These extremely negative views toward rhetoric prevailed until the 1930s, when attention to the importance of studying how language is used was stimulated by Logical Positivism, the philosophical movement that insists that all statements be verifiable by observation or experiment, and that movement had ironically been stimulated in turn by the very scientism that had earlier disparaged rhetoric. Substantial attempts were made, particularly in the United States, to develop an art of discourse suitable for teaching in schools and universities.

In the opening decades of the 20th century, an attempt was made in American universities to restore rhetoric to the serious study of communication (that is, of creating discourse). Teachers of public speaking were the first to turn to rhetorical traditions for help, followed by teachers of writing. (The teaching of speaking had been divorced from the teaching of writing in America since the third quarter of the 19th century—a divorce that has been recognized by modern universities but challenged by the temper of modern life.) Appropriately, considering the impetus of Logical Positivism, the restored rhetoric was largely Aristotelian, an Aristotelianism that was filtered through centuries of faculty psychology, that was becoming part of a doctrinaire stance against the Romantics and the elocutionists, and that was interpreted in terms of lingering presuppositions of a typographical age. Nonetheless, the rhetoric offered through the tenets of a restored Aristotelianism was potentially more comprehensive—more inclusive of all the offices of rhetoric—than any in Western education since the Renaissance. The political facts of modern life, however, made the Rationalist proclivity of this rhetoric appear naïve. The new media—films, radio, and television—and the new orality of modern life was felt by those interested in rhetoric as a challenge to older linguistic notions, not simply those of the print-oriented teachers of written or spoken composition but those of the Aristotelian Positivists as well.

Moreover, the restoration of traditional rhetoric was at first—within speech departments and then later within English departments—an attempt to serve as an emphasis upon training students in how to communicate. When modern rhetoricians shifted their emphasis to interpretation and shifted their concerns from the speaker or writer to the auditor or reader, traditional rhetoric was seen in a new perspective and the subject itself was given its strongest modern impetus and relevance. As noted earlier, the latter effect was the combined result of the work of modern philosophers and literary critics as well as educators.

The 20th century witnessed the publication of some highly provocative works on rhetoric, which potentially carry the subject beyond its Aristotelian confines and give it new relevance to an age dissatisfied with older epistemologies (or theories of knowledge) and their curious, divisive assumptions about truth and verbal expression or about oral and written discourse. Particular attention must be called to the work of the American critic and philosopher Kenneth Burke. A controversial writer, partly because of his extension of rhetoric into the study of nonverbal transactions and sensations, he has perhaps done more than anyone else to create a theoretical basis for the use of rhetoric in interpretation.

As noted at the opening of this article, modern literary critics have helped to free rhetoric from its traditional emphasis by proving its instrumentality in literary analysis—“practical criticism,” as the English critic I.A. Richards called his 1929 book on the subject. But in turn the practical critic has helped preserve traditional rhetoric for the analyses of traditional literature, and through his work on modern literature, he has stimulated the demand for a new rhetoric.

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Freed, too, of the parochialism engendered by its Western traditions, rhetoric could undertake a variety of analytical endeavor, even “cross-cultural” studies—for example, the mingling of Malaysian and Western cultures in the political oratory of the Philippines, structure and intention in the oral literatures of Africa, or the communicative strategy of the Japanese verse form haiku.

Indeed, the search for the rhetoric of non-Western cultures has become a crucial scholarly and political endeavor, as people seek bases for understanding the politics as well as the poetry of other lands—and, hopefully, bases for dialogue across tribal and national boundaries. The avenues this search has taken thus far reveal a significant fact both about rhetoric and about the nature of its Western tradition: the true rhetoric of any age and of any people is to be found deep within what might be called attitudinizing conventions, precepts that condition one’s stance toward experience, knowledge, tradition, language, and other people. Searching for those precepts, the scholar realizes the extent to which Western culture has become secularized and compartmentalized. In Western culture one may seek out a body of writing under such special rubrics as “rhetoric,” “religion,” “ethics.” But in some Oriental or Middle Eastern cultures, the search may begin and end with religious thought and practices. The Talmudic rabbis, with their disputatious hermeneutics and their attitudes toward Oral Law, gave centuries of Jews a pattern of reasoning and communication. No less so did the Tao-te Ching—the basic text of the Chinese religious system of Taoism—shape a mentality that is as inherent in certain Chinese poetry as in the oratory, dance, painting, architecture, and government of that ancient culture. And for all the Western studies one might encourage into the haiku, surely only one thoroughly grounded in the mysterious doctrines of Zen Buddhism can fully understand how that imagistic poetry itself “works.” Moreover, as rhetorical doctrine, the form and function of the “sayings” of a modern, secular Oriental revolutionary may not be so far distant from the form and function of the ancient analects of the sage Confucius. Though rhetoric is to be found in every use of language, only Westerners have attempted to divide its precepts discretely from the great body of ethical, moral, or religious precepts that condition the very nature of a culture.

In sum, the basic rhetorical perspective is simply this: all utterance, except perhaps the mathematical formula, is aimed at influencing a particular audience at a particular time and place, even if the only audience is the speaker or writer himself; any utterance may be interpreted rhetorically by being studied in terms of its situation—within its original milieu or even within its relationship to any reader or hearer—as if it were an argument.