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Ignorantia doctorum : Hochschulschreibdidaktik und die Rhetoriktradition

  • Since the turn of the millennium, many writing centers have been established at universities in the German-speaking world, in order to support students in academic writing. This essay argues for offering subject-anchored directive guidance and using scientific texts as a basis for model learning. It states that the rhetorical tradition is hardly taken into account in the writing centers. Five arguments for this ignorance are discussed and, if possible, dispelled: the antiquity argument, which considers rhetoric outdated; the orality argument, which understands rhetoric as irrelevant to writing; the moral argument, which condemns rhetoric as a tool for demagogues; the positivist argument, which criticizes rhetoric as unempirical; and the didactic argument, which rejects rhetoric as a rigid doctrine. The discussion shows, however, that the rhetorical tradition, with its normative power and centuries of teaching practice, is a treasure trove of writing didactics that holds many resources, such as well-founded assessment criteria for the quality, appropriateness, and usefulness of texts.

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Metadaten
Author:Monika OertnerGND
DOI:https://doi.org/10.1515/rhet-2022-0009
ISSN:1865-9160
ISSN:0720-5775
Parent Title (German):Rhetorik - Ein internationales Jahrbuch
Volume:Band 41
Publisher:de Gruyter
Place of publication:Berlin
Document Type:Article
Language:German
Year of Publication:2022
Identifier:Im Katalog der Hochschule Konstanz ansehen
Release Date:2023/01/17
Tag:Rhetorik; Schreibwissenschaft; Schreibzentrum; Schreibdidaktik
First Page:88
Last Page:103
Institutes:Institut für professionelles Schreiben - IPS
DDC functional group:400 Sprache
Relevance:Keine peer reviewed Publikation (Wissenschaftlicher Artikel und Aufsatz, Proceeding, Artikel in Tagungsband)
Open Access?:Nein
Licence (German):License LogoLizenzbedingungen De Gruyter