Page 157 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 157
i. ž. žagar ■ slovenian experience with rhetoric in primary schools
b) “Pupils prepare short speeches in accordance with the rules of dis-
position on a given topic; they argue their decision (choice and order of
speech components) and explain it in the classroom.”
Again, activity a) meant as a necessary preparatory stage for activi-
ty b) did not work that well because it demanded quite some reading and
analyzing. Getting acquainted with existing speeches (or texts) is a neces-
sary step for constructing one’s own speeches, but it demands time and ef-
fort, so it was dropped (due also to the fact that there were only 32 hours
available). Activity b) on the other hand worked quite OK, all things con-
sidered, except for the second part, arguing the decision and explaining it
in the classroom.
Elocution (ibid., pp. 7–8)
Goals
“Pupils understand that with different wordings of the same topic
(the same arguments) they can achieve different effects on their listeners.
Activities
a) “Using the basic techniques of different wordings (addition, sub-
traction, transposition, substitution) pupils change the given text to make
it sound more/less polite/convincing, etc.; they explain their decision, in
accordance with the rules of rhetorical skill and speech structure, in the
classroom (also in discussion with a fellow pupil, representing the oppos-
ing point of view).”
b) “Pupils write a short speech on a given subject and then exchange
it with the pupil sitting next to them, who tries to (re)write the speech us-
ing other words by:
- Keeping the same emphasis;
- Making it sound stronger (sharper);
- Making it sound weaker (softer);
- Trying to reshape the given speech by using the same expressions to
persuade/argue in the opposite direction.
They explain their decisions in accordance with the rules of rhetori-
cal skill and speech structure in the classroom.”
I hope you can see that these activities were carefully designed in or-
der to show as clearly and explicitly how large the scope of rhetoric is and
what a vast array of things it can do and achieve. But all these exercises de-
mand a lot of work and effort, a lot of writing and rewriting – while time
was very limited, and so too was the motivation of students for writing
and rewriting.
155
b) “Pupils prepare short speeches in accordance with the rules of dis-
position on a given topic; they argue their decision (choice and order of
speech components) and explain it in the classroom.”
Again, activity a) meant as a necessary preparatory stage for activi-
ty b) did not work that well because it demanded quite some reading and
analyzing. Getting acquainted with existing speeches (or texts) is a neces-
sary step for constructing one’s own speeches, but it demands time and ef-
fort, so it was dropped (due also to the fact that there were only 32 hours
available). Activity b) on the other hand worked quite OK, all things con-
sidered, except for the second part, arguing the decision and explaining it
in the classroom.
Elocution (ibid., pp. 7–8)
Goals
“Pupils understand that with different wordings of the same topic
(the same arguments) they can achieve different effects on their listeners.
Activities
a) “Using the basic techniques of different wordings (addition, sub-
traction, transposition, substitution) pupils change the given text to make
it sound more/less polite/convincing, etc.; they explain their decision, in
accordance with the rules of rhetorical skill and speech structure, in the
classroom (also in discussion with a fellow pupil, representing the oppos-
ing point of view).”
b) “Pupils write a short speech on a given subject and then exchange
it with the pupil sitting next to them, who tries to (re)write the speech us-
ing other words by:
- Keeping the same emphasis;
- Making it sound stronger (sharper);
- Making it sound weaker (softer);
- Trying to reshape the given speech by using the same expressions to
persuade/argue in the opposite direction.
They explain their decisions in accordance with the rules of rhetori-
cal skill and speech structure in the classroom.”
I hope you can see that these activities were carefully designed in or-
der to show as clearly and explicitly how large the scope of rhetoric is and
what a vast array of things it can do and achieve. But all these exercises de-
mand a lot of work and effort, a lot of writing and rewriting – while time
was very limited, and so too was the motivation of students for writing
and rewriting.
155
