In recent years, the important but outdated surveys of G. A. Kennedy have been supplemented by useful edited collections: W. J. Dominik’s Roman Eloquence (London: 1997), J. May’s Brill’s Companion to Cicero (Leiden: 2003), and W. J. Dominik and J. Hall’s forthcoming Blackwell Companion to Roman Rhetoric (2007). T. Habinek’s Ancient Rhetoric and Oratory (London: 2005) is an outstanding compact overview that gives roughly equal time to Greek and Roman material. On the important case of the afterlife of Aristotle’s Rhetoric, see the two-part article of F. Solmsen, ‘The Aristotelian Tradition in Ancient Rhetoric’, AJP 62 (1941), pp. 35-50 and 167-190. On the reception of Greek rhetoric in the republican and early imperial period, in addition to the works cited above, see W. W. Fortenbaugh, ‘Cicero’s Knowledge of the Rhetorical Treatises of Aristotle and Theophrastus’, in W. W. Fortenbaugh and P. Steinmetz (eds.), Cicero’s Knowledge of the Peripatos (New Brunswick: 1989), pp. 23-60 and ‘Cicero as a Reporter of Aristotelian and Theo-phrastean Rhetorical Doctrine’, Rhetorica 23 (2005), pp. 37-64. E. Fantham’s The Roman World of Cicero’s De Oratore (Oxford: 2004) skillfully treats Cicero’s aristocratic audience and his handling of Plato’s critique of rhetoric, an aspect of Greek reception I omitted here. T. Morgan, ‘A Good Man Skilled in Politics: Quintilian’s Political Theory’, in Y. L. Too (ed.), Pedagogy and Power (Cambridge: 1998), pp. 245-262, explores Quintilian’s Isocratean hopefulness that rhetorical training will stabilize the fragility of the (still relatively) new autocratic order. Recent work on Greek and Roman rhetorical education and its background in grammar includes R. Kaster, Guardians of Language: The Grammarian and Society in Late Antiquity (Berkeley: 1988), T. Morgan, Literate Education in the Hellenistic and Roman Worlds (Cambridge: 1998), R. Cribiore, Gymnastics of the Mind: Greek Education in Hellenistic and Roman Egypt (Princeton: 2001), and J. Connolly ‘Problems of the Past in Imperial Greek Education’, in Y. L. Too (ed.), Education in Greek and Roman Antiquity (Leiden: 2001), pp. 339-373. On the technical aspects of declamation and stasis theory, D. Russell’s Greek Declamation (Cambridge: 1983) covers Apsines, Pseudo-Dionysius, Theon, Libanius, Himerius, and others more and less familiar. M. Heath’s work on imperial rhetoric, especially his translation of Hermogenes’ On Issues (Oxford: 1995), is invaluable; see also his ‘The Substructure of Stasis-theory from Hermagoras to Hermogenes’, CQ2 44 (1994), pp. 114-129. C. W. Wooten translates Hermogenes’ On Types of Style (Chapel Hill: 1987) and
C. R. Hock and E. O’Neil translate the Chreia and Ancient Rhetoric: Classroom Exercises (Leiden: 2002), and see also G. A. Kennedy, Progymnasmata: Greek Textbooks of Prose Composition and Rhetoric (Leiden: 2003). S. F. Bonner’s Roman Declamation (Liverpool: 1949) needs updating, but remains useful; see also L. Sussman, The Elder Seneca (Leiden: 1978). Pioneering work on the sophists in the Roman empire, beginning with G. Bowersock, Sophists in the Roman Empire (Oxford: 1969) and P. Brown, Power and Persuasion in Late Antiquity (Madison: 1992), has been brilliantly matched by M. Gleason, Making Men (Princeton: 1995) and T. Whitmarsh’s broadly conceived Greek Literature and the Roman Empire. The Politics of Imitation (Oxford: 2004). S. Swain, Hellenism and Empire: Language, Classicism and Power in the Greek World AD 50-250 (Oxford: 1996), sheds light on the sophists’ role in the construction and transmission of Greek identity in the Roman empire, with special attention to the challenging problems of Atticism and archaism.
World History
