Egglezou, Foteini (2016). Τhe use of common topics in teaching creative writing

Τhe use of common topics in teaching creative writing

The trip to rhetorical topics (plural: topoi/τόποι in Greek) started during
antiquity. Since the era of Aristotle, of Cicero, of Quintilian. It consists of a long and
adventurous trip which lasts until today. Topics stand somewhere between the land of formal
logic and of persuasion. They are well known as ‘argumentative matrices’ and are closely
related to the production of premises and formal arguments. Ιs this the only truth about them?
The modern return of rhetorical studies and the association of rhetoric with the notion of
creativity in language use: a) reveal the faded -by the patina of time- relation of rhetorical
topics to the invention of ideas and, consequently, to the imaginative operation, b) remind that
during antiquity the poetic production was considered as a result of ‘mimesis’ which was
influenced by the production of arguments and c) pinpoint the creative value of common
topics such as definition, comparison, relationship, testimony etc. in teaching creative writing.
In our era, the trip to rhetorical topics has not ended yet. In this paper, we are searching the
rhetorical topics on the cusp between logic and imagination, at the point where the certainty
of the familiar meets the uncertainty of the unknown. The aim of the paper is twofold: to
examine the main aspects and functions of the system of topics and to give emphasis to the
use of common topics as a modern, useful, adaptive and applicable tool in classroom for
improving both essential components of students creativity such as fluency, flexibility and
originality of ideas as well as their creative writing skills in various literary forms….

Miller, Carolyn R. (2009). Aristotle’s «special topics» in rhetorical practice and pedagogy. Rhetoric Society Quarterly 17:1, 61-70

Aristotle’s «Special Topics» in Rhetorical Practice and Pedagogy

One feature of classical rhetoric that is enjoying a revival is the concept of the topic, or topos. This revival has led many rhetoricians to re-examine Aristotle’s discussion of topics and to study their subsequent treatment in rhetorical history. One question that even a cursory review of the history of topical theory raises is why the career of what Aristotle called the «special» or «particular» topics is such a blank. Addressing this question raises many others, such as what are special topics, exactly? what makes them special? how special is «special»? special to what? While I can’t answer all these questions here, I hope to provide a perspective on them in pursuing the focal question of this essay: what is the significance of the bleak history of the special topics? The answer I will propose has…

Aristotle’s special topics in pedagogy Carolyn Miller

Burke, Michael (2013): Rhetorical Pedagogy: Shaping an Intellectually Critical Citizenry

Rhetorical Pedagogy: Shaping an Intellectually Critical Citizenry

In this inaugural lecture I will put forward the contention that the pedagogy of ancient rhetoric
has much to offer contemporary teaching and learning and that as such a ‘rediscovery of
rhetoric’ should take place, particularly among those colleagues working in academe who are
committed to improving their teaching methods and their students’ learning practices.1 A
systematic understanding of classical rhetoric will allow contemporary educators to discover
the many rhetorical means of learning available and in doing so add considerably to the
contemporary teaching and learning toolkit, and in particular to the toolkit of critical thinking,
critical writing and critical speaking. What is needed is a conscious, systematic deployment of
some of these ancient rhetorical methods of learning, not a subconscious and arbitrary
approach, as now appears to be principally the case. Logically, some of these ancient methods
will be obsolete, and others will need significant modification in order for them to meet the
demands of our technological and digital age, but there is a wealth of learning methods and
frameworks out there; tried and tested models used in the grammar schools, the rhetoric
schools and the universities of Europe from antiquity right up to the nineteenth century. I…

Fisher, Roger & Ury, William. Getting to Yes (e-book)

Getting to Yes

Like it or not, you are a negotiator. Negotiation is a fact of life. You discuss a raise with
your boss. You try to agree with a stranger on a price for his house. Two lawyers try to settle a
lawsuit arising from a car accident. A group of oil companies plan a joint venture exploring for
offshore oil. A city official meets with union leaders to avert a transit strike. The United States
Secretary of State sits down with his Soviet counterpart to seek an agreement limiting nuclear
arms. All these are negotiations.
Everyone negotiates something every day. Like Moliere’s Monsieur Jourdain, who was
delighted to learn that he had been speaking prose all his life, people negotiate even when they
don’t think of themselves as doing so. A person negotiates with his spouse about where to go for
dinner and with his child about when the lights go out. Negotiation is a basic means of getting
what you want from others. It is back-and-forth communication designed to reach an agreement
when you and the other side have some interests that are shared and others that are opposed.
More and more occasions require negotiation; conflict is a growth industry. Everyone
wants to participate in decisions that affect them; fewer and fewer people will accept decisions…

Egglezou, Foteini (2017). Learning Communication Skills in the Hellenic Toastmasters Club: The Influence of Classical Rhetorical Principles

Learning Communication Skills in the Hellenic Toastmasters Club: The Influence of Classical Rhetorical Educational Principles
Fotini Egglezou

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

Fotini_Egglezou_2017_._Learning_communic (1)


Kienpointner, Μanfred (1997). On the art of finding arguments. What ancient and modern masters of invention have to tell us about the «ars inveniendi». Argumentation 11, 225-236

On the Art of Finding Arguments: What Ancient and Modern Masters of Invention Have to Tell Us
About the ‘Ars Inveniendi’

ABSTRACT: This paper deals with what has been called “ars inveniendi” (‘art of finding’) in antiquity, medieval and early modern times. A survey of different techniques of finding
tenable and relevant arguments is presented (among them, the Topical tradition, Status theory, Debate theory, Encyclopedic systems, Creativity techniques). Their advantages and disadvantages
are critically compared. It is suggested that a mixture of strategies of finding arguments should be used. Finally, a few remarks showing the relationship beween the strategies
of finding arguments and creativity in general are given.
KEY WORDS: Ancient rhetoric, art of finding, ars inveniendi, brainstorming, creativity, debate theory, encyclopedic systems, invention, Lasswell formula, status theory, topical
In this paper I want to present and discuss several techniques for finding arguments. More particularly, I shall deal with what has been called ‘ars
inveniendi’ (‘art of finding’) in antiquity, medieval and early modern times. As far as terminology is concerned, I am going to use ‘argument’ in a rather
narrow sense: according to this usage, an argument is a statement brought forward to confirm or attack a controversial claim. Of course, during the finding process we are not looking for all conceivable
arguments in that sense, but only for plausible ones. A plausible argument is a statement which is both tenable and relevant (cf. Naess, 1975,
p. 144). Different techniques of finding arguments impose more or less restrictive requirements on arguments as to their tenability and relevance.
Some require very strong restrictions (e.g. the arguments must be true and…