Analysis Of Merging Social Construction Theory And Aristotle 's Rhetoric

1317 Words Mar 6th, 2015 6 Pages
Rhetorical Situation: Merging Social Construction Theory and Aristotle’s Rhetoric While my official title is English teacher, I believe my role is to facilitate students maturing as communicators. A poster hanging in my room says “Facilitator’s Goal: Students will improve as readers, writers, speakers, viewers, listeners, critical thinkers, reflectors, self-learners.” The rhetorical situation is central to each of these communication opportunities, and whether students encounter the communication opportunities individually, with another person, in a small group, or in a large group, the rhetorical situation remains crucial. When students grasp the critical significance of the rhetorical situation and incorporate it in all areas of communication, they are more likely to understand perspective, and thereby, mature. Social construction of reality theory (SCT) presupposes “that reality is a social construction and that language and conversation are the primary tools of that construction” (Dixson, 2001, p. 151). According to Berger and Luckman, “communication [is] the process [that] creates, modifies, and maintains reality” (as cited in Dixson, 2001, p.152). Whereas, rhetoric is a “study [to discover] persuasive arguments and appeals” (Herrick, 2013, p. 72). While appearing diverse, the theories do encompass similarities. Aspects of SCT and Aristotle’s rhetoric can be merged to utilize the rhetorical situation, especially audience, as a medium to facilitate student growth.
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