A Heuristic for the Teaching of Persuasion.

Autor/in	Schell, John F.
Titel	A Heuristic for the Teaching of Persuasion.
Quelle	(1982), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cohesion (Written Composition); Higher Education; Language Usage; Models; Persuasive Discourse; Teacher Role; Writing Evaluation; Writing Exercises; Writing Instruction; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Analogiemodell; Persuasion; Persuasive Kommunikation; Lehrerrolle; Schreibübung; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	Interpreting Aristotle's criteria for persuasive writing--ethos, logos, and pathos--as a concern for writer, language, and audience creates both an effective model for persuasive writing and a structure around which to organize discussions of relevant rhetorical issues. Use of this heuristic to analyze writing style, organization, and content generates many useful insights on the persuasive mode. For example, when students evaluate sentences or style with reference to the identity of the writer, they realize that if sentences are to reflect the writer's good judgment, they should be grammatically correct; if good character, they should refrain from insult; if good will, they should be clear, concise, and coherent. When students turn their attention to the audience's needs, they find that sentences showing skillful use of figurative language, rhythm, or tropes have more persuasive impact. When considering the language as a whole, they discover that each sentence must further the general argument. Using this model to analyze organization and content as well as sentences and style, students develop an understanding of the demands of persuasive writing. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC