This article argues that English studies departments should implement training programs in oral delivery strategies for graduate students seeking tenure-track employment. A sample of a thirteen-week training program, modeled on elements of classical rhetorical pedagogy, is offered that can help students develop and refine stills in oral delivery necessary for academic job interviews.

The article traces ideas of improvisation in Quintilian’s rhetorical work, presents an interdisciplinary literature review of improvisation studies, and surveys modern disciplines that teach improvisation, all with the goal of implementing these ideas into a first-year, college-writing pedagogy.

This article presents the curricular and service-learning realities of a program that launches middle school debate teams in New Orleans public schools. By leaning on classical rhetoric in the writing classroom, McBride’s classes learn fundamentals of debate and rhetoric that prepare undergraduates to coach debate teams in middle schools where more than 95 percent of the students qualify for free or assisted lunches. Class conversations about Quintilian, Plato, and Aristotle prepare undergraduates to meet the middle school debaters “where they are” in the sense that they can evaluate where they are as orators and push them to greater heights. This service-learning course gives his Tulane students a new reason to care about what they read and write about, while simultaneously advancing Tulane’s dedication to service-learning and community outreach.

Review Article| April 01 2007 Sophistic Training and Experiential Learning: A Methodology of Mind-Body Syncretism Chris Drew Chris Drew Search for other works by this author on: This Site Google Pedagogy (2007) 7 (2): 303–308. https://doi.org/10.1215/15314200-2006-040 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Chris Drew; Sophistic Training and Experiential Learning: A Methodology of Mind-Body Syncretism. Pedagogy 1 April 2007; 7 (2): 303–308. doi: https://doi.org/10.1215/15314200-2006-040 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.