Rhetoric for Innovative Education

Output 2 Online Course in Rhetoric

Research module

Presentation of the module

This module is designed to develop students’ analytical skills in the context of rhetoric. It presents only some types of analyses as criteria and as analyses and studies already implemented. What is specific about this module is the presentation of analyses only, without going into interpretations. The student, and anyone interested in rhetoric, has the option of reading the information in the links to the individual analyses or searching the internet for further information. This module has a link to the theoretical one, as basic concepts can be found in it. The research module also has a link to the Glossary section, which contains definitions of basic rhetorical concepts.

  • Presentation of the module

  • Rhetorical analysis by 13 criteria

  • Argumentative and genre analyses

  • Analysis of political rhetoric

  • Analysis of virtual rhetoric

  • Online resources

The importance of rhetorical research

The module focuses on developing analytical skills and on preparing to carry out analyses according to different criteria, models and best practices. It is not possible to cover the many different types of analysis as different universities, schools and researchers use different criteria.

Rhetorical analyses move beyond the verbal and into the visual.

Rhetorical analyses or particular techniques are used to analyse literary works, appearances in films, and manifestations in virtual environments.

On the one hand, specific analyses are observed in the field of rhetoric, i.e. specialised and focused only on orators, oratory, genres, argumentation, etc.

On the other hand, the rich rhetorical heritage in theory and research is also used for analyses outside the field of public speaking: fiction, media, the Internet, photography, cinema, even architecture, fine art, music, etc.

Without claiming to be exhaustive, the analysis options are presented here. Several areas can be identified.

One is specifically rhetorical, and here analyses are presented as follows:

Figure 4. Options for analysis from a rhetorical perspective

The second area is using the rhetorical heritage and toolkit to analyse other areas with which intersections have been found. As is evident from the iconography/figure, these can be separate domains, spheres, and also combine analyses where there are points of contact and intersection between the different domains. Therefore, the image is illustrative and not intended to outline all possible options for exploration from a cognitive perspective.

Figure 5. Intersections between rhetoric and other sciences and possibilities for analysis

Project RHEFINE – Rhetoric for Innovative Education, Number 2020-1-PL01-KA203-082274, Erasmus+ Programme, Key Action 2, Cooperation for innovation and the exchange of good practices – Strategic Partnerships for Higher Education.


University of Warsaw – Poland – coordinator

Institute of Rhetoric and Communication – Bulgaria

University of Zagreb – Croatia