This article offers a structural analysis of Cicero's Orator, sections 140–8. Situating Cicero's defence of a form of educational activity in relation to his earlier denials that he is teaching anything, the article proposes an explanation for Cicero's apparent reversal of position rooted in status theory, the conceptual framework developed by Greek and Roman rhetorical theorists for schematizing the points at issue in a case and the corresponding lines of approach that a defender should take. Understanding the status-inspired organization of Cicero's self-defence affords readers smoother passage through a text that is often difficult and obscure. Furthermore, this analysis shows how Cicero deploys rhetorical techniques in defence of his educational endeavours both to support his claim to continued relevance and to exemplify the versatility of the ideal orator whom he portrays in the Orator.
