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Notes from 9/7

by: Isabel Rubin

Notes from 9/7 ENC3201

Isabel Rubin
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Notes from class and readings that will be quizzed
Class Notes




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This 3 page Class Notes was uploaded by Isabel Rubin on Sunday September 11, 2016. The Class Notes belongs to ENC3201 at Florida State University taught by in Fall 2016. Since its upload, it has received 21 views. For similar materials see Rhetoric in English at Florida State University.


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Date Created: 09/11/16
ENC3021 Rhetoric Class notes 9/7/16  Classical rhetoric o In terms of education, rhetoric was fundamental  Enlightenment rhetoric o Generating ideas that lead toward the sciences o Devaluation of rhetoric  Contemporary rhetoric o Reestablishing rhetoric’s function in society  Bitzer o Revitalizing the idea of the rhetorical situation o Rhetor responds to a situation that has ability for positive modification o 3 constituent parts of situation  exigence  problem that requires a positive modification  audience  people who can solve the problem  constraints  characteristics of the situation  anything that will limit the response or have an effect on the positive modification (e.g. timeliness, knowledge of audience) o Roles of the Rhetor  Less of a role; situation is in control  Come into a situation but situation already exists  Discovering the situation and discovering the positive modification  Doesn’t influence that the situation exists o Recurring situation  Similar rhetorical situation as something that has occurred before  Becomes like a guide; tells you how to think about the exigence, how to consider the audience and constraints  Rhetors perceive situation similar to something that happened in the past  Vatz o There is no intrinsic meaning in situations; the Rhetor creates the meaning and thus creates the situation o Rhetor brings attention to the situation o Rhetor chooses and translates  Chooses what seems salient  Translates the language- significance of words o Rhetor has greater control and plays more important part o Rhetoric becomes important  Rhetoric creates part of our reality  Situation doesn’t have meaning until we use rhetoric to give it meaning  Cosigny o Rhetoric is used to engage o Rhetoric as an art  Way of approaching a subject o Engage and determine within a situation o Look at particularities of chaotic situation and give it order; determining questions that need to be answered  Chaos to coherence o In the middle of Bitzer and Vatz o Integrity  Manage what you understand  Universally holds together as an art what you can take between situations o Receptivity  Receptive to particularities of situation  Give and take o Topics  Device which allows Rhetor to discover what is relevant  Way of approaching situation and generating ideas; how you are going to give an element of coherence in regard to the situation itself  Rhetoric vs. Reality o Bitzer  Reality exists without rhetoric o Vatz  Rhetoric is the creation of reality  Things don’t exist outside the rhetoric used to create them o Cosigny  We don’t arbitrarily create reality; there is already something there, but rhetoric plays a role is creating something manageable  Rhetoric vs. Knowledge o Bitzer  We learn by someone communicating the facts  Rhetor tells us what to do  Rhetor helps us achieve positive modification o Vatz  Choosing what to talk about proves that there is bias in rhetoric  Audience’s knowledge is dependent on what the Rhetor chooses to make salient  How we approach crisis is based on what the Rhetor chooses o Cosigny  Rhetor decides what is relevant through the art  Creating relationship between preexisting ideas, applying it to the situation, thus creating knowledge  Generation of knowledge rather than interpretation  Rhetoric vs. Self o Bitzer  Rhetor is not as important as situation itself o Vatz  Rhetor is in control o Cosigny  Responsibility of being an ethical person


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