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Rhetoric: Discovery and Change
... Furthermore, the interplay between the conceptualizing axis and connecting axis underscores the urgency for a revised approach to arguing. This revision encompasses empathic-democratic methods of argumentation, as suggested by Rogers (1952;1967a-c) andYoung et al. (1970), and challenges the limitations of arguing schemes criticized by Andriessen & Baker (2022) for being «exclusively epistemic» (p. 442) and not fully aligning with democratic discourse objectives. ...
... We have already established that the development of arguing skills is enhanced in environments perceived by learners as non-threatening (Young et al., 1970). To do that, it is important to establish common grounds, as well as «bridges of shared language, experience, knowledge, and values» (Young et al., 1970, p. 177). ...
... To do that, it is important to establish common grounds, as well as «bridges of shared language, experience, knowledge, and values» (Young et al., 1970, p. 177). Developing meaningful counterarguments and pointing out the scope of their application (Young et al., 1970) allows learners to demonstrate their critical, multi-perspectival understanding, empathy, compassion, and tolerance of ambiguity. ...
In a recent publication, Meyer & Coyle (2023) propose a new paradigm for language teaching and learning that emphasizes deeper learning and the development of plu- riliteracies to foster creative and responsible global citizenship. The authors critique traditional approaches to language instruction and advocate for a re-conceptualisation of the language classroom as a space for (inter-)disciplinary learning that integrates languages, cultures, and literatures. This approach aims to enhance textual and epis- temic fluency, leading to a deeper understanding and empathy among learners. In this context, arguing plays a central role. In this article we will elaborate on these ideas. Based on a review of current research, we will suggest ways of rethinking and expand- ing the role of arguing to align with the demands of foreign language education in a post-truth world.
... Waleed Aly is a Muslim Australian academic and award-winning media personality, well known for his "Something We Should Talk About" segment on the Channel 10 panel show, The Project. His response to Kruger's comments (co-written with producer Tom Whitty, July 2016) used an unexpected Rogerian approach of empathy and understanding, and also was framed in the Rogerian argumentation structure as outlined by Young, Becker, and Pike (1970). This leads me to ask, can Rogerian argumentation strategies be utilized to combat racism? ...
... Based on this empathic therapy method, Young, Becker, and Pike (1970) developed a mode of rhetorical argumentation that could be used instead of the classical oration structures outlined by Aristotle that confirm and refute arguments. While after thousands of years the classical method of argumentation is still valid, it can appear as too adversarial for certain arguments, and so this group of academics put forth Rogerian argumentation to respond to the changing context of academic communication (Brent 1991, 453). ...
... In her study of Rogerian argumentation using her Women's Studies class (discussed in more detail below), Lassner discovered, "If writers of Rogerian argument are out to win, they are clearly very different from the therapist who submerges her own needs and adapts to the client's ego by changing her style of discourse in response to the client's needs" (1990,(222)(223). In their instrumental chapter, Young, Becker, and Pike (1970) state the goal of the argumentation strategy is: ...
In 2016, Waleed Aly, a prominent Muslim Australian academic and media personality, made an argument using the Twitter hashtag “Send Forgiveness Viral” that asked for empathy in the face of Islamophobia. While initially appealing, deeper consideration of his use of and appeal to his audience to use Rogerian strategies to combat racism presents problems. Can Rogerian argumentation strategies be utilized to combat racism? Using Aly’s #SendForgivenessViral argument as a case study, this article evaluates Rogerian argumentation and empathic response in therapeutic situations compared to arguments about discrimination, particularly those taking place through social media. While scholarly writing by Lassner (1990 Lassner, P. 1990. “Feminist Responses to Rogerian Argument.” Rhetoric Review 8 (2): 220–32. doi:10.1080/07350199009388895.[Taylor & Francis Online] , [Google Scholar]) and Ede (1984 Ede, L. 1984. “Is Rogerian Rhetoric Really Rogerian?” Rhetoric Review 3 (1): 40–48. doi:10.1080/07350198409359078.[Taylor & Francis Online] , [Google Scholar]) is dated, they provide pertinent and influential ideas to consider. More recent scholarship used to evaluate #SendForgivenessViral includes arguments on race, rhetoric, and Twitter revolutions by Brock (2012 Brock, A. 2012. “From the Blackhand Side: Twitter as Cultural Conversation.” Journal of Broadcasting & Electronic Media 56 (4): 529–549. doi: 10.1080/08838151.2012.732147.[Taylor & Francis Online] , [Google Scholar]), D’Cruz (2017 D’Cruz, G. 2017. “Watching Waleed: Celebrity Authenticity, Australian National Identity, and the Ideological Work of the Project.” Celebrity Studies 8 (1): 409–423. doi:10.1080/19392397.2017.1303391.[Taylor & Francis Online] , [Google Scholar]), Gerbaudo (2012 Gerbaudo, P. 2012. Tweets and the Streets: Social Media and Contemporary Activism. Online: Pluto Press. [Google Scholar]), Margolin (2017 Margolin, L. 2017. “Rogerian Psychotherapy and the Problem of Power: A Foucauldian Interpretation.” Journal of Humanistic Psychology 1–14. doi:10.1177/0022167816687640. [Google Scholar]), and Roose (2016 Roose, J. M. 2016. Political Islam and Masculinity: Muslim Men in Australia. New York: Palgrave Macmillan. [Google Scholar]). Other sources will be drawn from contemporary social media responses to Aly’s segment. This article concludes that Aly’s use of Rogerian argumentation is flawed because it places the onus of combatting racism onto victims. Furthermore, Rogerian argumentation models have underlying problems with power relations.
... 数学证明需要遵循严谨的逻辑结构。一个结构化的数学证明可以按照自上而下的思维模式 分层展开。每一层次自成体系，包涵一个论点，其证明又在更低一层次具体化。整个过程循序 渐进，直到证明完成 [64] [65] 。 概念形成及学习在理论上决定了一个易于被人们理解的问题求解方法只能是结构化的、有 层次的。例如，与人类记忆有关的组块理论 [48] 揭示了在写作中人们为什么会采用分层结构 [58] [59] 。 若将文章比作一个随着时间演变的复杂系统 [60] ，则复杂系统的分层结构 [66] 可以用于写作过程当 中。另一方面，程序设计的风格又受到一般写作的影响，而结构化程序设计思想又反过来影响 结构化数学证明 [64] [65] 。 从这些具体例子可以看出，客观世界可以用不同粒度的结构来有效描述。因此，人们对世 界及实际问题的理解和解决是粒化和多层次的；知识结构是粒化和多层次的；同时，我们用来 交流知识的自然语言也是粒化和多层次的。基于这些认识，我们认为 Hawkins 所提出的人脑概 念模型可能会对粒计算有一定指导意义 [67] 。人脑的结构是由无数个神经元及其之间的联系组成 的，整个人脑又分成不同区域。从概念上讲，这些区域的联系构成一个多层次的结构，信息可 以有效地进行上下传递。Hawkins 用这样一个大脑皮层的分层结构建立了一个基于记忆的预测 模型 [67] ，它可以用来解释人类的自然智能。最重要的是，大脑皮层的分层结构自然地映射了自 然世界的分层结构。从这个意义上讲，基于粒化和多层次研究的粒计算是非常自然的和重要 的。 作为跨学科的研究，粒计算需要综合不同研究领域的成果。例如， • 商空间 [3] [4] [5] [6] • 粗糙集 [68] [69] [70] • 模糊集 [46] [71] • 知识空间 [72] • 因素空间 [73] [74] [75] • 聚类分析 [54] • 形式概念分析 [51] [52] [53] • 自然计算(Nature-inspired computing) 和自主计算 (Autonomy-oriented computing) [76] [77] • 计算机程序设计 [61] [62] [63] [78] • 问题求解 [79] [80] [81] • 共同研讨(Synectics) [82] • 分层理论 [66] [83] [84] [85] [86] • 一般系统理论 [66] [87] [88] • 社会网络分析 [55] [56] • 人工智能 [2] [67] [89] [90] [91] 姚一豫, 粒计算的艺术. 苗夺谦, 王国胤, 刘清, 林早阳, 姚一豫. ...
... 北京: 科学出版社, 2007, 1~20. 5 • 学习 [47] [92] [93] [94] [95] • 信息处理 [44] [96] [97] • 修辞与写作 [57] [58] [59] [60] • 研究方法论 [98] [99] • 教育学 [ 50, 72] • 认知科学和认知心理学 [100] [101] • 哲学以及科学哲学 [49] [102] ...
... Rhetoric aims to study the capacities of writers or speakers needed to inform, persuade, or motivate particular audiences in specific situations [1]. Aristotle defines rhetoric as "the faculty of observing in any given case the available means of persuasion" and since mastery of the art was necessary for victory in a case at law; or for passage of proposals in the assembly; or for fame as a speaker in civic ceremonies; he calls it "a combination of the science of logic and of the ethical branch of politics" [2]. ...
The rhetoric in the professional work of a teacher is presented in the article. Specific features of the pedagogical speech are described
... ej. Young, Becker y Pike, 1970;Yarnoff, 1980;Young, 1982Young, , 1987Lauer, [1993Lauer, [ ] 2002Lauer, [ : 125, 2004Irvin, 2010); pero la influencia es profunda en varios planos en tanto la retórica clásica se encuentra en la base de la historia de la composición occidental, construye la primera conceptualización sistemática sobre el proceso composicional y asienta una visión de la escritura entendida como una práctica inteligible, intelectual, procesual y divisible en etapas. Los tratados grecolatinos, sobre todo, de Aristóteles, Cicerón y Quintiliano, dejan una huella decisiva y basal en las prácticas escriturarias posteriores que debería ser indagada en detalle para desentrañar algunos rasgos vigentes que caracterizan esa praxis y, también, los efectos facilitadores y, a la vez, limitantes que producen sobre ellas. ...
El proceso de escritura se ha convertido desde las últimas décadas del siglo XX hasta la actualidad en un dinámico campo de investigación con diversos modelos en pugna. Este trabajo se propone indagar algunas variaciones y continuidades presentes en la historia de la composición escrita, partiendo de las primeras conceptualizaciones de la retórica clásica, y analizar la dimensión histórico cultural de algunos modelos vigentes. A partir de un rastreo de tratados de retórica grecolatina, entendemos que la retórica clásica elabora por primera vez una concepción intelectual, procesual de la composición discursiva, organizada en fases distintivas, monitoreadas por un sujeto consciente que controla su proceso y sigue normas sistematizables y trasmisibles a través de la enseñanza. Esta visión del método compositivo encuentra continuidad en la historia de la composición, en particular, en algunas teorías contemporáneas como los modelos en etapas y las teorías cognitivas.
... The controversy around Black Pete is especially interesting because it contains not just one but several unproductive stances such as denial ("Black Pete is black due to the chimney and not because he is of African descent"), defensiveness ("Black Pete is a beloved tradition and, therefore, not racist"), or a guilt/blame logic ("The adults make 'Black Pete" racist whereas the children don't see the problem"). Due to the growing awareness of our culturally diverse and often contesting value systems, scholars have argued for the development of a new rhetoric that has discussion and exchange of ideas as its goal rather than skilful verbal persuasion (Young, Becker, and Pike 1970). We introduce the framework of "rhetorical listening" as a methodological tactic or tool to explore how analysing conflicting positions in the public debate can be used to get past aforementioned unproductive stances and move towards recognition, critique, and accountability (Glenn 2018;Glenn and Ratcliffe 2011;Ratcliffe 1999;. ...
In Flanders and the Netherlands, a controversy arises each year over “Black Pete”, a blackface character that is one of the traditional figures of the children’s festival of Saint Nicholas. Through a rhetorical listening analysis of mainstream print media sources in Flanders, this article aims to understand the conflicting positions and unproductive stances haunting the public Black Pete debate. Our study explores how analysing these positions by unpacking the cultural logics behind it can be used to get past unproductive stances and move towards accountability, critique, and change. Our findings illustrate that many positions in the debate remain within an unproductive stance and leave no room for productive debate and/or action. A rhetorical listening analysis is relevant, because it contributes to an understanding of the public Black Pete debate as a topical case to inform a broader discussion on (de)colonization and anti-racism today.
... After the revival of rhetoric in the twentieth century ( Booth, 1965 ), many scholars started to explore new strands of rhetoric based on their research Booth (1961) , The Philosophy of Rhetoric by Richards (1965) , Rhetorical Criticism: A Study in Method by Black (1965) , Classical Rhetoric for the Modern Student by Corbett (1965) , "A generative rhetoric of the paragraph" by Christensen (1965) , "The rhetoric of Black power: A moral demand?" by Burgess (1968) , A Rhetoric of Motives by Burke (1969) , The New Rhetoric: A Treatise on Argumentation by Perelman and Olbrechts-Tyteca (1969), "The rhetoric of confrontation" by Scott and Smith (1969) , Rhetoric: Discovery and Change by Young, Becker and Pike (1970) , Language is Sermonic: Richard M. Weaver on the Nature of Rhetoric edited by Johannesen et al. (1970) , The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist by Corbett (1969) , and Metaphor and Thought , edited by Ortony (1979) . New rhetoric mainly includes two sub-disciplines: stylistic rhetoric and humanistic rhetoric ( Gu, 1990 ). Stylistic rhetoric is deeply rooted in the texts of classical rhetoricians, and it mainly includes linguistic and literary stylistics. ...
... After the revival of rhetoric in the twentieth century ( Booth, 1965 ), many scholars started to explore new strands of rhetoric based on their research Booth (1961) , The Philosophy of Rhetoric by Richards (1965) , Rhetorical Criticism: A Study in Method by Black (1965) , Classical Rhetoric for the Modern Student by Corbett (1965) , "A generative rhetoric of the paragraph" by Christensen (1965) , "The rhetoric of Black power: A moral demand?" by Burgess (1968) , A Rhetoric of Motives by Burke (1969) , The New Rhetoric: A Treatise on Argumentation by Perelman and Olbrechts-Tyteca (1969), "The rhetoric of confrontation" by Scott and Smith (1969) , Rhetoric: Discovery and Change by Young, Becker and Pike (1970) , Language is Sermonic: Richard M. Weaver on the Nature of Rhetoric edited by Johannesen et al. (1970) , The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist by Corbett (1969) , and Metaphor and Thought , edited by Ortony (1979) . New rhetoric mainly includes two sub-disciplines: stylistic rhetoric and humanistic rhetoric ( Gu, 1990 ). Stylistic rhetoric is deeply rooted in the texts of classical rhetoricians, and it mainly includes linguistic and literary stylistics. ...
This chapter probes into the way in which court interpreting research can be inspired by Western Rhetoric and focuses on concepts such as “persuasion” (Classic Rhetoric) and “identification”, “audience” and “multi-value judgment” (New Rhetoric). The analysis centres on the role of court interpreters and the characteristics of court discourse with the ultimate goal to investigate how court interpreters render legal discourse. This study also expounds on how to help court interpreters better deliver the “identification” that participants in court expect to achieve in their “audience” through their legal discourse, so as to promote judicial justice in bilingual courtrooms.
... Graves [19] states that writing is not a linear but a recursive process, and he also stressed the importance to raise the awareness of the writer being an audience by peer review activity. Rooted in this concept, a group of composition practitioners began to investigate the writing process from cognitive psychology and psycholinguistics perspectives [3,10,15,48,35]. By using think-aloud composing protocols to investigate learners' composing processes, Flower [14] and Flower and Hayes [15] extended their research findings to develop the theory into establishing a cognitive process writing theory model [15] which focused on writer's mental development and problem-solving during the writing process. ...
With the rapid development of educational technology, studies on automated writing evaluation (AWE) program have been gaining more ground in EFL writing education, particularly due to its potential in giving continuous, formative feedback on students' writing performance. However, little research has paid attention to the effectiveness of giving and receiving AWE feedback on improving EFL learners' writing performance from cognitive, constructive and sociocultural dimensions. By drawing on the Cognitive Constructivism theory, particularly the Cognitive process writing theory, and Sociocultural theory in particular the notion of the Zone of Proximal Development (ZPD) and Scaffolding, this article reviews past studies done on the use of AWE programs in teaching English writing and this article also attempts to propose for an AWE program called Pigai to be embedded as a teaching paradigm for EFL teachers to apply in writing classes for Chinese EFL students in China in giving continuous and formative feedback to their students, in order to improve English writing teaching and positively affect EFL students' writing performance. At the end of the article, the authors also offer strategies of the implementation of the Pigai AWE program through a framework for Pigai to be used with EFL learners.
... In our professional worlds, most of what we read we read because we must, regardless of its opening charms. And as for formulating PROBLEMS, I know of only two texts that usefully address the matter at all, but both talk around their cognitive structure and neither explains how to articulate them persuasively (Flower, 1989;Young, Becker, and Pike). Two do address the structure of introductions, but both aim at technical writers and do not consider how the rhetorical articulation of a PROBLEM maps onto its cognitive structure (Mathis and Stephenson, Anderson). ...
... The two-way arrows in Fig. 1 are intended to represent social processes used by readers as they work to connect with imagined authors and authors who work to connect with imagined readers. The new rhetoric of Young, Becker, and Pike (1970), Bahktin (1981), Bizzel (1982), and Bruffee (1986), and to some limited extent the social constructionism of Bartholomae (1985), are often cited as forerunners of intense theorization about composing as a social process. In the late 1980s, Nystrand (1986Nystrand ( , 1989) described a social-interactive model of writing, depicting writing as negotiation of meaning between reader and writer. ...
... Many modern rhetorical theorists have elaborated on the idea that knowledge is constructed and doesn't simply exist. Berlin (1996), Clark (2003), and Young, Becker and Pike (1970) argue that knowledge and truth are constructed within social, cultural, and political contexts that influence the process of making meaning. That means that the current culture that we reside within influences our perspectives about knowledge and truths. ...
This is a textbook chapter that targeted first-year writing students as its primary audience. The chapter introduces the critical role of digital composition in affecting social change by viewing it from the theoritical lens of rhetorical agency as a capacity that emerges from collections of actors and actions spread over space and time. The chapter includes analytical activities of digital media composition (filmmaking, web-design), with attention to rhetorical theory, ethics of representation, and accessibility.
... Rogerian argument is another theory based on the works of Carl Rogers, an American psychologist, who emphasized understanding the adversary's position, by openly listening to them before adopting a fixed point of view (Rogers, 1961). Rogerian rhetoric was introduced to the discipline of composition by Young et al. (1970), who identified the following stages for a rational argument (Brent, 1996): ...
In an argumentative piece of writing, an issue is put forth, its pros and cons are considered, and the writer’s justification(s) for supporting one of them is presented. Although there are several models of argumentation, what is lacking in the literature is a comprehensive model for assessing writing by English as a Second Language (ESL) learners. This paper presents the Pyramid of Argumentation (PoA) that is an integrated model for assessing writing. As a three-sided pyramid standing on four columns, PoA integrates several recent and ancient theories of argumentation, linguistic competence, and language assessment. While the pyramid focuses on the components of argumentative writing, the pillars involve components of language ability and language assessment. The four sides of the pyramid, logos, ethos, rhetorical situation, as well as style and arrangement represent adapted version of the Classical Rhetoric as re-introduced by Crowley (1994) and Kinneavy (1971). The side of the pyramid that covers logos is replaced by Toulmin’s (2003) Model of Argument. The four columns, on which the pyramid is based, include the language knowledge, context of situation, world knowledge, and strategic knowledge. PoA integrates the theory of Communicative Language Ability (Bachman, 1990) with Components of Language Competence (Bachman, 1990). Writing teachers and material developers can use the PoA to make sure that they cover all the skills that learners need to develop mature pieces of argumentative writing. With the PoA as a framework, self-assessment and peer-review checklists can be developed to scaffold students’ learning of argumentative writing. Similarly, such a framework can provide the criteria based on which rubrics for evaluating argumentative essays can be designed. As a comprehensive model, PoA will help teachers improve validity of their assessment by providing a comprehensive account of argumentative writing construct.
... Thus, my analysis and the strategic sketches that follow aim to understand the withness of writing with wearables as a relational enterprise. I use pulse, oscillation, and resonance to parallel Young, Becker, and Pike's (1970) borrowed metaphor from physics (i.e., lens, wave, and field). Oscillation, here, entails children's repeated expansion from and contraction with a unique morethan-human location. ...
Drawing upon conceptual approaches in sound studies, posthuman literacies, and new materialisms, this article highlights how writing for young learners is always already an emplaced invention of withness. Zeroing in on a diffractive experiment of young children reauthoring Showers's picture book, The Listening Walk, this study charts how the withness of writing is a communicative project that is all at once elliptical, relational, and coexistent. Reading the literacy desirings and material←→discursive intra-actions of 12 young children writing with wearables, the article illuminates how more-than-human ecologies of literacy amplify composition not as a practice of being, but of becoming. Thinking with Henriques's conception of rhythmic elements (periodic pulses, reciprocal resonances, and oscillating overtures), findings are presented as strategic sketches. Attuning to writing as a more-than-human assemblage, this article pedagogically amplifies new be(com)ings of writing and literacy-inaction while theoretically resituating research as a process that thinks with.
... Decision making is the result of a process of based in the framing of the problem through narrative (the culturally based context or story) and its symbiotic representation-the list (Young, Becker, & Pike, 1970;O'Banion, 1992;Sontag, 2009). ...
... Rhetoric is the art of discourse, an art that aims to improve the capability of writers or speakers who attempt to inform, persuade, or motivate particular audiences in specific situations (Corbett 1990, Young et al. 1970). ...
... The story cards themselves are based on the SPRE pattern, a 'culturally popular pattern of organisation' (Scott & Thompson, 2001, p. 122) which is so pervasive in Western culture (Proctor, 1996) that it is referred to by Young, Becker, andPike (1970 cited in Hoey, 1994, p. 27) as a 'generalised plot', or as 'the consensus' by Winter (1976, cited in Edge, 1989. The SPRE pattern is also the minimum global structure of scientific writing (Hoey, 1994;Grimes, 1972Grimes, , 1975, and is, as Hoey points out, 'worthy of heuristic use ' (1994, p. 27). ...
This chapter introduces story card activities that can be used with writers in the natural sciences at any level of study. The overall purpose is to get students consciously engaged in thinking and talking about writing in the sciences thereby enabling them to participate in their local communities. Specifically, there are three main goals of using the story cards, which are to
1. facilitate reflective thinking in novice research writers, focusing on what it means to write in science;
2. enable dialogue about science writing and its conventions in local contexts; and
3. lead participants to discover some specific knowledge about writing (or to explicitly articulate knowledge that may have before been tacit)
These activities have been successfully used with PhD and post-doctoral
students and have been evaluated using criteria derived from the three goals of facilitating reflection, catalysing dialogue and guiding discovery. A fourth criterion considers how useful the story cards were perceived to be by the writers who used them.
... J. (1990) y a Young, R. E., et al. (1970) podemos entender este concepto como la ciencia y arte del discurso, es una disciplina que busca mejorar la capacidad de los escritores u oradores que intentan informar, persuadir o motivar a un público particular en cuanto a temas específicos. Los enunciados propagandísticos hacen uso de elementos retóricos, por lo que combinan primicias parcialmente verdaderas y parcialmente falsas para elaborar argumentos convincentes. ...
Los videojuegos son artefactos culturales que no sólo se emplean como un medio de entretenimiento, sino que también pueden servir como herramientas educativas, promover el pensamiento crítico e influenciar nuestra manera de pensar y actuar. De manera implícita y explícita los videojuegos difunden discursos a través de sus narrativas e interfase, los cuales tienen el potencial de construir ideologías, sobre todo cuando son utilizados junto con otros artefactos culturales que contengan el mismo discurso. Es por esto que los videojuegos deben ser parte del análisis y el debate acerca de las cuestiones sociales, políticas y culturales que definen a nuestra civilización, junto con otras manifestaciones de la cultura como el cine, la literatura o la música. En este escrito analizaremos los discursos que existen en los videojuegos Deus Ex: Human Revolution y Fallout 3, la manera en la que pueden apuntalar la construcción de una ideología y cómo esto puede ser utilizado por algunos grupos para favorecer sus intereses económicos y políticos. Por ejemplo, si en un videojuego se promueve una interacción exclusivamente adversarial entre los jugadores, la narración que se hace de la sociedad es la de un lugar donde los demás actúan siempre en contra de mis intereses, por lo que me veo en la necesidad de combatirlos y derrotarlos si quiero sobrevivir; si por el contrario un videojuego promueve una interacción cooperativa entre los jugadores, la narración que se obtiene de la sociedad es la de un lugar donde la estrategia más inteligente para sobrevivir es la de cooperar en la búsqueda de intereses comunes. Los videojuegos tienen la posibilidad de promover agresión, pero también empatía hacia otros.
... Using facilitated discussion and sharing stories helps establish common dialogue capable of penetrating the entrenched rhetoric of opposing interest groups (Young, Becker and Pike, 1970) and facilitates communication between people and organizations who are intertwined but lack common understanding. Scenario planning can help coordinate strategic activity within the polycentric terrain (Rhodes, 1997, p. xii) and interdependences of multi-organizational partnerships (Kickert, Klijn and Koppenjan, 1997), although there is a lack of research exploring the transfer of strategy from partnership level to individual organizations. ...
Strategic activity is often punctuated through the application of strategy tools. Despite widespread use, a lack of understanding exists regarding the impact such tools and their practices have on an organization’s strategy process. Of the growing body of research tackling the phenomenon, none appears to extend beyond an intra-organizational set- ting. Acknowledging the importance of multi-organizational partnerships, particularly in the public sector, in this paper an attempt is made to help fill this void through exam- ining the application and effect of a scenario planning process at an inter-organizational level. Conceptualizing scenario planning as a practice of simplexity, where complexity of thought combines with simplicity of action, an in-depth, longitudinal case study is used to demonstrate the importance and interaction of sensemaking, storytelling and orga- nizing in creating meaning within strategizing activities at the inter-organizational level. However, also demonstrated is the relative weakness of the output of the scenario plan- ning process − the stories − as a boundary object capable of transferring knowledge and meaning to the intra-organizational level. Through empirical and theoretical integration a model is developed presenting the flow of practices and artefacts used in sensemaking within inter- and intra-organizational strategizing.
... The two-way arrows in Fig. 1 are intended to represent social processes used by readers as they work to connect with imagined authors and authors who work to connect with imagined readers. The new rhetoric of Young, Becker, and Pike (1970), Bahktin (1981), Bizzel (1982), and Bruffee (1986), and to some limited extent the social constructionism of Bartholomae (1985), are often cited as forerunners of intense theorization about composing as a social process. In the late 1980s, Nystrand (1986Nystrand ( , 1989) described a social-interactive model of writing, depicting writing as negotiation of meaning between reader and writer. ...
... The two-way arrows in Fig. 1 are intended to represent social processes used by readers as they work to connect with imagined authors and authors who work to connect with imagined readers. The new rhetoric of Young, Becker, and Pike (1970), Bahktin (1981), Bizzel (1982), and Bruffee (1986), and to some limited extent the social constructionism of Bartholomae (1985), are often cited as forerunners of intense theorization about composing as a social process. In the late 1980s, Nystrand (1986Nystrand ( , 1989) described a social-interactive model of writing, depicting writing as negotiation of meaning between reader and writer. ...
This study aims to analyze the local political dynamics in the village head election and to identify the rhetorical practices of the village head candidates in terms of ethos (credibility), pathos (emotional appeal), and logos (capacity and competence), which shape public opinion. A qualitative case study method was employed, involving participant observation, focus group discussions (FGD), and in-depth interviews with community members and the elected village head. Data collection included 10 informants: 9 community members and 1 village head. The results reveal that the elected village head effectively used ethos (credibility), pathos (emotion), and logos (logic) to influence voters. However, public opinion shifted after the election due to unfulfilled campaign promises, leading to dissatisfaction among some community members.
This study investigates the foregrounded patterns inosculated to form Nobel Prize-winning author, critic, and playwright Samuel Beckett’s short story “Ping” and aims to reveal his purpose of using these patterns. One of the remarkable contributions of Russian Formalism and Prag School Structuralism to stylistics is the concept of foregrounding by which writers bring a particular textual pattern (a phoneme, word, phrase, clause, etc.) to the fore by making it salient or deviant from what surrounds it to draw readers' attention to it and to make it both memorable and interpretable. Beckett, like many authors, takes two basic ways to foreground certain elements: foregrounding-through-deviation and foregrounding-through-parallelism/repetition. Besides its confinement to a single paragraph, from the beginning, the story stands out with the omission of punctuation marks, except for the full stop, sentences with no verb or with only non-finite verbs (the present and past participles), and the conversion of some adjectives into verbs. These deviant patterns enable Beckett to present a free-flowing form of (limited or impaired) consciousness and emphasize that the character is in his/her very last moment and s/he cannot move. By doing so, he invites readers to immerse themselves unreservedly in what the character feels or perceives. To reflect an instance of awareness or perception in an extreme situation where the character is on the brink of existence or non-existence and is struggling to find some meaning, Beckett also adopts other foregrounded patterns such as the repetition of a limited number of words and phrases with some alterations, employment of certain nouns in different positions in the sentences, and sentences that begin with particular words or phrases but end differently. Apart from those, Beckett offers another example of foregrounding at the end of the English version. Thus, he makes the readers aware of the fictionality of the story.d patterns such as the repetition of a limited number of words and phrases with some alterations, employment of certain nouns in different positions in the sentences, and sentences that begin with particular words or phrases but end differently. Apart from those, Beckett offers another example of foregrounding at the end of the English version. Thus, he makes the readers aware of the fictionality of the story.
Streszczenie: Debata to gatunek, który wciąż zyskuje na popularności jako narzędzie dydaktyczne na różnych etapach edukacji. Kluczową korzyścią z wykorzystania debaty w procesie edukacyjnym jest fakt, że przygotowuje ona do partycypacji w debacie publicznej, poza środowiskiem szkolnej klasy czy uczelnianej auli. Dotychczasowe modele nauczania debaty opierały się na regułach, czyli kładzeniu nacisku na zasadach zachowania obowiązujących w debacie oraz na strategiach argumentacyjnych, czyli właściwym balansowaniu między argumentacją afirmatywną i refutacją oraz poprawnej konstrukcji argumentów. W tym artykule przedstawiamy nowy, gatunkocentryczny model nauczania debaty, oparty na wskazywaniu sieci wzajemnych powiązań pomiędzy gatunkami składającymi się na przebieg debaty. Na przykładzie popularnego w Europie Środkowo-Wschodniej formatu debaty Karla Poppera opisujemy cztery gatunki funkcjonujące w debacie: mowę afirmatywną, refutacyjną, rekapitulacyjną i cross-examination (sekcję pytań i odpowiedzi) oraz wskazujemy na bogatą sieć zależności i oddziaływań międzygatunkowych, które budują ekosystem debaty w jej szkoleniowej odsłonie. Wykorzystanie w nauczaniu debaty modelu opartego na nauczaniu gatunków i relacji pomiędzy nimi umożliwi adeptom debatowania przejście na wyższy poziom rozumienia przebiegu debaty i tego, jak duże znaczenie odgrywają podjęte przez nich w debacie działania.
Written to commemorate the 10th anniversary of the rubric “Academic Writing and Research Competences” established by the journal’s late editor-in-chief Mikhail Sapunov, the paper focuses on the origins of academic writing and traces its development in terms of rhetoric. The five stages of classical rhetoric are interpreted as five key components of academic writing: research, logic, culture, knowledge, and language. This approach helps visualize academic writing as a wholesome model composed of cognitive and linguistic elements, describe the impact of this model on the rhetorical and publishing conventions of the global academic discourse, and define the problems in knowledge construction as deviations from the model’s unity in various sociocultural contexts. The study concludes that the low quality of an academic text may result from either losing the predominance of the first two stages of rhetoric (invention and arrangement) or of the other three (style, memory, and delivery). The former signifies an ideological pressure on researchers to substitute their own rhetoric with quotes from canonized sources, whereas the latter provokes them to disregard language and style as inferior to research, because of which texts diminish in clarity. In either case, communication lacks in efficiency. The study of academic writing in the historical perspective contributes to better understanding of the latest trends in its development and elicits the problems which impede the quality of Russian scholarly and academic texts.
Vaaz bütün dinlerde dinin akide, ahlak, emir ve yasaklarını inananlarına tebliğ etmek için en önemli araçlardan bir tanesidir. Dinlerin mensupları dinlerine ait bilgileri ve ahlaki öğretileri sadece okuyarak değil, aynı zamanda vaazlar aracılığıyla da öğrenmişlerdir. Bu bağlamda Hıristiyanlık’ta da vaaz, dinin anlaşılmasında ve anlatımında büyük bir öneme sahiptir. Her ne kadar Yeni Ahit’te doğrudan vaaz ile ilgili çok fazla bilgi bulunmasa da tarihi süreç içerisindeki uygulamaları ile Hıristiyanlık vaaz ve usulü ile ilgili olarak geniş bir müktesebata sahip olmuştur. İsa, sadece kendisi vaaz etmemiş, aynı zamanda havarilerini de vaaz etmek için görevlendirmiştir. Hıristiyanlık’ta vaaz, referanslarını Kutsal Kitap’tan alan, Kutsal Kitap’ı tefsir mahiyetinde açıklama ve izahları içeren bir hitabet türüdür. Vaaz görevi bütün Hıristiyan mezheplerince 325 İznik Konsili ile birlikte uygulanmasına karar verilmiştir. Vaizlik görevi Katoliklik ve Ortodoksluk’ta piskopos, papaz gibi ruhban sınıfı tarafından yerine getirilirken, Protestanlık’ta ise din adamı sınıfındaki kişilerin dışındakiler tarafından da icra edilmektedir. Bu çalışmamızda Hıristiyanlık’taki vaaz ve vaizlik kültürünü mezheplerin bakış açısından ziyade Yeni Ahit bağlamında incelemeye çalıştık. Zira Yeni Ahit vaaz ve vaizlikte metotla ilgili zengin bir materyal sunmaktadır. Genellikle vaaz ve vaizlikle ilgili müktesebat zaman içerisindeki uygulamalar ile ortaya çıkmıştır.
PURPOSE: Writing a summary is not necessarily a straightforward task. Presented here is a scheme of twelve descriptors that reveals much of the complexity of summaries. The scheme can also serve as a design heuristic. METHOD: The scheme draws upon the psychology of text processing and applied linguistics, and derives theoretically from the intertextual relationship between the summary and the summarized text, and the contrast between summary as microcosm (miniature of the summarized text) and the many ways in which summaries are not microcosmic. RESULTS: The scheme consists of these twelve descriptors. The Purpose of the summary. The possibility of a Specification constraint that complicates the writing of the summary. Reduction, the length of a summary as a ratio of the summarized text. The Phrasing-informative or descriptive-of the summary. Proportion and Exclusion, how fully each part of the text is represented in the summary. Structure, how the ideas in the summary are arranged in relation to the text. Placement, where in relation to the text (before, after, within, alongside, or independent of) a summary (or multiple summaries) appears. Addition, the possibility of adding content not in the text to the summary . Authorship, whether the author of the text (or an associate) or someone not associated with the text wrote the summary. The Stance, Style, and Format of a summary. CONCLUSION: The scheme advances our understanding of summaries and, especially when used as a heuristic, can help technical communicators in their work. It may also be the basis of further research.
Over the last two decades, historians of ancient rhetoric have enriched and improved traditional research by extending the borders of rhetoric’s history chronologically, topically, and theoretically. Among this work, two advances stand out: advances in evidence, or what “counts” as evidence, and the recovery of the contributions of women to the history of rhetoric. Among other things, these developments have made apparent the need for developing methods of analysis, ones that offer heuristics that facilitate research in ways that conventional methods were not designed to address. This essay continues this work by introducing a heuristic called rhetorical decipherment. The authors illustrate the benefits of this method by providing a brief rhetorical analysis of pre-alphabetic scripts in Greece at Pylos that involve women. This synoptic analysis both reveals the possibility that women may have been reading and writing in Greece as early as the Bronze Age, and supports a call to use rhetorical decipherment for further, more detailed study of material artifacts.
This paper proposes to investigate the theory of Gricean (1975, 1989) Figure of Speech within the framework of conversational implicatures in the dialogues of a very popular Manipuri Radio play. The Gricean figure of speech exploits or flouts the first maxim i.e. known as maxims of quality. In these maxims exploitation, he subsumes metaphor, irony, hyperbole and meiosis into implicatures as particularized implicatures to convey non-literal meaning. At the same time, in the figure of speech, he reconciled the implied meanings through his maxims and sub-maxims.It reveals divergence of meanings in language use, particularly in the study of dialogues in the play. When he reconciled the maxims of quality in various figures of speech, he flouted the maxims of truthfulness.
The subject under study in the work that follows is one of the features of the discourse of advertising. Of the various characteristics shown by advertising communication, we shall concentrate on the analysis of the different linguistic factors attributable to AngloAmerican influence on Spanish advertising: these factors range from the continual use of anglicisms to the use of texts written in English to promote products aimed at a general public whose everyday language is Spanish. The communicative situation produced when the sender consciously sends, as a persuasive ploy, a linguistic stimulus to the receiver in a language which is not its own is a phenomenon which calls for minute analysis. The code models have not managed to find a convincing reason for this particular communicative situation, which is current AngloAmerican influence in Spanish advertising at its greatest, but an explanation can be reached by applying the basic arguments of inferential communication. In this study we will look at the phenomenon mentioned here according to the principles established by Sperber and Wilson´s Relevance Theory (1986). We are unaware of any other systematic study of this topic and have therefore decided to devote this work to the subject. The various corpuses of advertisements examined in this piece of research have been put into two main sections: the first is devoted to job offers and the second to product advertisements. Within the study of product advertisements, which receives special attention in this work, we have made a distinction between two separate corpuses. The first analysis is limited to presenting certain statistical data on the frequency with which different advertising products resort to the English language in order to communicate to a receiver although the receiver either does not use English as a customary code or is totally ignorant of the language; the second is devoted to finding theoretical bases to help us to understand the reasons behind resorting to a communicative strategy based on the sender using a linguistic stimulus unexpected by the receiver. With this in mind, we will analyse the 450 product advertisements which make up our second corpus.
We consider that Relevance Theory can explain in an exact fashion the attraction the use of the English language has these days for the receivers of advertising texts. The multiplicity of factors coming together in advertising discourse could be the reason for the lack of studies on this topic based on the application of linguistic theories that take the interactive nature of every communicative act as a starting point. The basic arguments of Sperber and Wilson seem to us the most appropriate starting point in order to carry this out given, among other factors, the importance they grant to the function of the receiver within the communicative advertising act. The code models, which are the dominant paradigm in the study of communicative advertising in general and in the linguistic analysis of Anglo-American influence in particular, give the receiver an essentially passive role. However, it is more and more evident that the success or failure of an advertisement depends to a great extent on the effort the receiver is prepared to make in order to interpret the message and arrive at the implicatures sought by the advertisement. In advertising discourse the complex communicative strategies set in motion by the sender will be of no use whatsoever if the receiver does not make the effort to gain access to the implicatures which are characteristic of advertising communication. The particular determining factors of the contemporary advertising phenomenon, defined by the pressing need to catch the attention of a specific target, contribute to highlighting the interactive nature of this particular communicative act. In conclusion to this brief introduction, we would just stress that, as we shall see throughout our study, there are a multitude of causes which can be referred to when explaining the degree of penetration of the English language in Spanish society. Even so, we believe that in studies of the topic in question sufficient attention has not yet been paid either to the elements which condition in one way or another the advertising communicative act, or specifically to all the factors which surround the function of the receiver within this particular communicative exchange. Perhaps we should finish by remembering the first aim of every advertisement, which is none other than to attract the attention of the apathetic receiver, just as the Latin verb advertere, from which the English terms advertisement, advertise or advertising derive, seems to indicate.
Bietet schon die Geschichte der Rhetorik im 19. Jahrhundert ein höchst unübersichtliches Bild, weil die Konturen des Faches zu verschwimmen beginnen, so verstärkt sich dieser Eindruck im 20. Jahrhundert erheblich. Rhetorik ist zwar allgegenwärtig, in politischer Rede (man denke an das Dritte Reich) und Propaganda, in der Werbung und den neuen Medien Rundfunk und Fernsehen, doch als Wissenschaft scheint sie verschollen. In den Sprachwissenschaften dominieren historische oder strukturalistische Methoden, die Literaturwissenschaft (mit Ausnahme der Barockforschung) beschränkt sich auf ästhetische Beschreibung und Geschichtsdarstellung, Pädagogik und Didaktik arbeiten nur noch mit Schwundformen (Aufsatzlehre), und die anderen traditionellen Bereiche rhetorischer Theorie sind von neuen Wissenschaften okkupiert und dabei oftmals in isolierte Einzelfelder der Forschung zerstückelt worden, so daß etwa die gesellschaftliche Beredsamkeit Gegenstand der Soziologie, Psychologie, der Medien- und Kommunikationswissenschaft geworden ist, die sprachlichen und bildlichen Formen und Phänomene der Überredung und Meinungsbildung desgleichen. Die rhetorischen Methoden der Erziehung und des Unterrichts leben nur noch verdeckt und vereinzelt in den empirisch ausgerichteten Erziehungswissenschaften fort, das rhetorische Bildungsideal wurde durch pragmatische Wissensschulung und politisch-ideologische Leitvorstellungen ersetzt und die Redepraxis sich selber überlassen, sie verkam und führte zu jener Barbarei öffentlicher Rede, gegen die auch die literarische Kunstprosa nichts vermochte.
This project proposes a module for teaching visual composition within the context of a written composition course. Drawing from process writing theory, critical pedagogy, and photo-elicitation, “Composing In Words And Images” gives composition teachers a module and direct instruction for the incorporation of critical visual composition studies in their writing classes.
There are two tiers of purposes or two stories in this book. On one level, I am trying to explain models and the study of writing using specific examples from work on revision by locating their epistemological views relative to two well-anchored positions on knowledge and ways of knowing. On a second level, by explicating the views of knowledge and knowing through illustrations of my own thinking and scholarly work as a student of writing and revision, I chronicle the ways in which my own views have changed.
In this paper I explore some connections between aikido and rhetoric, in the context of a university-level course on written argumentation. I will focus on pedagogical issues, considering why aikido’s principles are relevant to arguing and how an instructor might incorporate aikido-based exercises in a course for first-year college students, referring to my own experiences as an instructor and citing my students’ comments.
Many public policy problems at all levels — national, regional, state, and local — involve issues that can not easily be reduced to simple either-or propositions. That is, the problem involves diverse constituencies and interest groups who can not be grouped into two sides so that trade-offs can be made and a resolution reached through the typical political process (in the United States). For example, at the local level such an issue would involve extending the runways of the local airport, building a shopping center in a suburban area, or combining the fire and police departments into one organization. In such situations, the usual political alignments do not apply, as Republican and Democratic council-persons will align themselves on both sides of the issue because typical party loyalties among the citizens do not yield predictable stands on the issue.
In this essay, the focus is on systems issues as they relate to air-traffic control (ATC). The first issue concerns the extent to which automation should be applied in ATC. The second issue refers to the ability of the present ATC information system to provide efficient and effective control in a rapidly expanding, complex air space environment. How can our present capability in obtaining information be extended to satisfy the need for greater human cognitive competence demanded by the environment? The third issue is to determine how best we can reap advantage from our knowledge of ATC failures in designing future ATC systems.
INTRODUCTION The Pattern Identification Exercise (PIE) has been used as a qualitative assessment process in career, personal, and mental health counselling. It has been refined over a thirty-year period of time in Canada and in many other countries. We continue to be amazed at the results that can be realised through this seemingly simple and direct exploratory approach. In this chapter we would like to lay out the historical and theoretical background underlying this method, describe in some detail the various steps in the method, and then explore some of the learning outcomes.
As an abstraction that identifies the inner thinking self, the mind is a powerful resource for rhetorical invention, enabling both the generation of discourse and epistemic sense-making. This dissertation provides insight into the discursive life of "the mind," examining how different instantiations of the concept were put to rhetorical use in three specific historical cases. In each case study, I examine a conception of the mind that originated in the realm of institutional science and that made its way into public culture, often circuitously, and frequently transformed in the process. The first case study analyzes a nineteenth-century phrenology handbook, which reveals how the phrenological mind enabled pre-existing cultural beliefs to be resourced, or respoken as if the objective results of science. The second case study examines Benjamin Spock's use of Freudian ideas to generate child-rearing advice in his classic Baby and Child Care manual. My analysis of Spock's Freudianism leads me to propose that beliefs about the mind constitute a uniquely generative class of doxa that I label "psychodoxa." The final case study focuses on the contemporary cerebral self, which asserts the isomorphism of mind, brain, and self. This conception of mind generated considerable interest in Terri Schiavo's brain in the end-of-life case that dominated news media in the early 2000s, and I suggest that much of the discourse concerning Schiavo's brain relied on recalcitrance to channel invention. The dissertation concludes by considering the mind's utility as an inventional resource for rhetoric itself.
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