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07118: Communication: Rhetoric and Reasoning L
Weeks 3 and 4
Rhetoric: an introduction
 Reading
Discussion/research
topics
Writing
Further
resources
Core reading
CR&R Readings
- Andrews, R (1992). Rebirth of rhetoric. London and New York: Routledge.
- ‘Introduction’, pages 1-13 and notes.
- Cockcroft, R and Cockcroft, S (1992). Persuading people: an introduction to rhetoric.
London: Macmillan.
- ‘Introduction: rhetoric defined’, pages 1-15.
- Putnis, P and Petelin, R (1996). Professional communication: principles and
applications. Sydney: Prentice Hall.
- Chapter 7, ‘Writing to communicate’, pages 223-263.
Extension reading
CR&R Readings
- Benjamin J (1997). Principles, elements, and types of persuasion. Fort Worth:
Harcourt Brace.
- Chapter 2, ‘Rhetorical theory’, pages 37-60.
- Halliday, M A K (1985). Spoken and written language. Victoria: Deakin University.
- Chapter 7 ‘Speaking, writing, and learning’, pages 92-101.
- Taylor, G (1989). The student’s writing guide for the arts and social sciences.
Cambridge: Cambridge UP.
- Chapter 11 ‘Conventions of academic writing’, pages 218-226.
Skills reading
Language notes
- Section 2.0, ‘Writing’, pages 4-21.
The emphasis in this fortnight’s readings and topics is on the development of the
notion of argument into one of rhetoric. At the same time there is a strong focus on
writing, particularly on writing as a device for learning. You should at some stage read
the M W Jackson article ‘Writing as learning: reflections on developing
students’ writing strategies’, in section 2.6 of Language notes, for some
valuable insights into this aspect of your university career.
This fortnight, do Task 1 and the first activity in Task 2, and at least one other
activity listed here.
Task 1
Discuss the following in your Journal:
- What is the value of applying the term ‘rhetoric’ to the process of argument
and the study of communication? (A helpful hint is to look at the dialogic process
inherent in the concept of rhetoric.)
- How does this value differ from what you have usually thought of as rhetoric, or to the
way the term is commonly used?
- How does a historical perspective add to our understanding of the place of rhetoric in
our own work?
Task 2
- Do the following exercises listed on pages 258-259 of Putnis & Petelin 1996 (Reading
7):
no.1, no.4, no.7, no.10.
- Try exercise 2 (Putnis and Petelin 1996, pages 258-259) on your own, and compare your
efforts with those of other students using the COMMA bulletin board. Why did you make your
changes, and do you understand why others made theirs?
Task 3
Look at the list of Key terms on page 260 of Putnis and Petelin 1996 (Reading 7), and
check that you understand them by referring back to that article or by cross-referencing
them with the information found in this fortnight’s other readings.
Task 4
As a preparation for Reading 9 (Halliday and Hasan 1985), draw up two columns headed
‘Speech’ and ‘Writing’ and list some differences between the two. Do
the reading, and review your differences in the light of what Reading 9 suggests (and look
back at what Andrews 1995 says in Reading 3, extracts D and E).
Exercise 1 (due Friday 21 August)
Write a precis (pronounced pray-see, from the French for ‘summary’ or
‘abstract’) of approximately 250-350 words on one of the following articles
found in CR&R Resource material:
- Grove, Valerie (1993). ‘Living language finds a voice’
- Peters, Pam (1993). ‘Language standards: what are they based on?’
- Yallop, Colin (1993). ‘Dirty, immoral or just nonstandard?’
Make sure that you have read and understand the requirements under Presenting written
assignments (above) before submitting the exercise.
Writing a precis
You will probably be called upon at some stage in your study (or employment) to prepare
a precis or an abstract. In a fast-paced world this is an efficient way of conveying the
essential content of a report, a conference paper, a submission, etc without taking up too
much of the reader’s time. A precis provides a condensed summary of the key points
and approaches of a larger piece of work. Writing an effective precis requires two key
skills:
- a keen eye for important details—the ability to distinguish ‘padding’
from substance
- an economical use of language—there is no need nor space for unnecessarily
descriptive prose
When preparing a precis you are usually working backwards—that is, you are
compacting and condensing a larger document. You are not developing new ideas. So as you
begin to develop a precis it is a good idea to work your way with a highlighter pen
through the material you are compacting, marking those points you believe are essential to
the document as a whole. Words and sentences that should be cut ruthlessly are those that
simply add emphasis or description or which repeat the same point in a different way.
Here are some points to keep in mind when writing a precis:
- Imagine that you are writing for someone who has no time to read the original text, but
needs to know in clear, concise and accurate terms what it is about.
- Read the original text thoroughly and make sure that you are aware of its main idea or
theme.
- Be aware how the parts of the original text are connected to make meaning.
- Select the major facts and ideas presented in the original.
- Choose some important details which the author uses to support the major facts and
ideas.
- Write a summary in smooth-flowing prose which incorporates what you have chosen in
points 4 and 5, making sure that you retain the emphasis of the original text.
Remember: A precis is not a series of sentences and phrases lifted from the
original text and ‘pasted’ together. A precis is a work of creative writing in
itself!
For assistance contact: paul.skrebels@unisa.edu.au
Copyright
©1997 University of South Australia
Prepared by the Flexible Learning Centre, University of South Australia
Prepared: 28 January 1997
Revised: December 1997
URL: http://www.roma.unisa.edu.au/07118/wk3-4.htm |
