Abstract
T HE decade of the 1960s has brought the teacher of composition to the modern age of rhetoric. Centuries ago Greek rhetoricians expounded principles that have been reemphasized today. Yet it is doubtful that English teachers have ever let go of all rhetorical matters. Much attention has been given to that phase of organization usually referred to as paragraph development. Because of the dearth of research investigations on rhetorical concerns, the teacher has been left to rely largely on the recommendations of textbooks.
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