Fresh contributions to the study of medieval manuscripts, texts, and their creators. This exciting collection of essays is centred on late medieval English manuscripts and their texts. It offers new insights into the works of canonical literary writers, including Geoffrey Chaucer, John Gower, William Langland, Walter Hilton and Nicholas Love, as well as lesser-known texts and manuscripts. It also considers medieval books, their producers, readers, and collectors. It is thus a fitting tribute to one the foremost scholars of the history of the book, Professor Toshiyuki Takamiya, whom it honours. Simon Horobin is Professor of English Language and Literature at the University of Oxford; Linne Mooney is Professor of Medieval English Palaeography in the Department of English and Related Literature at the University of York. Contributors: Timothy Graham, Richard Firth Green, Carrie Griffin, Gareth Griffith, Phillipa Hardman, John Hirsh, Simon Horobin, Terry Jones, Takako Kato, Linne R. Mooney, Mary Morse, James J. Murphy, Natalia Petrovskaia, Susan Powell, Ad Putter, Michael G. Sargent, Eric Stanley, Mayumi Taguchi, Isamu Takahashi, Satoko Tokunaga, R.F. Yeager

This newly revised Thirtieth Anniversary edition provides a robust scholarly introduction to the history of writing instruction in the West from Ancient Greece to the present-day United States. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, orthography, the rise of vernaculars, writing as a force for democratization, and the roles of women in rhetoric and writing instruction. Each chapter provides pedagogical tools including a Glossary of Key Terms and a Bibliography for Further Study. In this edition, expanded coverage of twenty-first-century issues includes Writing Across the Curriculum pedagogy, pedagogy for multilingual writers, and social media. A Short History of Writing Instruction is an ideal text for undergraduate and graduate courses in writing studies, rhetoric and composition, and the history of education.

This newly revised Thirtieth Anniversary edition provides a robust scholarly introduction to the history of writing instruction in the West from Ancient Greece to the present-day United States. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, orthography, the rise of vernaculars, writing as a force for democratization, and the roles of women in rhetoric and writing instruction. Each chapter provides pedagogical tools including a Glossary of Key Terms and a Bibliography for Further Study. In this edition, expanded coverage of twenty-first-century issues includes Writing Across the Curriculum pedagogy, pedagogy for multilingual writers, and social media. A Short History of Writing Instruction is an ideal text for undergraduate and graduate courses in writing studies, rhetoric and composition, and the history of education.

Continuing its tradition of providing students with a thorough review of ancient Greek and Roman rhetorical theory and practices, A Synoptic History of Classical Rhetoric is the premier text for undergraduate courses and graduate seminars in the history of rhetoric. Offering vivid examples of each classical rhetor, rhetorical period, and source text, students are led to understand rhetoric's role in the exchange of knowledge and ideas. Completely updated throughout, Part I of this new edition integrates new research and expanded footnotes and bibliographies for students to develop their own scholarship. Part II offers eight classical texts for reading, study, and criticism, and includes discussion questions and keys to the text in Part I.

The essays in this volume deal with the history of rhetoric and education for the thousand years from the early Middle Ages to the European Renaissance. They represent the author's pioneering efforts over four decades to piece together a kind of mosaic which will provide elements necessary to construct a history of that thousand years of language activity. Some essays deal with individual writers like Giles of Rome, Peter Ramus, Gulielmus Traversanus, or Antonio Nebrija, some focus on the influence of Cicero and Quintilian and other ancient sources. The essays dealing specifically with education open up different inquiries into the ways language use was promoted, and by whom. Others explore the relations between Latin rhetoric and medieval English literature and, finally, several deal with the impact of printing, a subject still not completely understood.

Cicero had written seven books on rhetoric, but Ramus chose Orator for the attack which had been inevitable since his original denunciation of Cicero's rhetoric in 1543. There are probably two reasons for this. The first is that he was thus able to enter into the widespread controversy over "Ciceronianism." More importantly, this choice enabled him to concentrate on the one Ciceronian work closest to his own personal view of rhetoric. For Ramus, rhetoric was a matter only of the exterior elements of style and delivery and Orator concentrates on style. It is set in the form of a letter to Cicero's friend Marcus Junius Brutus responding to Brutus's reaction to Cicero's earlier history of Roman oratory -- titled Brutus after its dedicatee. None of Cicero's other six works on rhetoric would have provided Ramus the same opportunity to fasten on questions of style the way he does in the Questions of Brutus. Ramus accuses Cicero of trying to prove that he is the "perfect orator" about which Orator is written. He also accuses him of being merely an unthinking follower of Aristotle. The basic assault, however, is syllogistic. Ramus reduces Cicero's ideas to syllogistic form to demonstrate their error and inconsistency. Throughout, Ramus continues to claim that Cicero does not know the true province of rhetoric. Moreover, he argues that what is found "muddled and confused in unfathomable darkness" in this one book is also true of all of Cicero's other books. Thus, The Questions of Brutus becomes a wide-ranging polemic like his attack on Aristotle. There are numerous rhetorical questions, apostrophes, exclamations, syllogistic analyses, and a great many digressions. Basically Ramus follows the order of Cicero's Orator, though there are occasional backward-forward references as well. Ramus does not, however, use the quotation-plus-interpretation method employed in the commentaries on his orations. Instead he takes up concepts rather than quotations, usually using specific citations only when he wishes to attack Cicero's language on some point. Therefore, this book is self-contained: Ramus states Cicero's position, then his own.

Continuing its tradition of providing students with a thorough review of ancient Greek and Roman rhetorical theory and practices, A Synoptic History of Classical Rhetoric is the premier text for undergraduate courses and graduate seminars in the history of rhetoric. Offering vivid examples of each classical rhetor, rhetorical period, and source text, students are led to understand rhetoric's role in the exchange of knowledge and ideas. Completley updated throughout, Part I of this new edition integrates new research and expanded footnotes and bibliographies for students to develop their own scholarship. Part II offers eight classical texts for reading, study, and criticism, and includes discussion questions and keys to the text in Part I.

M. Fabius Quintilianus was a prominent orator, declaimer, and teacher of eloquence in the first century CE. After his retirement, he wrote the Institutio oratoria, a unique treatise in antiquity because it is both a handbook of rhetoric and an educational treatise. Quintilian's fame and influence are not only based on the Institutio, but also on the two collections of Declamations which were later attributed to him. The Oxford Handbook of Quintilian aims to present Quintilian's Institutio as a key treatise in the history of Greco-Roman rhetoric and to trace its influence on the theory and practice of rhetoric and education up to the present day. Topics include Quintilian's educational programme, his concepts and classifications of rhetoric, his discussion of the five canons of rhetoric, his style, his views on literary criticism, declamation, and the relationship between rhetoric and law, and the importance of the visual and performing arts in his work. His legacy is presented in successive chapters devoted to Quintilian in late antiquity, the Middle Ages, the Italian Renaissance, Northern Europe during the Renaissance, Europe from the eighteenth to the twentieth century, and the United States of America. Other chapters examine the biographical tradition, the history of printed editions, and modern assessments of Quintilian. The contributors represent a wide range of expertise and scholarly traditions, offering a unique, multidisciplinary perspective.

Rhetoric in the Middle Ages: A History of Rhetorical Theoryfrom Saint Augustine to the Renaissance was first published in 1974 by the University of California Press and won the national book award of the Speech Communication Association. It has since been translated into Italian, Spanish, and Polish. In 2001 it, along with its companion anthology, Three Medieval Rhetorical Arts, was reprinted by the Arizona Center for Medieval and Renaissance Studies (ACMRS), and remains in print. In the more than four decades since the book first appeared, a vast number of studies of medieval rhetoric have appeared and the field has advanced enormously. This Bibliographic Supplement allows readers to survey scholarly developments since 1974. It is organized into four chapters following the four sections of the original book: ancient rhetoric and its continuations, ars dictaminis, arts of poetry and prose, and ars praedicandi. Each chapter consists of a bibliographic essay discussing key works since 1974 in context and a bibliography specific to that chapter's subject.

The essays in this volume deal with the history of rhetoric and education for the thousand years from the early Middle Ages to the European Renaissance. They represent the author's pioneering efforts over four decades to piece together a kind of mosaic which will provide elements necessary to construct a history of that thousand years of language activity. Some essays deal with individual writers like Giles of Rome, Peter Ramus, Gulielmus Traversanus, or Antonio Nebrija, some focus on the influence of Cicero and Quintilian and other ancient sources. The essays dealing specifically with education open up different inquiries into the ways language use was promoted, and by whom. Others explore the relations between Latin rhetoric and medieval English literature and, finally, several deal with the impact of printing, a subject still not completely understood.