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The rhetorical modes (also known as modes of discourse) are a broad traditional classification of the major kinds of formal and academic writing (including speech-writing) by their rhetorical (persuasive) purpose: narration, description, exposition, and argumentation.
Introduction Cites the main text of work being analyzed, similar to a typical essay lead paragraph Body Explanation of key ideas, concepts and phrases, demonstrating the implied significance and purpose of the text using direct examples of how the author supports the thesis, often relating or contrasting to the reader's assumptions (this is not a creative interpretation)
In rhetoric, a rhetorical device, persuasive device, or stylistic device is a technique that an author or speaker uses to convey to the listener or reader a meaning with the goal of persuading them towards considering a topic from a perspective, using language designed to encourage or provoke an emotional display of a given perspective or action.
A figure of speech or rhetorical figure is a word or phrase that intentionally deviates from straightforward language use or literal meaning to produce a rhetorical or intensified effect (emotionally, aesthetically, intellectually, etc.). [1] [2] In the distinction between literal and figurative language, figures of speech constitute the latter.
Repetition is the simple repeating of a word, within a short space of words (including in a poem), with no particular placement of the words to secure emphasis.It is a multilinguistic written or spoken device, frequently used in English and several other languages, such as Hindi and Chinese, and so rarely termed a figure of speech.
The expectations and norms of discourse communities or communities of practice (cultural and disciplinary) may shape these situational expectations and practices. This is where contrastive rhetoric overlaps with social constructionism, which sees approaches to textual meaning as dynamic, socio-cognitive activities. Instead of analyzing what ...
But Aristotle does touch on the rhetorical forms, which became an aspect within the nature of progymnasmata. The use of preliminary rhetorical exercises is discussed briefly in some Greek and Roman dialogues, but all handbooks from that time remain lost today. There are only four known surviving handbooks of progymnasmata.
Aristotle developed the Rhetoric during two periods when he was in Athens, the first, from 367–347 BCE (when he was second to Plato in the academy); and the second, from 335–322 BCE (when he was running his own school, the Lyceum).
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