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论文新亚里士多德主义修辞批评

新亚里士多德主义批评被认为是第一个正式的修辞批评模式，并且在公众演说领域迅速发展。亚里士多德主义修辞批评运用多种途径以了解文本形成的四个过程步骤。即挑选、分析、制定研究问题最后拟定最终文章。结束这四步之后，分析文本后，使用古典修辞学的五大能力：谋篇、发明、文采、发表、记忆。简单来说，新亚里士多德主义修辞批判就是一个人怎样看待文学，从对文学史多元化态度进行批判。也旨在探求文学和批评理论的本质。

应该在分析文本后的也有不同步骤。第一是文本描述事件语境重构。在批评调查研究文本第24页，形成语境的三大要素：场合、听众和修辞。通过学习研究修辞，批评可以帮助了解受众的历史、经历和性格。一个人学习更多的理念、原理，更多的修辞实践练习，不同场合会展现不同的影响修辞的评判。

Communications essay on Neo Aristotelian Rhetorical Criticism

Neo- Aristotelian criticism has been said to be the first formal method of rhetorical criticism and was developed in the field of communication. Neo Aristotelian Criticism takes various approaches in order to understand the artifacts in the four steps process. That is selecting the artifact, analyze the artifact, and formulate the research question and finally, drafting the final essay. After the completion of following the four-step process, an analysis of the artifact is then done using the five classical rhetoric’s cannons of organization, invention, style, delivery, and memory. In simple terms, Neo- Aristotelian criticism is how one views the literature, and criticized by taking the pluralistic attitudes towards the history of literature. It also seeks to view the work of literature and critical theories intrinsically.

There are different steps, which must be followed in analyzing the artifact. First, is reconstructing the context in which the occurrences of the artifacts happened. The critic investigates in page 24 of the text, three major components of the context, which is the occasion, audience and the rhetor. Through studying the rhetor, the critic is helped to understand the audience’s history, experience and the character. One learns more about their philosophy, principles, and the rhetor’s formal training. The occasion’s elements show the critic of what influenced the rhetor. Moreover, knowing the audience also helps one to understand the reasons why rhetor chose different strategies i.e. the intention of using them.

I therefore, embarked to use a particular case in the beginning to think how, why and wo whom the rhetorical criticism has been taught although one could not locate a sindle historical study addressing all these questions. In a curious note, the work of twentieth century undertaken in speech communication was published inside the college rhetorical criticism matrials rather than the professional documentaries. An example is the Bruce Gronbeck and Malcom Sillars who provided a brief historic rhetorical criticism in the college textbook known as the Communication Criticism: Rhetoric, Social Codes, Cultural Studies of 2001 among other in the same category. However, a discussion on the book of the rhetorical criticism takes the bases of this write up in order to draw the attention of the learners on its title meaning.

The own historical sketch of the Sillars and Gronbeck’s book of communication criticism makes it difficult for many students to understand and gain the sense of history in the rhetorical criticism. For example, when Gronbeck and Sillars acknowledge that, the critical theory and practices have been existed even before the recording of history started.

The criticism of the communication was well and alive immediately the shape of oral languages started to esta