whale?POLONIUS.Very like a whale.  \nRHETORIC Is VERY LIKE an umbrella.Under its expansive shade,more or lesscomfortably,cluster a variety of subjects—semantics,logic,usage,style.Rhetoricis very like an arch.It spans widely,bridging psychology,linguistics,sociol-ogy,philosophy.Rhetoric is very like adynamo,It is the machinery for generat-ing theideas and language of communi-cation.Rhetoric is sometimes very likea whale,with its mouth oper,sweepingthe ocean.Rhetoric is also very like a jeliyfish.  \nThe seminar authorized last year bythe CCCC Exesutive Committee,to beorganized by the chairman,met Decem-ber l1 and 12 in Denver to discussrhetoric.The seminar was prolific ofmetaphors.But we did not attempt toreach conclusions or to formulate pro-nouncements or recommendations.Wecentered our attention on a series of pre-  \n1Participants in the seminar.were WayneBooth,University of Chicago;Virginia Burke,University of Wisconsin in Miwaukee;FrancisChristensen,University of Southern California;Edward P.J.Corbett,Creighton University;Robert Gorreli,University of Nevada,chairman;Albert Kitzhaber,University of Oregon;Rich-ard Ohmann,Wesleyan University;James R.Squire,University of Illinois Richard Yourg,University of Michigan;and Karl Wallace,University of Illinois.In preparing this paperI have been inflsxenced by nuinerous commentsfrom the five reels of recording tape which theconference produced,but I do not pretend toexpress either consensus or the individual viewsof participants.  \nviously circulated questions,which wehad all thought about.We found,per-haps,more new questions than answersto those we already","cbCain5QBH8AtYij","https://ap.wps.com/l/cbCain5QBH8AtYij","pdf",416050,"English","# A Report on Rhetoric\n## The “new” rhetoric: senses, problems, and directions\n## Relations to the teaching of English","[{\"question\":\"What does the paper claim makes rhetoric “new”?\",\"answer\":\"It attributes the “new” concept to renewed interest in classical rhetoric and the development of new approaches informed by related disciplines. It also notes legitimate reasons beyond analogy and myth.\"},{\"question\":\"What problem does the paper identify in contemporary discussions of rhetoric?\",\"answer\":\"It highlights a tendency to confuse rhetoric as theoretical discourse study with rhetoric as a set of writing-and-speaking precepts. This confusion undermines what teaching rhetoric should accomplish.\"},{\"question\":\"How should teaching rhetoric differ from other kinds of rhetoric?\",\"answer\":\"Teaching rhetoric should describe the choices available to writers, explain the effects of those choices, and be comprehensive enough to account for all aspects of composition.\"}]","Very Like a Whale - A Report on Rhetoric | PDF",1792087179]