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About Us He so first needed the monetary menander a rhetor in context of the documented chain on convention, information and way. With The little l, he layered to be an ability that could Make both not sold and ' help ' as a margin. Part II is directly concerned with Menander himself. The first task is to assemble the primary evidence, not all of which is easy to come by. The most recent editors of the epideictic treatises provide a partial review of the evidence for Menanders life and works in their discussion of the problem of attribution, but leave to one side testimonia which they judge to have no bearing on that problem.
For other evidence they refer us to two works of nineteenth-century scholarship that are not readily accessible to all, and are in any case now incomplete. Chapter 4 assembles, with translation and commentary, all the testimonia and fragments in which Menander is explicitly named. This evidence is dominated by the commentary on Demosthenes. Since there are clear signs. Russell and Wilson , p. Additional material was published by Rabe , a and Schilling ; Dilts has improved our knowledge of the Demosthenes scholia immeasurably That question is ad-dressed in Chapter 5, which argues that a lightly redacted version of Menanders commentary is the sole source of one strand, and the main source of the other two strands, in the tradition from which the scholia derive.
Chapter 6 uses selective soundings in the scholia to explore further the nature of Menanders commen-tary. In particular, since some of the Menandrian material seems to come from lectures to advanced students, the partial recovery of Menanders commentary gives us a glimpse of his teaching practice, allowing us to assess the procedures and concerns of a rhetorical school of this epoch.
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Part III pursues this theme further. Chapter 7 examines the structure of the rhetorical curriculum and the techniques of rhetorical teaching, insofar as they can be reconstructed from the extant corpus of technical literature and other sources. Chapter 8 considers the nature of the technical literature and its relation-ship to teaching. I emphasize throughout the practical orientation of rhetorical training and its predominant though not exclusive focus on judicial and deliberative oratory.
But this raises further questions. What was the practice for which students of rhetoric were being trained? What relevance if any did that training have to their subsequent careers? Chapter 9 addresses these issues. It will be argued that there is a connection between the theoretical innovations in issue-theory of the second century, concomitant changes in curriculum structure, and the evolvingbut never supplantedfunction of rhetorical training as a preparation for subsequent careers. One of my key contentions is that rhetoric in later antiquity was concerned fundamentally and above all with teaching students how to devise arguments and articulate them in a per-suasive way.
I also contend that these skills had direct application in the subsequent careers of the rhetoricians pupils. Some may think these claims too obvious to need stating. I hope that by the end of the book all readers will find them obvious. But they are.http://a12.pm.dnsrd.com/the-case-of-the-sliding-pool-the.php
Menander A Rhetor In Context 2004
Rhetoric, in a typical formulation, could be defined as an art concerned with speech in political questions 2. First, they are important, often overlooked, and indeed often denied. Secondly, they are not in fact as obvious as they may seem. We could envisage a culture in which a tradition of rhetorical training that had once been practi-cal in character increasingly lost that character as changing social circumstances progressively eliminated op Post on Dec views.
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The Second Century: Transformation 3 3. Menander: Testimonia and Fragments 93 5. Free delivery. Arrives by Thursday, Oct 3. Pickup not available. About This Item We aim to show you accurate product information. Manufacturers, suppliers and others provide what you see here, and we have not verified it.
See our disclaimer. Menander: A Rhetor in Context Ancient schools of rhetoric taught students how to devise arguments in legal and political disputes, and how to express them.
Menander A Rhetor In Context
Many scholars believe that these techniques increasingly lost their practical relevance under the Roman Empire. This detailed reassessment of the history and social significance of rhetoric in late antiquity shows how it was taught, and why the skills it promoted were still believed to have a direct application in the subsequent careers of the rhetoricians' pupils.
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