شبكة المعلومات العربية التربوية

This study aimed to investigate the level of eleventh graders’ mastery of rhetorical concepts and their use in the written composition. The researcher used the analytical descriptive approach. A sample consisting of (600) male and female eleventh graders from the Middle Governorates was chosen. The study tools included an objective test of the rhetorical concepts consisting of (40) items in addition to a topic in composition. The researcher also applied the test on a pilot sample of (39) students in order to calculate the difficulty discrimination coefficient, and to ensure the reliability and validity of the test. The study results were as follows: 1) The level eleventh graders’ mastery of the rhetorical concepts was less than the level of proficiency (80%), as the level of students’ mastery in the rhetorical concepts test was (56.17%). 2) There were no statistically significant differences at (α = 0.05) in the level of eleventh graders’ mastery of rhetorical concepts attributed to the variable of students’ gender. 3) There were statistically significant differences at (α = 0.05) in the level of eleventh graders’ mastery of rhetorical concepts attributed to the variable of specialization in favor of the science students. 4) The level of eleventh graders’ use of rhetorical concepts in written composition was less than the level of proficiency (80%) (as the mean of students’ use of the rhetorical concepts was (15.99%). 5) There were statistically significant differences at (α = 0.05) in the level of eleventh graders’ use of rhetorical concepts in written composition attributed to the variable of sex specialization in favor of the females. 6) There were statistically significant differences at (α = 0.05) in the level of eleventh graders’ use of rhetorical concepts in written composition attributed to the variable of specialization in favor of the science students. In the light of the findings, the study recommended the following: 1) Attention should be paid to Arabic rhetoric and special care should be given when it is taught. 2) The branches of the Arabic language should be linked to each other because they are integrative. 3) Students 'abilities in Arabic rhetoric should be developed through using modern tools, strategies and teaching methods appropriate to the nature of rhetoric. It is also necessary that effort should be exerted to develop students' abilities in using rhetoric in written composition. (Author's abstract)