College Writing: Teacher's Book by Dorothy E. Zemach, Lisa A. Rumisek

By Dorothy E. Zemach, Lisa A. Rumisek

University Writing: Teacher's publication

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39. 248. 55 It followed, as he later explained, that it was the common people, the multitude, whose assent ultimately decided the quality of an orator. 56 This was so because what mattered was whether the audience€ – the multitude or the people€ – were persuaded and moved. ’57 Pre-revolutionary English rhetoricians and schoolmasters exhibited no qualms as they seized on this notion of popular rhetoric. They embraced the Ciceronian view that rhetoric was central for speaking in the senate but even more so for addressing the people.

69 Valerius 1580, 38–9. 72 Hugh Robinson’s chief source was Cicero’s De inventione, which he followed in many places very carefully. But the Master of Winchester College sometimes also felt free to depart from Cicero. 79 Jean l’Oiseau de Turval, a Church of England clergyman of Huguenot origins, also saw eloquence as a potent means to persuade ‘the people’ and their assemblies. No matter how ‘mutinous & turbulent assemblies’ they were and no matter how much they consisted ‘of those actiue & working spirites’, they were bound to listen to and thus to be persuaded by an orator who had ‘graue representation, accompanied with a remarquable, honest, and vertuous disposition’€– who had, in short, a good ethos.

See Shrank 2004, 155–7, 169, 171; McMahon 1999; Hoak 2007. â•… 3╇ Skinner 1996, 51. ], Fiiiir, Aiiir–v. 6 While Wilson was of course no advocate of populist democracy, his views of rhetoric contained elements of wider participation. 8 When Demosthenes insisted, as Wilson translated it, that it should be ‘free for euery man, to saye his minde, to giue his counsell, and to do his part’ and that ‘all men may haue libertie to speake their fantasies in this place’, Wilson himself commented that ‘libertie of speach [is] neccessarie for the Countries welfare’.

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