Egglezou, F. (2014). Argumentative literacy and rhetorical citizenship. The case of Genetically Modified Food in the institutional setting of a Greek primary school. In Chr. Kock & L. Villadsen (eds.) Contemporary Rhetorical Citizenship (pp. 183-204). Amsterdam: Leiden University Press.


Ever since antiquity, rhetoric, as bipolar thinking and arguing upon every issue, has been interwoven with the instillation of virtues such as reflection, reasoning, awareness of the civil identity and of the sense of common good. In our era, characterized by rapid social and economic changes at both the polis and the cosmopolis levels, such an effort becomes essential for the formation of a more reasonable and humanistic social reality. Therefore, teaching rhetorical argumentation, even in the earliest stages of education, becomes one of the most powerful tools for the attainment of such a goal through the development of multi-level literacies and the concomitant construction of individual and social identities.

litearcy and citizenship egglezou

Papadopoulou, Sm. & Egglezou, F. (2010). Meta-cognitive and meta-linguistic awareness of students’ knowledge on argumentation in defining the terms “argument” and “counterargument”, US-China Foreign Language, 8(7), pp. 1-12

Abstract: Definition of the words “argument” and “counterargument” in a case study research with 91 Greek students of 5th and 6th grade present children’s prior knowledge on argumentation and persuasive writing. This study is a part of broader research concerning teaching experimental strategies of an intervention program in Greek public schools with teaching and learning persuasive language, and meaning making in a writing class. The authors discuss the results of this study in evaluation of a questionnaire’s data. The data confirm the existence of cognitive, meta-cognitive and meta-linguistic limitations in their intervention: Children’s pre-existing understanding of concepts and terms, such as “argument”, “counterargument”, “fallacy”, etc., is limited, if not absent. Findings on students’ limited declarative knowledge in defining what an “argument” or a “counterargument” is, indicate the need of a systematic and effective integration of arguments and especially this of counterarguments, as procedural knowledge in teaching argumentative writing with children at the age of 10-12 years.

Key words: definition; argument; counterargument; teaching; writing

foreign language

Papadopoulou, Sm. & Egglezou, F. (2013). Teaching for thinking and rhetoric: The contribution of rhetoric to the argumentative writinng of students in a Greek elementary school. In H. Van Belle, P. Gillaerts, B. Van Gorp, D. Van de Mieroop and K. Rutten Verbal and Visual Rhetoric in a Media World (pp. 176-183). Amsterdam: Leiden University Press


An optimum medium for developing abilities such as critical thinking and analysis of an argumentative text down to its components, is the early and systematic training of students in argumentative writing within a school context. An effective way of reaching this goal could be to expose the students to interactive pactives conducive to writing as a social act- able to «address self in society and social relation to self» (Shor, 1987, p. 95). Rhetorical pedagogy is closely related to this effort (freeley and Steinberg, 2009, p.3; Johnson, 1996, p. 46; Strnberg & Spear-Swerling, 1996, pp. 66-8).


teaching for thinking and rhetoric

Egglezou, F. (2013). Teaching the writing of argumentative genre through imitatio: a solid basis for the ‘beginner’ writers. In G. Kisicek and I.Z. Zagar (eds.) What we know about the world (pp. 301-321). Ljubljana: educational Research Institute.

Summary: This paper concerns the contribution of imitatio to the argumentative writing of
twenty three 11-years old students of an elementary school (case-study) in the context
of a socially constructed classroom. Through the lecture, listening, analysis and explicit teaching of the argumentative topics and stylistic figures found in a hybrid literary-argumentative text, students were conduced to the mimesis and genesis of multiple persuasive arguments. Imitatio seemed to influence positively the student’s argumentative writing. The qualitative analysis of the final written argumentative texts showed a better awareness of the argumentative genre. Also, the quantification of
data revealed an increased use of the argumentative topics of relations (cause-effect,
antithesis) and of the figure of rhetorical questions.
Key words: imitation, argumentative writing, genre, elementary school

eaching_the_writing_of_argumentative_ge Egglezou

Εgglezou, F. (2017). Learning communications skills in the Hellenic Toastmasters Club: The Influence of Classical Rhetorical Educational Principles. In New Insights into Rhetoric and Communication (pp. 287-310). Split: Faculty of Humanities and Social Sciences.

Abstract: This paper aims at presenting the influence of classical, educational principles of rhetoric on the Toastmasters educational program. Toastmasters is an eminent, international organization which aims at instilling communication and leadership skills in its members in a constructionist and pressure-free educational setting. In this context, the ancient theory de ratione dicendi seems to be perfectly applied, interwoven with modern communication theories on public speaking. The research reveals that traditional rhetorical principles and practices continue to be the necessary equipment that each member of Toastmasters should acquire in order to become successful in public speaking. The statistical analysis of the questionnaire given to the active members of the Hellenic Toastmasters Club brings out their profile, their interests and the multiplicity of benefits that are expected to be received in the above educational setting.

Key words: Toastmasters, communication (skills), leadership (skills), public speaking, adult education, lifelong learning

Egglezou, F. (2015). A metaphorical structural model for teaching argumentative writing in a Greek elementary school, Rhetoric and Communications E-Journal, 19, pp. 1-13

Abstract: According to the genre-based approach to writing, modeling of a ‘target’-genre consists of a useful tool for teaching and learning in language arts. The current study makes part of a broader research concerning teaching experimental strategies for fostering argumentative writing to 25 eleven years-old pupils of a Greek elementary school (case research). Purpose of the study was to examine the influence of an original structural model, “the train of argumentation”, as methodological tool in the context of a socially constructed classroom, to the pupils’ argumentative writing. The proposed model was influenced by Toulmin and used the “journey metaphor” of argumentation for providing pupils with the necessary knowledge about structural exigencies of argumentative genre. Statistical analysis of data proved: a) a significant augmentation of argumentative text structure awareness and b) a significant increase in the use of connective devices inserted in the pupils’ written argumentative texts.
Keywords: genre, argumentative writing, metaphor, model, literacy, elementary school, rhetoric,


Egglezou, F. (2019). Erasmus KA2+ Project “Oxford Debates for Youths in Science Education”: The Contribution of Oxford Debates in Deeper Learning of Science.In the proceedings of the international conference «Creating Conditions for Deeper Learning in Science» (Pallini, Greece, 29-30 June 2019), pp. 117-124. Pallini:Ellinogermaniki Scholi.

Abstract: The goal of the current paper is to present an innovative Erasmus+ KA2 project
in STEM and, especially, in science education which is inextricably interwoven
with the concept of deeper learning due to the use of argumentation and debate.
The “Oxford Debates for Youths in Science Education” consists of a strategic
partnership between scientific institutions of four European countries: Poland,
Greece, Serbia and Esthonia. It is addressed to students and teachers of STEM
education in Junior and High Schools (13-19 years old) and aims at promoting
and deepening students’ knowledge through their participation to argumentative
debates relative to modern controversial scientific topics.
Keywords: debates, STEM education, teaching Science, Oxford Debates, secondary education

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Egglezou, F. (2018). Rhetorical paedeia in modern educational settings. From theory to praxis… again, Rhetoric and Communications E-Journal, 35, pp. 1-13

Abstract: The current paper intends to call for an educational rhetorical turn in school practice in the
modern educational settings. This goal will be achieved at two levels: theory and praxis. Firstly, at the
theory level, the diachronic value of rhetorical paideia (παιδεία) / pedagogy will be shown through the
examination of its classical teachings as diachronic sources for empowering the learning and teaching
process. Also, the correlation of classical rhetoric to the principles of modern pedagogical theories, will show the inborn pedagogical nature of rhetoric and its main essential qualities.
Secondly, at the praxis level, reference will be made to the use of various oral rhetorical activities as
implemented in classrooms world-wide. Interpretive reading, practice in impromptu speech, exhortative speech and, mainly, in argumentation represent modern features of rhetorical paideia. Undoubtedly, within the core of rhetorical paideia stands the teaching of argument through various linguistic games and forms of debates, affirming the Protagorean conception that dittoi logoi/(debate) still consist of a precious pedagogical and epistemic methods, which increase students’ knowledge in various fields about the word and the world.
Nowadays, more than ever, it is necessary for educators and students to rehabilitate the relationship
between education and rhetoric. In contrast to stagnant curriculums, monotonous teaching practices, passive approaches to learning and to life, rhetorical paideia is, still, the only revolutionary educational approach for the formation of skillful, integral, critical persons, who may affront effectively the challenges of life both as individuals and as collective characters in the modern world.
Keywords: rhetorical paideia/pedagogy, theory, praxis, interpretive reading, impromptu speech,
exhortative speech, argumentation, dittoi logoi/(debate).

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Egglezou, F. (2020). Debate at the edge of critical pedagogy and rhetorical paedeia: Cultivating active citizens, Solsko Polje, Letnik xxx, številka 5–6, pp. 101-119

Within the context of the current research, our interest will be focused on two, distant in time pedagogical approaches, which emphatically underline the need as well as the possibility of students’ empowerment both as individuals and citizens: a) rhetorical paideia and b) critical pedagogy. In particular, we intend to examine whether the exchange of arguments within a debate may connect critical pedagogy to the teachings of classical rhetorical paideia, which begins with the sophistic movement (Egglezou, 2017). We firmly believe that such an attempt could contribute
to the pedagogical empowerment of students as critical thinkers and active citizens within the modern educational system.

Debate_at_the_edge_of_critical_pedagogy. Egglezou

Egglezou, F. & Nakas, Th. (2014). Figures of repetition in the performance of the Italian folktale, Mediterranean Journal of Social Sciences, 5(1), pp. 621-633

Abstract: This paper concerns the examination of stylistic features of the Italian folktale, presented through the use of figures of speech in a continuous correlation to the whole aesthetic of the genre as realized by the ‘law’ of repetition. The study, based on the analysis of hundred fifty-six transcribed oral Italian folktales is influenced by the ethnographic approach, which focuses on the story-teller and the folktale’s performance, the genre theory and the qualitative stylistic analysis. Emphasis is put on the figures that reveal the repetition of lexical and syntactic patterns of speech. Especially, usual and particular uses of the figure of
epanadiplosis are presented, as the accumulative epanadiplosis, the gradable epanadiplosis, the emphatic epanadiplosis.
Also, figures of main interest consist epanaphorá and its variances and the main sub-categories of epanastrophe as: (a)
(synthetic)-generative, b) syntactic and c) cohesive epanastrophe. Last but not least, the figure of tautology is examined. The
extended use of the above figures formates an artistic folktale grammar coupled with the analogous rhetorical dynamic.
Keywords: repetition, figures of speech, performance, Italian folktale

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