Shakespeare's Use of the Arts of LanguageRavenio Books, 2016 M04 23 The contribution of the present work is to present in organized detail essentially complete the general theory of composition current during the Renaissance (as contrasted with special theories for particular forms of composition) and the illustration of Shakespeare’s use of it. It is organized as follows: Part One: Introduction I. The General Theory of Composition and of Reading in Shakespeare’s England 1. The Concept of Art in Renaissance England 2. Training in the Arts in Renaissance England 3. The English Works on Logic and Rhetoric 4. The Tradition 5. Invention and Disposition Part Two. Shakespeare’s Use of the Theory II. Shakespeare’s Use of the Schemes of Grammar, Vices of Language, and Figures of Repetition 1. The Schemes of Grammar 2. The Vices of Language 3. The Figures of Repetition III. Logos: The Topics of Invention 1. Inartificial Arguments or Testimony 2. Definition 3. Division: Genus and Species, Whole and Parts 4. Subject and Adjuncts 5. Contraries and Contradictories 6. Similarity and Dissimilarity 7. Comparison: Greater, Equal, Less 8. Cause and Effect, Antecedent and Consequent 9. Notation and Conjugates IV. Logos: Argumentation 1. Syllogistic Reasoning 2. Fallacious Reasoning 3. Disputation V. Pathos and Ethos 1. Pathos 2. Ethos Part Three. The General Theory of Composition and Reading as Defined and Illustrated by Tudor Logicians and Rhetoricians VI. Schemes of Grammar, Vices of Language, and Figures of Repetition 1. The Schemes of Grammar 2. Vices of Language VII. Logos: The Topics of Invention 1. Inartificial Arguments or Testimony 2. Definition 3. Division: Genus and Species, Whole and Parts 4. Subject and Adjuncts 5. Contraries and Contradictories 6. Similarity and Dissimilarity 7. Comparison: Greater, Equal, Less 8. Cause and Effect, Antecedent and Consequent 9. Notation and Conjugates 10. Genesis or Composition 11. Analysis or Reading VIII. Logos: Argumentation 1. Syllogistic Reasoning 2. Fallacious Reasoning 3. Disputation IX. Pathos and Ethos 1. Pathos 2. Ethos |
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... and Reading as Defined and Illustrated by Tudor Logicians and Rhetoricians VI. Schemes of Grammar, Vices of Language, and Figures of Repetition 2. Vices of Language VII. Logos: The Topics of Invention. 1. The Schemes of Grammar.
... and Reading as Defined and Illustrated by Tudor Logicians and Rhetoricians VI. Schemes of Grammar, Vices of Language, and Figures of Repetition 2. Vices of Language VII. Logos: The Topics of Invention. 1. The Schemes of Grammar.
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... Tudor grammar schools and that he employed in the composition of his plays and poems both techniques and materials derived from these Latin texts. Baldwin illustrates Shakespeare's use of particular forms of composition, as for example ...
... Tudor grammar schools and that he employed in the composition of his plays and poems both techniques and materials derived from these Latin texts. Baldwin illustrates Shakespeare's use of particular forms of composition, as for example ...
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... Tudor England. These include the Rhetorica ad C. Herennium, treatises by Cicero, Quintilian, and Aristotle, and Renaissance works directly or indirectly derived from them and often designed to lead into them. The Renaissance ...
... Tudor England. These include the Rhetorica ad C. Herennium, treatises by Cicero, Quintilian, and Aristotle, and Renaissance works directly or indirectly derived from them and often designed to lead into them. The Renaissance ...
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... Tudor critics and poets, is assumed to rest on a body of precepts derived from nature, and both composition and reading are to be guided by the three ancient interrelated arts of language. Raphe Lever noted what every humanist ...
... Tudor critics and poets, is assumed to rest on a body of precepts derived from nature, and both composition and reading are to be guided by the three ancient interrelated arts of language. Raphe Lever noted what every humanist ...
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... Tudor England. These schools were patterned on Saint Paul's, London, refounded in 1510 by Dean Colet, whose friend Erasmus, then in England, planned the curriculum and wrote or helped to write many of the textbooks, which continued to ...
... Tudor England. These schools were patterned on Saint Paul's, London, refounded in 1510 by Dean Colet, whose friend Erasmus, then in England, planned the curriculum and wrote or helped to write many of the textbooks, which continued to ...
Contenido
The Topics of Invention | |
Argumentation | |
Pathos and Ethos | |
Part Three The General Theory of Composition and Reading | |
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Términos y frases comunes
adjuncts adversary answer antanaclasis Antony Apemantus argument Aristotle audience AYLI Blundeville Brutus Caesar called cause character Cicero Clown composition conclusion contrary Coriolanus Cymbeline death declares Desdemona disputation doth effect Elizabethan enallage enthymeme Ergo ethos evil example eyther fallacy false Falstaff father fear figures of repetition figurists fool forme of speech Fraunce give grammar Hamlet hast hath hearers heart heaven honest honour hypallage hypothetical syllogism Iago Ibid kind King Henry language Latin Lear logic and rhetoric logicians Logike logos Lord Love’s Labour’s Lost Macbeth major premise material fallacies matter meaning metonymy mind Orator Othello pathos Peacham premise Prince proposition Puttenham question Ramists reason Renaissance rhetoricians Rhetorike Richard Richard II schemes sentence Shakespeare Sherry speak speaker syllepsis syllogism Syllogisme tell thee thing thou art thought Timon Troilus true Tudor unto verse Wilson words wrong