Visualizing Rhetoric Essay -- Philosophical Philosophy Essays

Visualizing RhetoricI. Principles of Visualizing Rhetoric The idea for Visualizing Rhetoric began after being introduced to rhetorical thinking models, Richard Pauls Critical Thinking model and the Constructivist woo to teaching. Its aims are to unite the visual and the verbal, the critical and the constructive to present the educatee with a practical way to both break down and understand, and alike stool and communicate an argument. The underlying principle of Visualizing Rhetoric, put simply, is that all talk is rhetorical (McCroskey, 1993). Communication presupposes an audience and a source. Further more than, the methods of logical thought borrowed from mathematics, and similarly practically applied to composition namely the premise/conclusion social organization of the syllogism are not suitable for communication. Another paradigm for thinking about(predicate) arguments and communication must be used. Aristotle called this structure the enthymeme , or rhetorical Syllogism (McCroskey, 1993).The rhetorical Syllogism provides a shift from the purely logical mode in that it represents more accurately the way in which arguments are communicated from a source to a receiver. It adds to the premise/conclusion model (selective information/claim in rhetorical thinking) a third major element, called the warrant. The warrant is the bridge that the speaker uses to connect the data to the claim. In other words, the warrant is the underlying set of inferences (asserted or assumed) that connects the pieces of the rhetorical argument. It authorizes the relationship between data and claim (Toulmin, 1958). By adding this crucial and often missed piece to the compositional puzzle, one can see how it transforms an self-confidence into something tha... ...to two dimensions in organizing and examining their thoughts, they will be able to conceive of arguments as a structure built to communicate meaning. The structure, like any sensible st ructure, has a goal and a purpose. Students can diagram the foundation of an argument, build different strands, and learn how to see connections between different elements. Works Cited1. Booth, W. C. (1998). The calling of a Teacher Rhetorical Occassions 1967-1988. Chicago University of Chicago Press.2. McCroskey, J. C. (1993). An Introduction to Rhetorical Communication (8th ed.). Needham Heights Allyn & Bacon.3. Toulmin, S. (1958). The Uses of Argument. Cambridge Cambridge University Press.Works Referenced1. Paul, R. (1990). Critical Thinking How to orchestrate Students for a Rapidly Changing World. Santa Rosa Foundation for Critical Thinking.