Summary and Keywords
Rhetorical invention is both a practice and its teaching—the capacity to create effective communication, and the instruction in this capacity. Teachers of rhetoric have provided over time a rich and durable supply of pedagogical resources for crafting communication in speech, writing, and multi-modal composition. These resources come down to us through traditions of teaching and practice, in handbooks, theoretical tracts, exemplary models, and heritable pedagogies. Such materials have sometimes succumbed but often resisted the temptation to standardize and systematize, since the art of rhetoric in its very nature speaks to each particular audience and occasion, a requirement that hinders efforts to give it rule-bound methods. The reasons for this resistance to standardization need to be explored as well as how invention has continued to provide heuristic guidance without prescriptive methodological tools. Lacking method, rhetoric is aided by the cultural support of convention, which in turn is modified for each new situation. Such a dialectic of convention and invention animates the ongoing registration of rhetoric to communicative practices and explains its durability as an unsystematic art.
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