Shakespeare's Use of the Arts of LanguageRavenio Books, 23 квіт. 2016 р. 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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... Aristotle Translated into English, and from the Oxford editions of Spenser, Lyly, Jonson, Thomas Wilson, The Arte of Rhetorique, Mulcaster, Elementarie, The Pilgrimage to Parnassus, and Elizabethan Critical Essays; the Cambridge ...
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... Aristotle, and Renaissance works directly or indirectly derived from them and often designed to lead into them. The Renaissance rhetoricians may be considered for the moment in two classes: those who in addition to a work on rhetoric ...
... Aristotle, and Renaissance works directly or indirectly derived from them and often designed to lead into them. The Renaissance rhetoricians may be considered for the moment in two classes: those who in addition to a work on rhetoric ...
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... Aristotle the Philosopher, in. his Booke of Rhetorike dooeth shewe. . . . therefore Nature itself beyng well framed, and afterward by arte and order of science, instructed and adorned, must be singularlie furthered, helped, and aided to ...
... Aristotle the Philosopher, in. his Booke of Rhetorike dooeth shewe. . . . therefore Nature itself beyng well framed, and afterward by arte and order of science, instructed and adorned, must be singularlie furthered, helped, and aided to ...
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... Aristotle and Gorgias. There are among the English authors of the Renaissance, as among the Latin, obvious differences that dispose them into the three groups which in the present study are called the traditionalists, the Ramists, and ...
... Aristotle and Gorgias. There are among the English authors of the Renaissance, as among the Latin, obvious differences that dispose them into the three groups which in the present study are called the traditionalists, the Ramists, and ...
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... Aristotle but do not hesitate to improve upon him and more especially upon the Aristotelians, whose sterile method of teaching they sought to vitalize by relating logic to literature and to the discourse of life and to clarify by making ...
... Aristotle but do not hesitate to improve upon him and more especially upon the Aristotelians, whose sterile method of teaching they sought to vitalize by relating logic to literature and to the discourse of life and to clarify by making ...
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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