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.

Introduction 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, […]

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 […]

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

Introduction 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 […]

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 […]

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 […]

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 […]

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 […]

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 […]

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 […]

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 […]