Style and Arrangement

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Sample Excerpt: Audience: Academic, Length: 5000 words.
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The author of "Rhetorica ad Herennium" and "Aristotle in Rhetoric" share an interest in teaching rhetoric and those aspects of oratory most congruous during the periods in which they wrote. Though they both approach rhetoric with instructional intent, they handle several aspects of rhetoric differently. Aristotle appears less concerned with style or form than with proof, which makes him less authoritative or knowledgeable in the area of style if compared to the author of Rhetorica ad Herennium--who achieves a more systematic approach at defining style. The apparent opposition in the handling of style may come from the natural development of rhetoric based on the knowledge gained during the period that elapsed between the development of the two texts--the latter text gleaning and extrapolating, building on the relevant theories of the former. Additionally, Aristotle and the author of Rhetorica ad Herennium contrast with regard to their ideas on the arrangement of a speech.

Aristotle appears less authoritative or knowledgeable in the area of style, which appears to be the result of his greater concern with proof than style or form if compared to the author of Rhetorica ad Herennium--who achieves a more systematic approach at defining style. Aristotle begins his discussion of style unexpectedly vague: "let the virtue of style be defined as 'to be clear'…and neither flat nor above the dignity of the subject, but appropriate" (On Rhetoric 221). He stresses appropriateness, or clarity, but fails to match the prescriptive tone in Rhetorica ad Herennium, except in Chapter 6. Aristotle's handling of style is divided into roughly two areas: diction and composition. His discussion on diction focuses on word choice, yet he lacks the systematic approach of presenting the material as achieved in Books 1 and 2: "authors should compose without being noticed and should seem to speak not artificially but naturally" (On Rhetoric 222); "There is a fault in the syllables if the indications of sound are unpleasant" (224); "And the source of the metaphor should be something beautiful" (225). These statements lack the detail and exactness we read earlier in Rhetoric; therefore, he loses some credibility on the issue of style when compared to the author of Rhetorica ad Herennium.

A Case of Meningococcal Disease in Healthcare Workers

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Sample Excerpt: Audience: Healthcare; Length: 1700 words.


Background
An infectious disease is one that is triggered by various pathogens that can be transmitted by means of either a biological or physical agent to a host. Some of the common infectious diseases are as follows: influenza, mononucleosis, chronic fatigue syndrome (CFS), hepatitis, and tuberculosis, and meningococcal disease. Having an infectious disease management program in place can cut down considerably on the possibility of spreading the infection and thus putting more people, including both hospital staff and patients at risk.


In the journal Lancet, of November 11, 2000, researchers Anna Gilmore, James Stuart, and Nick Andrews, describe the risk to health-care workers who are exposed to meningococcal disease. In the particular situation discussed by these researchers, modes of contact for the primary infection included while doctor was performing a full clinical admission when patient coughed in doctor's face, daily contact with infected patients, during the process of airway insertion of a patient on an ambulance, during delivery and fitting of oxygen while patient was restless, and close contact with coughing, crying child over a prolonged period of time.

Organizational Management Behavior
Awareness: The first step in dealing with the potential threat for infections is awareness. Health care workers are, or should be aware of the potential for infection in the hospital setting but this should not be taken for granted. A good program that will cut down on the potential for infections should start with ascertaining that these health care workers do have the necessary knowledge. While the most effective way might be to test the knowledge of these workers with respect to modes of transmission of various infectious diseases, a more effective method might be a regular program of discussions among health care workers regarding how they could avoid being the victims of such infections. Probably quarterly meetings of health care staff where issues of this nature are discussed are likely to keep the issue on the forefront for all health care workers, at least, until the next meeting. At such meetings, staff may focus both on the possibility of avoiding such infections in their particular setting and also discuss what might have occurred in other settings. The citing of current or past journal articles should be encouraged. Since it might appear unnecessary to focus on only one topic every three months, staff may focus on different particular issues regarding the health care setting but with the view to protecting both staff and patients foremost on everyone's mind.

Hygiene regime:
Nurses and health care staff, as part of their routine operations, often have to touch patients or articles that are infected. A regular program of hand hygiene, through either washing or hand disinfections, can cut down on the rate of cross-infection in hospitals (Pittet 2). Though this seems to be an elementary item in the health care setting it appears that in many cases there is poor compliance among health care workers, with doctors being the worst offenders (Pittet 2). To increase compliance, it is important to raise what seems to be a minor matter to one of giant proportions. By dramatizing the situation and showing what some of the negative outcomes might be for neglecting hand washing, it might be possible to increase compliance. A Hand Washing campaign that enlists the help of patients is likely to be the most effective. This might meet with initial resistance from health care workers, but plastering the hospital with posters that empower patients to ask health care workers if they have washed their hands prior to dealing with them could be very useful. Since health care workers would want to say yes rather than go and wash their hands to show that they have not already done so, it appears that such a campaign would promote hand-washing frequency among health care workers. But it should not be limited to health care workers.

The Role of Grandiloquence in Advancing Humor

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Sample Excerpt: Audience: Academic, Length: 500 words.

In the Old Southwestern story, “Parson John Bullen’s Lizards,” written by George Washington Harris, is humor found in the juxtaposition of the narrator’s grandiloquence to the speaker’s orality or in the union of the speaker’s somewhat advanced vocabulary and sentence structure to his obvious level of education and speech patterns?

For this text, it would be difficult to successfully argue that the humor is derived from the juxtaposition of the narrator’s grandiloquence to the speaker’s orality because there is little presence of the narrator—in terms of dialog. But, the text is humorous, and it is not because of the irony in the “hell-sarpint aplicashun.”

The text is humorous because, Sut Lovingood, the main character, has an above-expected level vocabulary, detail, and sentence structure nestled in the middle a down-home dialog. The grandiloquence shines even brighter through the sentence structure and spelling. The reader expects to see, after five or six words of dialog, short, simple sentences and little detail, but Sut’s long, drawn-out sentences, sentence structure, and attention to detail pull the reader into a text made up of social irony. The bigger the words he uses, the funnier it is, the misspelling adding a good deal of the humor. The misspelling and truncated words are important to the style because they confirm the reader’s belief that the character is uneducated. This excerpt exemplifies the detail, structure, vocabulary, and spelling that combine in a synergic mix to make the story laugh-out-loud-funny.

“He tole ‘em how the ole Hell-sarpints wud sarve em if they didn’t repent; how cold they’d crawl over thar nakid bodys, an’ how like ontu pitch they’d stick tu ‘em es they crawled; how they’d rap thar tails roun’ thar naiks chokin clost, poke thar tungs up thar noses, an’ hiss intu thar years.”

Cicero’s Philosophy of Style

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Sample Excerpt: Audience: Academic; Length: 1770 words.
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Through the voice of Crassus in Book III of De Oratore, Cicero discusses embellishing style by making language correct, brilliant, ornamental, and appropriate; additionally, the orator must be suitably knowledgeable, cultured, and gifted in delivery. However complex this style, the key component—to this reader—is knowledge, reflected through Cicero’s desire to see the reuniting of the schools of philosophy and speaking. Throughout Book III of De Oratore, philosophy of style is developed through the principles of knowledge.

The subject of the orator’s level of knowledge is given great attention by Crassus, making this a significant component of Cicero’s philosophy of style. Crassus begins his exposition by asserting that philosophy and oratory are inseparable (De Oratore 17); this is a strong indication that knowledge is a key component of his style. Cicero appears to value Socrates’ notion that knowledge is most important, but he does not agree with the subsequent separation of knowledge and oratory: “This is the source from which has sprung the undoubtedly absurd and unprofitable and reprehensible severance between the tongue and the brain…” (De Oratore 49).

Socrates and Plato would have commended Cicero on his defense for knowledge as the foundation for any speaker. First in Plato’s Gorgias, and again his sentiments are echoed in Phaedrus when Socrates states an important method for obtaining knowledge—the definition: “In every discussion, my dear boy, there is one and only one way of beginning…that is to know what it is that one is discussing” (Phaedrus 46).