Week 2 - Discussion 2Prior to beginning work on this discussio.docx

Week 2 - Discussion 2
Prior to beginning work on this discussion,
· Read Chapters 4 and 5 in Applied Psychology in Talent
Management.
· Watch the Week 2 Discussion 2 video above with Brenda
Forde, the Program Chair of MBA.
Define and discuss the purpose of a performance management
system. What are some of the benefits and challenges of a
performance management system? Next, discuss how you have
seen a performance management system working at a current or
former employer or research a company online, noting the
impact on employee behavior.
Your initial response should be a minimum of 200 words.
Graduate school students learn to assess the perspectives of
several scholars. Support your response with at least one
scholarly resource in addition to the text.
Running head: RHETORIC
RHETORIC 7
Rhetoric
ENGL 570 Midterm Project
Liberty University
Daily Instructional Lesson Plan
Content Area(s)/Course/Grade: Insert

Unit: Insert
Lesson Topic: Core concepts, branches, and canons of classical
rhetoric
Date: Insert
Teacher: Insert Comment by Author: I hadn’t commented on
these in the rough drafts earlier because I assumed you marked
these to add later. I think for the lesson plans to work, you
would indicate the grade level and school to make it a bit
clearer.
School: Insert
Indicator(s)/Sub-Outcome(s)/Expectation(s):
· Purpose – gain more knowledge of classical rhetoric as
documented by Aristotle
· Materials needed – Aristotle’s books (Book I, II, & III),
writing materials such as a notebook and a pen, audio/video
resources on rhetoric.
· In-class activity – role-playing acts on persuasion
· Link to past and future work – the first lesson will cover the
specific topics under rhetoric and for the successive three
lessons, the previous lesson’s work will be revisited briefly.
Student Outcome(s):
By the end of the course (semester’s end), students should be
able to:
· Demonstrate fundamentals of rhetoric as documented by
Aristotle in his books and other empirical materials highlighting
the concept of rhetoric. They should determine and describe the
three branches of rhetoric and its five canons. In other words,
students should be able to explain classical rhetoric,
deliberative rhetoric, and judicial rhetoric as the main
categories of rhetoric. Lastly, learners should have the capacity
to apply the art of persuasion in practice as learned from the
concepts, branches, and canons above. In the end, learners

should be able to construct great rhetoric used in different
situations.
Context for Learning
The context of learning lies in the value of gaining knowledge
of classical rhetoric. The combination of the above three lessons
shall be contextualized to professional fields that significantly
rely on rhetoric such as education, politics, marketing, and the
likes. The main aim of the lessons is to help students become
exceptional at the art of persuasion.
In the course, students can learn not to entirely rely on teachers
for knowledge and skills but undertake personal initiatives to
acquire additional knowledge that would otherwise not be
provided in class.
Instructional Delivery
Opening Activities/Motivation:
The transfer of knowledge on the stated themes will, in most
part, follow the conventional classroom setting with the teacher
assuming the role of instructing the students. Both offline and
online teaching techniques will be employed. Comment by
Author: Lecture-based?
Procedures:
In addition to the traditional teaching model, discussions,
learning activities, assignments, and role-playing practical will
be applied as strategies for administering knowledge,
demonstrating concepts, and transferring skills.
Assessment/Evaluation (Formative/Summative)
Tests and assignments touching on various areas of the themes.
· Purpose – introduce students to classical rhetoric and its
concepts
· Materials – textbooks, audio-video materials,
· In-class activity – progymnasmata (preliminary rhetorical

exercises)
· Link to past and future – expound on rhetoric
Closure:
Questions and answers
i. What are the core concepts of rhetoric? Comment by
Author: So these questions have very established, clear answers.
Will there be questions in the class that allow students to
express their individual thoughts one rhetoric, how they view it,
or for general questions they may have about the concepts
themselves?
ii. Identify and describe the main branches of rhetoric.
iii. Describe the five canons of rhetoric as outlined by Aristotle.
Content Area(s)/Course/Grade:
Unit:
Lesson Topic: Modern/contemporary rhetoric
Date:
Teacher:
School:
· Purpose – gain insight into the state of rhetoric since the 20th
century.
· Materials needed – textbooks on modern rhetoric (for
instructor), writing materials (notebooks and pens), and
audio/visual materials on contemporary rhetoric.
· In-class activity – discussions, a role-playing activity

· Link to past and future work: how the rhetoric concepts in
previous lesson exist in today’s context.
Student Outcome(s):
At the end of the unit, students should be able to describe the
state of rhetoric since the 20th century. In particular, learners
should be able to provide a brief overview of contemporary
rhetoric.
of modern rhetoric. The lesson above shall be contextualized to
professional fields that significantly rely on rhetoric such as
education, politics, marketing, and the likes. The main aim of
the lessons is to help students become exceptional at the art of
persuasion. There are multiple in-class activities but the most
appropriate for the lesson and promoting the notion of classic
rhetoric is known as “superstitions,” as proposed by Dainville
and Sans (2016). According to the rule of the exercise, everyone
has a right to be respected by fellow students and teachers. The
activity involves refraining from activities one feels terrible
about. For example, deciding not to participate in a test.
Comment by Author: Be careful with this phrasing.
Modern rhetoric as you are using it here is different from the
term that is understood by the academic community.
Comment by Author: If it’s not important enough to list
out, I tell students they can omit this as well.
Teaching classical rhetoric should be unique and yet extremely
useful. There are a number of ways teachers have transferred
knowledge to students. However, the most effective include
progymnasmata will be used.

Procedures:
Fable, refutations, discussions, narrative, invective,
comparison, characteristics, description, and anecdote.
Tests, assignments, sequenced exercises.
· Purpose – insight into branches and canons of classical
rhetoric
· Materials – textbooks, audio/visual materials, etc.
· In-class activity – discussions, progymnasmata
· Link to past and future – make students best persuaders
· Aristotle’s significance as a rhetoric philosopher:
Closure:
i. Provide an explanation of the state of modern rhetoric
Comment by Author: See my comment above about this
terminology.
ii. How has classical rhetoric manifested into what it is today?
iii. Name some of the great modern rhetoricians and their
philosophical works. Comment by Author: Your lesson
plans have not indicated specific philosophers or rhetoricians
whom you plan to discuss. Who would be the major focus of
this lesson?

Unit:
Lesson Topic: Aristotle Influence on Modern Rhetoric.
Date:
Teacher:
School:
· Purpose – a brief review of the previous lesson and attempt
practice with application of rhetoric.
· Materials – books on both classical rhetoric (Book I, II, III by
Aristotle) and modern rhetoric.
· In-class activity – review notable rhetoricians of today.
· Link to past and future – relevance of today’s theorists in
terms of the impact and effect they have on the application of
rhetoric.
· Our own use of rhetoric today
Student Outcome(s):
Students should gain knowledge of the manifestation of
rhetorical studies and the establishment of rhetoric and speech
academic institutions and organizations. Students should also
describe the importance of rhetoric today and how it was
influenced by the ancient version of the concept as written by
Aristotle. Also, they should illustrate the practical applications
of rhetoric and speech in real-life and careers. Comment by
Author: This part of the sentence is hard to follow Comment by
Author: So how does this lesson connect or follow the second
lesson?
Modern rhetoric and Aristotle
The relevance of the lesson to the past and future work of the
course centers on the contributions of Aristotle, especially as

the father of rhetoric. An important lesson to learn from all this
is to perfect the art of persuasion with the end goal of the
course being every student should be an effective persuader.
The institutional structure of rhetoric that Aristotle outlines in
his book is sufficient to enable a person to sharpen their
persuasive skills. For instance, the canons above illustrate the
process of creating perfect rhetoric. In one way or another, we
find ourselves in compelling situations even without our
knowledge. This makes persuasion a critical life skill that we
must all develop. A classroom activity to help achieve this
include conducting discussions and debates on burning social,
economic, and political issues that require the participation of
everyone. Comment by Author: Watch for pronoun antecedent
agreement
The conventional classroom setting with a teacher in charge of
transferring knowledge and giving instructions. Students will
also gain knowledge through guided research and discussions.
Comment by Author: This is a loaded term in today’s
pedagogical theory discussions.
Procedures:
Teaching, discussions, exercises, and debates.
Learn how in one way or another, we find ourselves in
persuasive situations even without our knowledge. This makes
persuasion a critical life skill that we must all develop. A
classroom activity to help achieve this include conducting
discussions and debates on burning social, economic, and
political issues that require the participation of everyone

Tests and experiments Comment by Author: What would be
the “experiments” you might use in this?
Closure:
i. How important is Aristotle to today’s use of rhetoric?
ii. How do we use Aristotle’s philosophical work to enhance the
application of rhetoric?
Explanation
Although the lessons touch on varying aspects of rhetoric and
education as a whole, they can be seamlessly integrated into a
single and much broader lesson on the subject matter. For
instance, the first lesson looks into the basics of rhetoric. Here,
learners are introduced to the concepts, branches, and canons of
rhetoric as proposed by Aristotle and modified by other
rhetoricians. The second lesson explores the state of rhetoric
today. Here, students learn a broad range of aspects of rhetoric
used today such as persuasion in political speeches. They do not
only learn about their significant theoreticians but also look
into how it is used in learning institutions, practice, and
education. In other words, learners get to know the prevalence
of rhetoric and its importance to society today. Comment by
Author: So are you saying they can all be incorporated into one
lesson? Comment by Author: I didn’t see any other
rhetoricians listed in the lesson plan for that day. Only
Aristotle is listed, and only his books are included in the
materials. Comment by Author: This is good, but I wouldn’t call
it “modern rhetoric.” That usually identifies a particular shift
in Rhetoric’s history, and it includes specific theories rather
than just referring to a chronological period.

The third lesson, which looks into the significance of Aristotle
in classical and today’s rhetoric, touches on a number of
elements. As the discussion shows, it helps learners familiarize
themselves by learning about some of the major influences of
Aristotle such as gifting the world with scholarly materials on
rhetoric and how he has influenced generations of rhetoricians
throughout history. The lesson more so focuses on the role of
teachers in a class session. Traditionally, teachers are believed
to be the custodians of knowledge that is passed down through
teaching. This is an indisputable fact; however, how they
transfer the knowledge matters. As shown above, some
techniques from Aristotle would help improve teaching.
Comment by Author: Why identify his works as “scholarly
materials?” Were there other materials at the time that made
false claims about what rhetoric was or that it wasn’t developed
enough? Comment by Author: Revise this sentence as the
wording seems a little redundant, particularly with “teachers”
and “teaching.”
On the question of how the lessons are interconnected, they lie
within the spectrum of a single broad theme – a distinguished
philosopher in the discipline of classical rhetoric. The idea
behind the discussion is to offer an all-round analysis of
Aristotle and his views on the concept of rhetoric
contextualized in the ancient Greek times. Having done so,
because rhetoric, which also translates to the art of persuasion,
applies to most aspects of everyday life, is understood deeply.
Overall, the collective goal of the three lessons is to enable
students to become excellent at persuasion at the end of the
course and later stages of life. Comment by Author: I’m not
sure how the second part of this sentence is clarifying the first,
thus explaining why the dash is used here. Comment by
Author: Greece Comment by Author: fragment
The objective of the unit is to communicate to teachers,
administrators, and other key players in education about various
aspects of classical rhetoric in accordance with Aristotle’s
teachings. In specific, the lesson narrows down to the

expectations of teachers on improving learning as far as rhetoric
is concerned. With the objective having been established, the
question of the means of achieving them remains a concern. Not
in this case, however. The discussion suggests courses of action
educators or even school administrators can adopt to
successfully achieve objectives of the unit and improve learning
in general. What this means is that lecturers can learn from the
most notable Greek philosopher and also a successful teacher.
Comment by Author: So are you saying it’s only about
assessing how much they learn about rhetoric?
I think the wording in the sentence needs improvement.
Comment by Author: fragment
Referencing Aristotle to today’s education brings up the subject
of what the modes of teaching Aristotle practised and why they
should matter for this particular unit. As Oleg Donskikh (2019)
highlights, as a mentor and tutor of Alexander the Great,
Aristotle utilized a multifaceted approach to teaching that
incorporated a wide array of aspects including empirical,
analysis, observation, and critical. In this method, students
employ techniques such as data collection through observations
or other methods, categorize and classify such data to come up
with generalized principles or theories. Essentially, this is a
scientific method, also the backbone of the thinker’s
philosophy. Comment by Author: spelling Comment by
Author: vague word choice Comment by Author: parallelism.
These words don’t all take the same form. Some are nouns and
others adjectives. Comment by Author: So is this part of what
you mentioned in the lesson plan about “experiments?”
Typically, a student of Aristotle would independently discover
facts and employ critical thinking through inductive and
deductive reasoning methods. This is the Aristotelian way,
which also forms the strategy he used to construct his unique
approach to rhetoric. In the end, Aristotle’s student would
construct logical arguments, although with the philosopher’s
guidance, but without his influence. The approach is precisely
what the unit needs to guarantee the accomplishment of the

specified objectives. Although the guidance of teachers is
crucial, their influence on learners’ capacity to think should be
zero or minimal. Comment by Author: The second part of
this sentence is hard to follow.
The value to student’s educational experience and beyond is
immense. As mentioned earlier, knowledge from the project is
invaluable to educators, people in technical professional fields
requiring intense communications such as politicians,
professional marketers, negotiators, and the likes. The lessons
work together to help students with aspirations along those lines
achieve them in the future. Studying classical rhetoric helps
improve the ability to speak persuasively. Many people struggle
to prove a point due to the lack of persuasive skills. The lessons
will help practice convincing people through activities such as
persuading lecturers or fellow students. The knowledge of the
field would help students research a topic, come up with well-
organized information, and use them to engage in various areas.
In other words, it would help students become better speakers
and persuaders. Comment by Author: See my comment
above on a similar phrasing. Comment by Author: Try to
avoid phrasing that doesn’t clearly specify what you’re trying to
communicate. Comment by Author: Word choice
Knowledge of classic rhetoric does not only help an individual
become better at persuasion, but it also protects one from
manipulation. Therefore, the unit will place a student in a
position that will enable them to recognize fallacies in logic and
standard tactics of manipulation to avoid being taken advantage
of by peers, bosses, colleagues, or any other persons in the
future. A well-educated student in classic rhetoric will
recognize problems such as faulty logic, fallacies, or truth
enabling him/her make wise decisions on various personal and
professional issues (Marsh, 2013). For example, politicians are
renowned serial liars and in most cases, we fall for their lies
because of their impressive rhetoric abilities. The unit would
help its beneficiaries make wise voting and political decisions
by looking through the lies in the campaigns and selecting the

deserving candidates. Comment by Author: agreement
Comment by Author: Can you say this about all though?
Be careful with such statements in academic work. Audiences
might presume bias and conflict within your writing.
By accomplishing the course as expected, students will improve
their ability to analyze and speak effectively. Effective analysis
requires keen listening, an essential skill in effective
communication. When we listen closely, we analyze more of
what the other parties are communicating. The implication of
this is that it makes a person more careful and intentional in
conversations either as listeners or speakers. Studying classical
rhetoric prepares everyone for public speaking and
presentations. Research shows that public speaking is the
leading fear amongst a significant number of people; it is
scarier than snakes as findings assert. The course would help
students overcome this fear and replace it with the confidence
necessary for situations such as debates, weddings, pitching
business ideas, and the likes. Comment by Author: If
referencing research, you need to give those specific references.
Otherwise, this becomes an empty claim. Comment by Author:
See previous comments about this phrase.
You have a good start with this set of lesson plans, and I see
where you are trying to weave them together for a consistent
and effective unity to deliver. There are several points where I
feel more clarity is necessary in the lesson plans. At times you
mention experiments or activities without much detail as to
what they would entail or look like. In addition, you mentioned
other philosophers in the explanation, but Aristotle is the only
focus mentioned in the lesson plan.
Be sure that you edit a bit more. There were passages that are
difficult to follow, might need further wordsmithing, or changes
to punctuation. I think as you clear up the language further, the
stronger the content will become.
Overall, this is good, and I can see the entirety of what you’re
trying to do. Just be sure the lesson plans don’t try to cover too

much (you mention Aristotle and Classical Rhetoric as well as
Modern Rhetoric). This is still good.
References
Dainville, J., & Sans, B. (2016). Teaching Rhetoric Today:
Ancient Exercises for Contemporary Citizens. Educational
Research and Reviews, 11(20), 1925-1930.
Donskikh, O. A. (2019). Significance of Aristotle’s teaching
Practice for Modern Education. In Teacher Education in the 21st
Century. IntechOpen.
Hottel-Burkhart, N. G. (2000). The Canons of Aristotelian
Rhetoric. Diversity in Language: Contrastive Studies in Arabic
and English Theoretical and Applied Linguistics, 93.
Kennedy, G. A. (2009). A new history of classical rhetoric.
Princeton University Press. Comment by Author: Italicize
Marsh, C. (2013). Classical rhetoric and modern public
relations: An Isocratean model. Routledge. Comment by
Author: Is this a book? Italicize if so.
1
RHETORIC
10
Attached is your project with more comments. If I could give
you a general bit of advice, it would be "give specifics." I think
you have made those improvements in several areas, but I've
noted some where you might need to add a little more.

I think your essay at the end might need more of that as well.
Think of it this way: you're often talking about the lessons
hypothetically and theoretically. Granted, it is a hypothesis as
to how this will work, but when you talk about introducing
students to rhetoric in modern contexts, that's a really immense
subject itself. Identify statements in both the lesson plans and
the essay that might be too conceptual and need to be narrowed
a bit more.
Again, I know much of this is "up in the air" because it's new
and not yet practiced, but if you were to take your lesson plans
to an administrator and had it all planned out without the
generalizations, he/she would be hard-pressed to turn it down.
PLEASE READ THE COMMENTS BELOW AND FIX IT
Rhetoric
Name
Institution
Date
Content Area(s)/Course/Grade: Insert
Unit: Insert
Lesson Topic: Core concepts, branches, and canons of classical
rhetoric
Date: Insert
Teacher: Insert
School: Insert

· Purpose – gain in-depth knowledge
of classical rhetoric as documented by Aristotle
· Materials needed – Aristotle’s books (Book I, II, & III),
writing materials such as a notebook and a pen, audio/video
resources on rhetoric.
· In-class activity – role-playing acts on persuasion
· Link to past and future work – the lesson will expound on the
fundamentals of classical rhetoric.
Student Outcome(s):
By the end of the course
, students should be able to:
· Demonstrate fundamentals of rhetoric as documented by
Aristotle in his books and other empirical materials highlighting
the concept of rhetoric. They should determine and describe the
three branches of rhetoric and its five canons. In other words,
students should be able to explain classical rhetoric,
deliberative rhetoric, and judicial rhetoric as the main
categories of rhetoric. Lastly, learners should have the capacity
to apply the
art of persuasion in practice as learnt
from the concepts, branches, and canons above. In the end,
learners should be able to construct great rhetoric
used in different situations.
of classical rhetoric. The combination of the three lessons above

provided in class.
online teaching techniques will be employed.
Procedures:
learning activities, assignments, and role-playing practical
will be applied as strategies for administering knowledge,
concepts
· In-class activity – progymnasmata

Closure:
i. What are the core concepts of rhetoric?
ii. Identify and describe the main branches of rhetoric?
iii. Describe the five canons of rhetoric as outlined by Aristotle.
Unit:
Lesson Topic: Modern/contemporary rhetoric
Date:
Teacher:
School:
· Purpose – gain insight into the state of rhetoric since the 20th
century.
· Materials needed – textbooks on modern rhetoric
, writing materials (notebooks and pens), audio/visual materials
on contemporary rhetoric.
· In-class activity – discussions, a role-playing activity
· Link to past and future work: how ancient classical rhetoric
helped shape today’s rhetoric.
Student Outcome(s):

At the end of the unit, students should be able to describe the
state of rhetoric since the 20th century. In particular, learners
should be able to provide a brief overview of contemporary
rhetoric.
of modern rhetoric. The
the lesson above shall be contextualized to professional fields
that significantly rely on rhetoric such as education, politics,
marketing, and the likes. The main aim of the lessons is to help
students become exceptional at the art of persuasion. There are
multiple in-class activities but the most appropriate for the
lesson and promoting the notion of classic rhetoric is known as
“superstitions,” as proposed by Dainville and Sans (2016).
According to the rule of the exercise, everyone has a right to be
respected by fellow students and teachers. The activity involves
refraining from activities one feels terrible about. For example,
deciding not to participate in a test.
useful. There are a number of ways teachers have transferred
Procedures:

rhetoric
· Materials – textbooks, audio/visual materials, etc
Closure:
i. Provide an explanation of the state of modern rhetoric
ii. How has classical rhetoric manifested into what it is today?
iii. Name some of the great modern rhetoricians and their
philosophical works.
Unit:
Lesson Topic: Aristotle Influence on Modern Rhetoric.
Date:
Teacher:
School:
· Purpose – understand the state of rhetoric today, and the
length Aristotle has had an influence on it.

· Materials – books on both classical rhetoric (Book I, II, III by
Aristotle) and modern rhetoric.
· In-class activity – review notable rhetoricians of today.
· Link to past and future – relevance of today’s theorists
Student Outcome(s):
influenced by the ancient version of the concept as written by
Aristotle. Also, they should illustrate the practical applications
of rhetoric and speech in real-life and careers.
Modern classical rhetoric and Aristotle
course centres on the contributions of Aristotle, especially as
the father of rhetoric. An important lesson to learn from all this
is to perfect the art of persuasion with the end goal of the
course being every student should be an effective persuader.
The institutional structure of rhetoric that Aristotle outlines in
his book is sufficient to enable a person to sharpen their
persuasive skills. For instance, the canons above illustrate the
process of creating perfect rhetoric. In one way or another, we
find ourselves in compelling situations even without our
knowledge. This makes persuasion a critical life skill that we
must all develop. A classroom activity to help achieve this
include conducting discussions and debates on burning social,
economic, and political issues that require the participation of
everyone.

The conventional classroom setting with a teacher in charge of
Procedures:
Tests and experiments
Closure:
i. How important is Aristotle to today’s use of rhetoric?
ii. How do we use Aristotle’s philosophical work to enhance the
application of rhetoric?
Explanation

instance, the first lesson looks into the basics of rhetoric. Here,
learners are introduced to the concepts, branches, and canons of
rhetoric as proposed by Aristotle and modified by other
rhetoricians. The second lesson explores the state of rhetoric
today. Here, students learn a broad range of aspects of rhetoric
used today. They do not only learn about their significant
theoreticians but also look into how it is used in learning
institutions, practice, and education. In other words, learners
get to know the prevalence of rhetoric and its importance to
society.
in classical and today’s rhetoric, touches on a number of
elements. As the discussion shows, it helps learners familiarize
themselves by learning about some of the major influences of
Aristotle such as gifting the world with scholarly materials on
rhetoric and how he has influenced generations of rhetoricians
throughout history
. The lesson more so focuses on the role of teachers in a class
session. Traditionally, teachers are believed to be the custodians
of knowledge that is passed down through teaching. This is an
indisputable fact; however, how they transfer the knowledge
matters. As shown above, some techniques from Aristotle would
help improve teaching.
course and later stages of life.

of what the modes of teaching Aristotle practised and why they
philosophy.
approach to rhetoric. In the end, Aristotle’s student would
zero or minimal.

and persuaders.
deserving candidates.

business ideas, and the likes.
References
Donskikh, O. A. (2019). Significance of Aristotle’s Teaching
Princeton University Press.
relations: An Isocratean model. Routledge.
� Assuming this will be added later, correct?
�If this is high school or below, then “in depth” still might be a
little too much.
�Yes, so how does this specific lesson on Aristotle connect to
something before and then another lesson later? If this is the
first lesson on rhetoric, then you can say this is the initial
discussion. Or you can explain how it connects to general
discussions of writing?
�Course or class? This is fine if it is meant for the end of the
semester/year.

�So are the students learning about rhetoric for the first time
and also applying it within the same day?
�spelling
�Again, if this is for the end of the course, that’s okay. If this
is for one class, this would be a challenge.
� There is only one lesson above, correct?
�You have a lot listed here, but I’d be very interested in how
you will conduct the role-playing activity for this. (
�I’m assuming you will explain what this means to the students
as well? (
�Is this a question or statement?
�So is this something the students need to have, or is this for
the instructor? If the student, that’s quite a few textbooks for
one lesson, and then they also need a separate textbook for the
previous lesson, right?
�This is a very, very deep topic. This is the basis of all modern
rhetoric, correct?

Now, what you might be discussing is how Aristotle’s specific
concepts that you introduced in the previous lesson exists in
current contexts.
�Okay, so this is what I mentioned in the previous lesson. You
might want to think about how you can revise the previous
lesson to bridge your first one and this one, or you can make
something like this the second lesson and have your last lesson
be more of a practice with application and execution of rhetoric.
�You can’t leave this too vague. At times, you’re mentioning
theorists, but you’re not identifying who they are specifically.
�I’m not sure about this terminology
�This is still too broad. It’s not that the idea isn’t good (it
is!); it’s too conceptual without any clear, concrete focal points.
�This is more specific, which is why I think it might work for
the second lesson.
1

RHETORIC
11
I've provided some feedback on the first two lesson plans and
realized there is one bit of advice I can give that will drastically
improve the entire project for you.
Be more specific. �
Your lesson plans are very ambitious. Think about the wording
you use and what that conveys. When you said students will
understand Plato and then understand Aristotle, you're
suggesting they can grasp all they have shared in a single lesson
plan. Our course is a graduate class, and we're still grappling
with just a few excerpts of their writings, so you might want to
reconsider the material delivered AND the expectations of your
students.
I think as a project, this would be a very thorough one as you've
provided lesson plans and explanation, but the projected
outcomes and aims of the lesson plans are probably too high for
what is realistically possible within the time constraints for a
class and the level of students you might be working with.
Aim smaller with your goals, keep the outcomes more direct and
simple, and provide concrete activities and examples that would
foster the outcomes you seek. The more specific, the better.
I hope this helps. PLEASE CHECK MY COMMENTS BELOW
Rhetoric
Name
Institution
Date
Content Area(s)/Course/Grade

: Insert
Unit: Insert
Lesson Topic: Rhetoric
Date: Insert
Teacher: Insert
School: Insert
1. Core concepts of classical rhetoric:
2. The three branches of classical rhetoric and the five canons
· Purpose – gain in-depth knowledge on classical rhetoric as
documented by Aristotle
· Materials needed – Aristotle’s books,
writing materials
, audio/video resources
.
· In-class activity – role playing acts on persuasion
· Link to past and future work – the lesson will expound on
prior knowledge of the phenomenon
Student Outcome(s):
By the end of the course, students should be able to:
· Demonstrate understanding of the impact Plato had on
Aristotle as his mentor and how he helped shape Aristotle to

become the father of classical rhetoric.
· Understand the philosophical work of Aristotle on classical
rhetoric
. They must also demonstrate knowledge in the concept of
persuasion as illustrated by Aristotle in his scholarly materials
on the subject.
· Describe the significance of Aristotle on the art of persuasion
and why he considered the greatest rhetoric theoretician. Also,
they should understand how Aristotle changed the world by
teaching rhetoric to the likes of Alexander the Great
.
of classical rhetoric. The combination of the three lessons above
provided in class.
online teaching techniques will be employed.

Procedures:
learning activities, assignments, and role-playing practical will
be applied as strategies for administering knowledge,
concepts
· In-class activity – progymnasmata
Closure:
This part is concerned with discovering the avenues Aristotle
provided and how they can be applied to a classroom setting.
Unit:
Lesson Topic: Plato and Aristotle
Date:
Teacher:

School:
3. Plato’s influence on Aristotle:
· Purpose – gain insight into Plato’s effect on Aristotle’s
thinking on rhetoric
· Materials needed – text books, writing materials, internet.
· In-class activity – discussions, role-playing activity
· Link to past and future work: helps relate the role of teachers
in learning drawn from the experience of Aristotle and Plato.
Student Outcome(s):
At the end of the unit, students should be able to demonstrate
sufficient knowledge of classical rhetoric, its core concepts,
branches, and canons. Additionally, they should be able to
provide illustrations of real-life applications of knowledge
gained from the activity. Most importantly, students should be
exceptionally great at persuasion.
of classical rhetoric. The
combination of the three lessons above shall be contextualized
to professional fields that
significantly rely on rhetoric such as education, politics,

marketing, and the likes. The
main aim of the lessons is to help students become exceptional
at the art of persuasion.
There are multiple in-class activities but the most appropriate
for the lesson and promoting the notion of classic rhetoric is
known as “superstitions,” as proposed by Dainville and Sans
(2016). According to the rule of the exercise, everyone has a
right to be respected by fellow students and teachers. The
activity involves refraining from activities one feels terrible
about. For example, deciding not to participate in a test.
effective. There are a number of ways teachers have transferred
Procedures:
rhetoric
· Materials – textbooks, audio/visual materials, etc

Closure:
Having established this, the objective of the lesson gain insight
into how Plato modeled Aristotle’s thinking on rhetoric, also
intending to determine an ideal class setting and relationship
between teachers and learners that would produce the best
version in students. There is a vast amount of lessons to learn
from the philosopher’s lifework and experiences – some of
which may be applied to the in-class educational setting.
Unit:
Lesson Topic: Plato
Date:
Teacher:
School:
Modern classical rhetoric:
· Purpose – understand the state of rhetoric after 20th century.
· Materials – books on modern rhetoric
· In-class activity – review noble theorists

· Link to past and future – relevance of today’s theorists
· Plato’s use of rhetoric
Student Outcome(s):
influenced by the ancient version of the concept. Also, the
should illustrate the practical applications of rhetoric and
speech in real-life and careers.
Modern classical rhetoric
course centers on the experiences of Aristotle, especially as a
student. An important lesson to learn from all this is to perfect
the art of persuasion with the end goal of the course being every
student should be an effective persuader. The institutional
structure of rhetoric that Aristotle outlines in his book is
sufficient to enable a person to sharpen their persuasive skills.
For instance, the canons above illustrate the process of creating
perfect rhetoric. In one way or another, we find ourselves in
political issues that require the participation of everyone.

The conventional classroom setting with teacher in charge of
Procedures:
Tests and experiments
Closure:
Plato’s influence, contribution to classical rhetoric, and his
philosophical significance with the expectation that the
combination of these lessons provides certain values to
students. Rhetoric generally refers to the art of informing,
persuading, or motivating an audience into action.
Explanation

instance, the first lesson explores the role of Plato in creating
Aristotle which can then be related to the role of teachers in
education and particular, this course. The second lesson
explores some of the major philosophical works of Aristotle in
classical rhetoric. It is here that we understand the concept of
rhetoric extensively. This does not only help acquire knowledge
on persuasion but it also helps learners acquire essential skills
to become tremendously good at persuasion regardless of the
prevailing situation.
in classical rhetoric, touches on a number of elements. As the
discussion shows, it helps learners familiarize themselves by
learning about some of the major influences of Aristotle such as
gifting the world Alexander the Great. The lesson more so
focuses on the role of teachers in a class session. Traditionally,
teachers are believed to be the custodians of knowledge that is
passed down through teaching. This is an indisputable fact;
however, how they transfer the knowledge matters. As shown
above, some techniques from Aristotle would help improve
teaching.
course and later stages of life.

of what the modes of teaching Aristotle practiced and why they
philosophy.
approach to philosophy. In the end, Aristotle’s student would
zero or minimal.

and persuaders.
deserving candidates.

business ideas, and the likes.
References
Donskikh, O. A. (2019). Significance of Aristotle’s Teaching
relations: An Isocratean model. Routledge.
�This has huge significances to the design of the plans.
�Be more specific with this
�Are you identifying “core concepts” as separate from the three
branches and five cannons?
�All of them?
�What kinds?
�Still a bit vague

�What phenomenon?
�To be fair, this is difficult for graduate students to grasp, so
you might reconsider how you have this worded.
“Understanding” Aristotle means quite a bit.
�Several of these outcomes are significantly large, so it’s hard
to see them being accomplished within a single lesson.
I’d rather you aim small and accomplish those goals than aim
big and stretch how you might reach them.
Also, outcomes should be single sentences that mention one
(maybe two) verbs/actions.
�This is the aim, yes, but you want to provide practical
questions you plan to use.
LESSON PLANS UNIT 1
LESSON PLANS UNIT 3

Midterm Project Proposal Comment by Author: For the
proposals, you don’t need to include a title page. You most
likely will for the final term paper in the class though.
Liberty University
ENGL 570
Lesson Plans Unit Proposal
Introduction
Classic rhetoric is primarily based on the idea of a great person
being a good man speaking well. It is one of the most explored
philosophical discipline in education today. Because of his
outstanding contribution to the field, many scholars regard
Aristotle and the greatest theoretician of rhetoric. Looking at
his life and philosophical work, there is a significant amount of
lessons to learn. For instance, Plato’s influence, contribution to
classical rhetoric, and his significance as a Philosopher with the
expectation that the combination of these lessons provides
certain values to students. Comment by Author: disciplines
Comment by Author: Who makes this claim? Comment by
Author: Can you reference names who say this? (I know they
do, but this is a good example of when we make claims in our
writing to make sure we also include who those “scholars” are).
Comment by Author: You mentioned Aristotle before, but
Plato here. Are you including both? The wording was hard to
follow.
Lessons
Plato’s Influence on Aristotle
The objective of the lesson is to gain insight into the role of

Plato in modelling Aristotle into a distinguished rhetoric
theoretician. The purpose of this lesson, in a class setting, is to
help determine the ideal relationship between educators and
students and how such a relationship can influence learners. An
in-class activity borrowed Aristotle and his teacher Plato is to
imitate their association when learning. The past and present
connection of the lesson to the course lies in the status of
Aristotle before and after encountering Plato. Comment by
Author: Molding? Comment by Author: rhetorician
Comment by Author: is this needed for clarification?
Comment by Author: The wording here is hard to follow.
Comment by Author: Is there evidence of his life before
encountering Plato?
Contributions to Classical Rhetoric
As mentioned earlier, Aristotle is considered the greatest
rhetoric theoretician. Therefore, his effort in the field is
undeniable. According to George Kennedy (2009), Aristotle
wrote a book on rhetoric which was published in three volumes.
The purpose of this lesson is to help students understand the
length they can go pursuing their dreams. Aristotle is one of the
most referenced philosophers today, and this is purely because
of his remarkable work. Students took, by learning from
Aristotle, especially when he was a student of Plato, can make a
life-changing impact in the future. Comment by Author: So are
you applying Aristotle as inspiration for the students? In what
ways?I think this lesson will stray away from rhetoric as the
focus and look more at his life in general. I would highly
recommend steering this back to rhetoric. Comment by
Author: I’m not sure what you’re saying here.
Significance as a Philosopher
Apart from authoring multiple scholarly materials, Aristotle
was a teacher as well. He is known to model Alexander the
Great to what he became in the century. He is a classic example
of a student turning out to be an excellent teacher. The
connection between this and the course is that there is evidence
suggesting the possibility of a student becoming a globally

influential teacher at the end of the program. The in-class
activity for this is to practice principles, decisions, behaviours,
and actions of Aristotle as a student.
Explanation
The lessons work together to create an enabling environment for
the completion of the unit and providing essential knowledge to
help students impact their future tremendously. Aristotle’s case
is relatable because his experiences transitioning from a normal
child to a student and then becoming a philosopher and a
teacher is similar to most of the educational experiences today.
The idea is not only to learn about Aristotle but to also obtain
practical insights into how students can become like him.
Comment by Author: I certainly applaud your design for
this unit, and I think students need more role models and
examples of humble people becoming legends; however, I think
your approach is to discuss Aristotle as a person in general
rather than explain his rhetorical principles. While Aristotle is
tied to the foundations of rhetoric, giving an overview of his
life doesn’t necessarily give a focus on rhetoric itself. In fact,
Kenney and others have already provided a clear overview. My
suggestion is for you to use Aristotle as the rhetorician of focus,
but develop lesson plans that are less historical and more
rhetorical, meaning you make his principles on rhetoric the
focus of the lesson plans. You could divide the plans according
to a specific artistic proof and provide activities and examples
that might illustrate those for the students.Yes, Aristotle is a
rhetorician, but the lesson plans you’ve overviewed lean heavily
on the discipline of history and would alter the form of this
midterm project.Before the end of the week, email me a quick
snapshot (you don’t have to redo all of this) of how you might
design the lesson plans to focus on rhetorical principles, and
that will give me a clearer idea of what the final project would
look like.
References

ENGL 570
Midterm Project
Final Submission
The midterm project is an opportunity for students to explore
paths that align with their interests and goals as they connect
with discussions of classical rhetoric. The primary objective is
for students to combine their knowledge of classical rhetoric (a
theme, a rhetorician, a theory, etc. . . ) with a real-life
application. The final submission should be the fully completed
assignment connected to the student’s selected project option
(Midterm Project Proposal). Each available option is listed
below as a reminder. Pay close attention to the aim and
requirements for the option chosen.
Note: If a student completes an option that was NOT the project
identified in the Midterm Project proposal (module 2
assignment) and the student did not clarify any changes with the
instructor one week prior to project due date, then the
assignment may not be accepted.
The following were the Midterm Project proposal options a
student may have chosen:
1) Book Review Essay: A book review is a common genre of
academic publishing and allows for readers to understand not
only the basic argument of a text prior to reading it in full, but
also its value and/or limitations to the journal’s audience. It is
an excellent rhetorical exercise because the reviewer (you) must
not only communicate the aims of the text and hit on its key
points, you must also be aware of the journal’s audience and
how your participation in the review conveys certain value of
the text.
What this project entails:
· Choose a book published within the last three years that has a
particular focus on Classical Rhetoric (philosopher, theme,
theory, history, etc. . . ).

· If you intend to submit it for publication, contact the book
review editor for a journal and ask for a list of books they need
reviewed. Your instructor can help you begin this process if
needed.
· Read the book. (An obvious requirement, but it needs to be
clarified).
· Write a review essay (1900-2100 words) that encapsulates the
author’s intended argument and key points while also
articulating its value to Classical Rhetoric studies.
· Use APA formatting guidelines or the chosen journal’s
preferences for citations.
Which students might this interest? This project is for those
who seek higher education as a possible career-path, have a
desire to publish, have interest in the review process of
publishing, enjoy reading, and/or found a particular theme in
Classical Rhetoric that is of great interest.
2) Lesson Plans Unit: A lesson plan is the primary genre for
teachers as it communicates not only the content to be covered
but also communicates (to teachers, administrators, and school
boards) the objectives, materials, connections to other lessons,
assignments, and activities. Essentially, the lesson plan
identifies a particular block of time within a school system’s
entire academic structure, day-to-day, year-to-year.
· Identify a particular philosopher, theme, theory, history, or
another topic of focus connected to Classical Rhetoric.
· Identify the educational context (grade level, educational
setting, class).
· Create three separate yet sequential lesson plans (400 word
minimum for each) that includes the objective/purpose,
materials needed, in-class activity, connected assignment (in
class or homework), and its link to past or future work in the
course.

· Create an explanation of how the lessons work together,
accomplish the goal of the unit, and provide a particular value
to the student’s educational experience and beyond (Essay:
1000-1200 words).
· Use APA formatting guidelines in lesson plans and the
explanation when discussing specific works.
who currently are or desire to be professional educators, have
interest in technical or professional communication fields (the
lesson plan is a technical writing document), or have an interest
in multiple themes of Classical Rhetoric and cannot settle on
one.
3) Time Machine: Before there’s too much excitement about the
name of this project, let’s clarify: you are not building nor
designing an actual machine for time travel. The name merely
suggests that though the rhetoricians, theories, themes, and
treatises existed long ago, they are still very applicable today.
What you will be do is take a philosopher and transport his/her
ideas to current contexts. Explain/outline key points in this
philosopher’s rhetorical theory, then apply it to a current
object/situation. For instance, how might Aristotle’s views of
rhetoric and civic engagement explain recent political speeches
or campaign ads? What might Plato expound upon in regards to
a movie poster or trailer?
· Identify one rhetorician to transport to one particular context.
Do not try to use more than one person nor more than one
context or object to focus on as this would lead to too long of a
paper.
· Utilize that rhetorician’s work(s) to analyze the
context/object. Citing their work will help with this
interpretation.
· Create a short essay (1900-2100 words minimum) that

explains and supports the analytical conclusions.
· Use APA formatting to cite references to the original works.
who desire more practice understanding rhetorical theories and
their application to modern day contexts, those who have
interest in public relations, digital marketing, or advertising,
and those who have latched on to an idea/theory in the class
already.
4) Student Designed: The midterm project is intended to include
diverse options to avoid limiting the student to one particular
idea. It allows for more creativity and unique application. If
the above project ideas are not of interest, you may submit a
unique project idea, but it must include the following
requirements:
Proposal
· The proposal must meet all length requirements.
· It must include a name for the project, what it entails such as
the amount of work required to complete it, how it fits the
nature of the course, what will be submitted for assessment, and
how it applies to your particular interests/needs.
· Note: The proposal stage will serve as a negotiating point for
both instructor and student to define the project and its
requirements.
Project
· The assignment must be a minimum of 1800-2100 words if in
written form or must be an equivalent length/amount of work in
another medium (the instructor will determine if the minimum
requirements have been met in relation to what a 1800-2100
word essay would entail during the proposal stage).
· The assignment must have a component capable of submission
and assessment (the instructor will determine if those
requirements have been met during the proposal stage).
· The assignment must use APA formatting guidelines to
reference original works.

Which students might this interest? As with all of those listed
above, this project is applicable to anyone who chooses it.
Make sure you fulfill the criteria for the project option you
chose. The minimum requirements are listed above for each of
the project choices. Review the MidTerm Project Rubric before
submitting.
ENGL 570
Midterm Project Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Points Earned
Development
87 to 100 points
Project focuses on a key concept/rhetoric/book.
In-depth explanation of concept/rhetoric/book within the
characteristics of the genre/project chosen.
Clear exigence given for the book review/lesson
plan/application.
Project reflects above-average understanding of
concept/rhetoric/book as displayed in application.
The project is a total of 1900–2100 words, if in written form, or
is an equivalent length/amount of work in another medium.
All requirements must be met.
68 to 86 points
Project focuses on a key concept/rhetoric/book, but appears too
broad in some areas.
Explanation of concept/rhetoric/book needs additional
refinement within the characteristics of the genre/project

chosen.
Exigence implied but not explicitly stated for the book
review/lesson plan/application.
Project reflects average understanding of concept/rhetoric/book
as displayed in application.
The project is of adequate length.
1 to 67 points
Project does not clearly identify specific concept/rhetoric/book.
Explanation of concept/rhetoric/book is limited and does not
capitalize on the possibilities within the genre/project chosen.
Exigence unclear or not included for the book review/lesson
plan/application.
Project reflects below-average understanding of
concept/rhetoric/book as displayed in application.
The project does not meet the length requirement.
0 points
Not present and/or no requirements met.
Genre
24 to 26 points
Full awareness of the chosen project’s generic conventions
reflected in the content’s focus.
17 to 23 points
Average awareness of the chosen project’s generic conventions
reflected in the content’s focus.
1 to 16 points
Minimal awareness of generic conventions in the content’s
focus.
0 points
Structure 30%
Advanced
Proficient

Developing
Not Present
Points Earned
Organization
17 to 18 points
Structure presents clear and coherent ideas.
While not necessarily presenting individual paragraphs
(depending on genre), content has unified parts with clear focus.
Transitional wording/phrasing indicates shifts in focus and
logical connections between ideas.
11 to 16 points
Structure reflects the generic conventions, but the work may not
blend together as one post/focus.
Content is generally focused and unified. Some redundancy
present, which hinders the flow of ideas.
Basic transitions present.
1 to 10 points
Structure not clear or present. No clear order of ideas or
sections.
Limited to no attempts at transitioning.
0 points
Grammar and Mechanics
17 to 18 points
The writing reflects
grammatical,
punctuation, and
spelling standards.
Language is accurate,
appropriate, effective, and reflects graduate level diction.

The tone is appropriate
and highly effective.
11 to 16 points
The writing contains
some grammatical,
punctuation, and / or spelling errors.
Language is unclear,
awkward or
inappropriate in parts.
Tone is generally appropriate and moderately effective.
1 to 10 points
many grammatical,
punctuation and/or
spelling errors.
Language use is
largely inaccurate or inappropriate.
The tone is
ineffective and/or inappropriate.
0 points
APA Formatting
17 to 18 points
Writing correctly follows formatting guidelines.
Parenthetical and bibliographical source citations are used
correctly and appropriately.
11 to 16 points
Writing follows most formatting guidelines, but some flaws are
detected.
Parenthetical and bibliographical source citations are
incorrectly formatted or used.
1 to 10 points

Writing lacks many elements of correct formatting.
Parenthetical and bibliographical source citations and / or
references are not provided.
0 points
Total
/180
Instructor's Comments:
Page 2 of 3
ENGL 570
Proposal Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Points Earned
Development
13 to 14 points
Specific, narrow topic/project clearly identified.
Intended authors, works, theories, and/or other elements
discussed as part of the proposal.
Student describes and details the value of the project and/or
contextualizes the reason for selecting it.
Writer presents questions and/or concerns about the
project/paper, displaying awareness of the project’s description
and purpose.
The proposal is 450–550 words.
9 to 12 points
Topic/project clearly identified, but some refinement necessary

to limit the scope of the project or provide additional details.
Intended authors, works, theories, and/or other elements
discussed broadly but more clarification needed.
More clarification needed for the value of the project and
reason for the student selecting it.
Writer presents questions and/or concerns about the
project/paper, yet the questions do not reflect awareness of the
project description.
The proposal is at least 450 words.
1 to 8 points
Topic/project generally described but doesn’t indicate a specific
option.
Intended authors, works, theories, and/or other elements not
discussed as part of the proposal.
Value and/or contextualization of the project not provided or
only given in relation to the class requirements.
Question/concerns (or general awareness of this part) not
included.
The minimum length requirement was not met.
At least one of the requirements met.
0 points
Structure
5 to 6 points
The writing reflects
grammatical,
punctuation, and
spelling standards.
Language is accurate,
appropriate, effective, and reflects graduate level diction.
The tone is appropriate
and highly effective.

APA formatting/citations correct and used where appropriate.
3 to 4 points
some grammatical,
punctuation, and / or spelling errors.
Language is unclear,
awkward or
inappropriate in parts.
Tone is generally appropriate and moderately effective.
APA formatting/citations present where appropriate but with
minor flaws.
1 to 2 points
many grammatical,
punctuation and/or
spelling errors.
Language use is
largely inaccurate or inappropriate.
The tone is
ineffective and/or inappropriate.
APA formatting/citations minimally attempted and not
consistent with guidelines.
0 points
Total
/20
Instructor's Comments:
Page 2 of 2

ENGL 570
Midterm Project
Proposal
Description: The midterm project is an opportunity for students
to explore paths in classical rhetoric that align with their
interests and goals. The primary objective is for students to
combine their knowledge of classical rhetoric (a theme, a
rhetorician, a theory, etc. . . ) with a real-life application. Due
to the nature of an eight-week online course, this project is not
about a fully comprehensive understanding of all material
covered thus far. It is about following a topic, rhetorician, or
theory further and applying that learning to real contexts.
Students may choose from the project options below or propose
unique project ideas to accomplish the objective while still
feeling “at home” with their work.
General requirements: Your proposal must identify which
option you chose, the specific rhetorician, topic, or theory your
project will focus on, and an explanation of the following:
1) Why you chose that particular option (do not forget to
indicate the option choice).
2) How it will benefit you either now and/or long-term.
3) What concerns or questions you might have about the project
choice or the project in general (*Part of a proposal process is
for the student to not only define what their project is, but it is
for them to receive clarifications from the instructor as to what
could help their project; thus, yes, questions can be part of this
proposal).
The proposal must be between 450-550 words and in APA
format if citations are necessary and included. Whatever option
the student chooses is the option that must be completed for the
module 4 Midterm Project.
The following are options for students to choose from for this
project and submit as part of the proposal:
1) Book Review Essay: A book review is a common genre of
academic publishing and allows for readers to understand not

only the basic argument of a text prior to reading it in full, but
also its value and/or limitations to the journal’s audience. It is
an excellent rhetorical exercise because the reviewer (you) must
not only communicate the aims of the text and hit on its key
points, you must also be aware of the journal’s audience and
how your participation in the review conveys certain value of
the text.
· Choose a book published within the last three years that has a
particular focus on Classical Rhetoric (philosopher, theme,
theory, history, etc. . . ).
· If you intend to submit it for publication, contact the book
review editor for a journal and ask for a list of books they need
reviewed. Your instructor can help you begin this process if
needed.
· Read the book. (An obvious requirement, but it needs to be
clarified).
· Write a review essay (1900-2100 words) that encapsulates the
author’s intended argument and key points while also
articulating its value to Classical Rhetoric studies.
· Use APA formatting guidelines or the chosen journal’s
preferences for citations.
who seek higher education as a possible career-path, have a
desire to publish, have interest in the review process of
publishing, enjoy reading, and/or found a particular theme in
Classical Rhetoric that is of great interest.
2) Lesson Plans Unit: A lesson plan is the primary genre for
teachers as it communicates not only the content to be covered
but also communicates (to teachers, administrators, and school
boards) the objectives, materials, connections to other lessons,
assignments, and activities. Essentially, the lesson plan
identifies a particular block of time within a school system’s

entire academic structure, day-to-day, year-to-year.
· Identify a particular philosopher, theme, theory, history, or
another topic of focus connected to Classical Rhetoric.
· Identify the educational context (grade level, educational
setting, class).
· Create three separate yet sequential lesson plans (400 word
minimum for each) that includes the objective/purpose,
materials needed, in-class activity, connected assignment (in
class or homework), and its link to past or future work in the
course.
· Create an explanation of how the lessons work together,
accomplish the goal of the unit, and provide a particular value
to the student’s educational experience and beyond (Essay:
1000-1200 words).
· Use APA formatting guidelines in lesson plans and the
explanation when discussing specific works.
who currently are or desire to be professional educators, have
interest in technical or professional communication fields (the
lesson plan is a technical writing document), or have an interest
in multiple themes of Classical Rhetoric and cannot settle on
one.
3) Time Machine: Before there’s too much excitement about the
name of this project, let’s clarify: you are not building nor
designing an actual machine for time travel. The name merely
suggests that though the rhetoricians, theories, themes, and
treatises existed long ago, they are still very applicable today.
What you will be do is take one a philosopher and transport
his/her ideas to current contexts. Explain what this philosopher
might say or comment on regarding a current rhetorical object.
For instance, what might Aristotle say about recent political
speeches or campaign ads? What might Plato expound upon in

regards to a movie poster or trailer?
· Identify one rhetorician to transport to one particular context.
Do not try to use more than one person nor more than one
context or object to focus on as this would lead to too long of a
paper.
· Utilize that rhetorician’s work(s) to analyze the
context/object. Citing their work will help with this
interpretation.
· Create a short essay (1900-2100 words minimum) that
explains and supports the analytical conclusions.
· Use APA formatting to cite references to the original works.
who desire more practice understanding rhetorical theories and
their application to modern day contexts, those who have
interest in public relations, digital marketing, or advertising,
and those who have latched on to an idea/theory in the class
already.
4) Student Designed: The midterm project is intended to include
diverse options to avoid limiting the student to one particular
idea. It allows for more creativity and unique application. If
the above project ideas are not of interest, you may submit a
unique project idea, but it must include the following
requirements:
Proposal
· The proposal must meet all length requirements.
· It must include a name for the project, what it entails such as
the amount of work required to complete it, how it fits the
nature of the course, what will be submitted for assessment, and
how it applies to your particular interests/needs.
· Note: The proposal stage will serve as a negotiating point for
both instructor and student to define the project and its
requirements.

Project
· The assignment must be a minimum of 1800-2100 words if in
written form or must be an equivalent length/amount of work in
another medium (the instructor will determine if the minimum
requirements have been met in relation to what a 1800-2100
word essay would entail during the proposal stage).
· The assignment must have a component capable of submission
and assessment (the instructor will determine if those
requirements have been met during the proposal stage).
· The assignment must use APA formatting guidelines to
reference original works.
Which students might this interest? As with all of those listed
above, this project is applicable to anyone who chooses it.
Review the MidTerm Project Proposal general requirements and
rubric before submitting. This assignment must be between 450-
550 words, APA format (no title page or abstract needed).
Kennedy, George A., and George A. A. Kennedy. A New
History of Classical Rhetoric,
Princeton University Press, 1994. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/liberty/detail.action?docID
=793223.
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A NEW HISTORY OF
CLASSICAL RHETORIC
History of Classical Rhetoric, Princeton University Press,
1994. ProQuest Ebook Central,
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A NEW
HISTORY OF
CLASSICAL RHETORIC
GEORGE A. KENNEDY
A N E X T E N S I V E R E V I S I O N A N D
A B R I D G M E N T O F
The Art of Persuasion in Greece
The Art of Rhetoric in the
Roman World
A N D
Greek Rhetoric under
Christian Emperors

W I T H A D D I T I O N A L D I S C U S S I O N
O F L A T E L A T I N R H E T O R I C
P R I N C E T O N U N I V E R S I T Y P R E S S
P R I N C E T O N, N E W J E R S E Y
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Published by Princeton University Press, 41 William Street,
Princeton, New Jersey 08540
In the United Kingdom: Princeton University Press,
Chichester, West Sussex

All Rights Reserved
Library of Congress Cataloging-in-Publication Data
Kennedy, George Alexander, 1928–
A new history of classical rhetoric / George A. Kennedy.
p. cm.
“An extensive revision and abridgment of The art of
persuasion in Greece, The art of rhetoric in the Roman world,
and Greek rhetoric under Christian emperors,
with additional discussion of Late Latin rhetoric.”
Includes bibliographical references and index.
ISBN 0-691-03443-5 (alk. paper) — ISBN 0-691-00059-X (pbk.
: alk. paper)
1. Rhetoric, Ancient. 2. Speeches, addresses, etc.,
Greek—History and criticism. 3. Speeches, addresses, etc.,
Latin—History and criticism. 4. Persuasion (Rhetoric)
5. Oratory, Ancient. I. Kennedy, George Alexander, 1928–
Art of persuasion in Greece. II. Kennedy, George Alexander,
1928– Art of rhetoric in the Roman world.
III. Kennedy, George Alexander, 1928– Greek
rhetoric under Christian emperors. IV. Title.
PA3038.K46 1994
808′.04281—dc20 94-11249
This book has been composed in Electra and Univers
Princeton University Press books are printed on
acid-free paper and meet the guidelines for permanence
and durability of the Committee on Production
Guidelines for Book Longevity of the
Council on Library Resources
Printed in the United States of America
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TO MY GRANDDAUGHTER,
AMY RUTH MORTON
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Contents
Preface xi
CHAPTER ONE
Introduction: The Nature of Rhetoric 3
CHAPTER TWO
Persuasion in Greek Literature before 400 B.C. 11
CHAPTER THREE
Greek Rhetorical Theory from Corax to Aristotle 30
Plato’s Gorgias 35
Plato’s Phaedrus 39
Isocrates 43
The Rhetoric for Alexander 49
Aristotle 51
CHAPTER FOUR
The Attic Orators 64
Lysias 65
Demosthenes 68
CHAPTER F IVE
Hellenistic Rhetoric 81
Theophrastus 84
Later Peripatetics 87
Demetrius, On Style 88
The Stoics 90
The Academics 93

The Epicureans 93
Asianism 95
Hermagoras and Stasis Theory 97
CHAPTER SIX
Early Roman Rhetoric 102
Cato the Elder 106
Roman Orators of the Late Second and Early First Centuries
B.C. 111
Latin Rhetoricians 115
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CONTENTS

Cicero’s On Invention 117
The Rhetoric for Herennius 121
CHAPTER SEVEN
Cicero 128
Cicero’s Orations in the Years from 81 to 56 B.C. 129
On the Orator 140
For Milo and Cicero’s Later Speeches 147
Brutus and Orator 151
CHAPTER EIGHT
Rhetoric in Augustan Rome 159
Greek Rhetoricians of the Second Half of the First Century B.C.
160
Dionysius of Halicarnassus 161
Declamation and Seneca the Elder 166
CHAPTER NINE
Latin Rhetoric in the Silver Age 173
Quintilian 177
Discussions of the “Decline of Eloquence” 186
Pliny the Younger 192
Fronto and Gellius 196
Apuleius 199
CHAPTER TEN
Greek Rhetoric under the Roman Empire 201
Progymnasmata 202
Hermogenes and the Formation of the Hermogenic Corpus 208
Prolegomena 217
Other Greek Rhetorical Treatises 224

CHAPTER ELEVEN
The Second Sophistic 230
Dio Chrysostom 233
Polemon and Herodes Atticus 237
Aelius Aristides 239
Sophistry from the Late Second to the Early Fourth Century 241
The Sophistic Renaissance of the Fourth Century 242
Prohaeresius 243
Himerius 245
Libanius 248
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CONTENTS
Themistius 251
Synesius 252
The “University” of Constantinople 254
The School of Gaza 255
The Decline of the Schools 256
CHAPTER TWELVE
Christianity and Classical Rhetoric 257
Christian Panegyric 260
Gregory of Nazianzus 261
Other Major Figures of the Fourth Century 263
The Latin Fathers 264
Saint Augustine 265
CHAPTER THIRTEEN
The Survival of Classical Rhetoric from Late Antiquity
271to the Middle Ages
The Decline in the East 271
The Decline in the West 273
Latin Grammarians of Later Antiquity 274
The “Minor” Latin Rhetoricians 275
Martianus Capella 279
Cassiodorus 279
Isidore of Seville 280
Other Late Latin Works on Rhetoric 280
Bede and Alcuin 281
Boethius 282
Bibliography 285
Index 297

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Preface
This book is a revised history of rhetoric as that term was
usually under-
stood throughout classical antiquity: the art of persuasion by
words or the
art of civic discourse, taught and practiced in schools and
applied in public
address. It includes an account of rhetorical features of early
Greek litera-
ture that anticipated the formulation of “metarhetoric,” or a
theory of rhet-
oric, in the fifth and fourth centuries B.C., of the development
of that theory
throughout the Greco-Roman period, of the teaching of literary
and oral
composition in schools, and of Greek and Latin oratory as the
primary rhe-
torical genre. The influence of rhetoric on literature other than
oratory is
only touched upon in passing. Since the formal disciplines of
rhetoric and
philosophy constantly interact, something is necessarily said
about the his-
tory of ancient philosophy and its quarrel with, or acceptance

of, rhetoric.
Because the sophists of the Roman Empire were among the
leading defend-
ers of pagan religion, and because Christians borrowed many
features of
classical rhetoric for their own writing and preaching, later
chapters of the
book discuss the relationship of classical rhetoric to religion.
There is a sense in which a history of rhetoric might be thought
of as a
history of the values of a culture and how these were taught or
imposed
upon the society. Such a history would trace the formation and
expression
of idealogies and power structures and the uses of propaganda
in the history
of the culture. It would necessarily range widely, not only
discussing the
educational system, oratory, philosophy, religion, and literature
of the cul-
ture, but also dealing with its art, architecture, city planning,
political and
economic institutions, class structure, gender relations, dress,
food, and vir-
tually everything that created and expressed what the culture
was. This
book does not attempt that formidable task, impossible in one
book unless
limited to a short historical period. It does, however, provide an
account of
one discipline that was a basic tool of power and cultural
integrity in antiq-
uity, and it also describes in some detail the system of classical
rhetoric that
continued to be studied and adapted, in a variety of ways,

throughout the
Middle Ages, the Renaissance, and the early modern period and
that is again
being studied widely today to gain understanding of rhetoric as
a phenome-
non of human life, language, and history.
Thirty years have passed since the publication of The Art of
Persuasion in
Greece. Both my own studies and the research of others have
required signif-
icant revision of the account given there. Material from The Art
of Rhetoric
in the Roman World and Greek Rhetoric under Christian
Emperors has re-
quired less change, but has here been shortened, rearranged, and
somewhat
revised. In writing now primarily for students, I have explained
some fea-
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PREFACE
tures of ancient society more fully than scholars require, have
eliminated
much of the scholarly apparatus and bibliographical notes, for
which the
reader can consult the original volumes, and have added
references to books
and articles published since the date of my original works.
I am indebted to my colleague, Cecil W. Wooten, for many
helpful sug-
gestions and encouragement, and to Carol Roberts for her
careful work as
copy editor for Princeton University Press.
Chapel Hill
August 1993
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