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The Lyceum Project: Rhetoric and Real World Situations.

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Title: The Lyceum Project: Rhetoric and Real World Situations.
Language: English
Authors: Rodriquez, Carol J., Paddison, John
Source: Composition Chronicle: Newsletter for Writing Teachers. May 1997 10(4):4-7.
Peer Reviewed: N
Page Count: 5
Publication Date: 1997
Document Type: Journal Articles
Descriptors: Audience Awareness, Community Involvement, Curriculum Enrichment, Discourse Communities, Higher Education, Language Role, Program Development, Program Implementation, Rhetoric, Student Development, Writing Instruction
Abstract: In the broadest sense, rhetoric and rhetorical studies are primarily concerned with using language in context and, thus, must focus on the collaborative, negotiated dynamics of discourse and discourse production. These broad principles provided the basis for the "Lyceum Project" (named for the public forum first developed by the Greek Sophists in the fifth century B.C.), recently initiated and developed at Northern Arizona University (NAU). The project was underwritten by an instructional development grant providing funding for lecturers from various fields and professions to speak on the unique characteristics of their own specific discourse situations. The goal was to improve teaching and learning in both the English Composition and English Rhetoric programs at NAU, promoting classroom discussion and enriching students' understanding of course content in the context of real world situations. Among the 7 speakers recruited were the county pretrial services director, a local attorney, a psychotherapist working for a family help center, and the composition director at a major state university. Some speakers were better prepared for public discourse than others, yet student responses to the lectures were fairly similar in overall response to each presenter's credibility and effectiveness. The overall object was to be sure that the lecturers had sparked the students' critical interest. Guidelines have been developed for future lyceum projects. (Contains six references.) (CR)
Entry Date: 1997
Accession Number: ED408586
Database: ERIC
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  Data: The Lyceum Project: Rhetoric and Real World Situations.
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  Data: <searchLink fieldCode="SO" term="%22Composition+Chronicle%3A+Newsletter+for+Writing+Teachers%22"><i>Composition Chronicle: Newsletter for Writing Teachers</i></searchLink>. May 1997 10(4):4-7.
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  Data: <searchLink fieldCode="DE" term="%22Audience+Awareness%22">Audience Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Enrichment%22">Curriculum Enrichment</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Communities%22">Discourse Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Role%22">Language Role</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink>
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  Data: In the broadest sense, rhetoric and rhetorical studies are primarily concerned with using language in context and, thus, must focus on the collaborative, negotiated dynamics of discourse and discourse production. These broad principles provided the basis for the "Lyceum Project" (named for the public forum first developed by the Greek Sophists in the fifth century B.C.), recently initiated and developed at Northern Arizona University (NAU). The project was underwritten by an instructional development grant providing funding for lecturers from various fields and professions to speak on the unique characteristics of their own specific discourse situations. The goal was to improve teaching and learning in both the English Composition and English Rhetoric programs at NAU, promoting classroom discussion and enriching students' understanding of course content in the context of real world situations. Among the 7 speakers recruited were the county pretrial services director, a local attorney, a psychotherapist working for a family help center, and the composition director at a major state university. Some speakers were better prepared for public discourse than others, yet student responses to the lectures were fairly similar in overall response to each presenter's credibility and effectiveness. The overall object was to be sure that the lecturers had sparked the students' critical interest. Guidelines have been developed for future lyceum projects. (Contains six references.) (CR)
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