DOCSLIB.ORG

Tesis Doctoral

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tesis Doctoral UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE FILOLOGÍA Departamento de Filología Inglesa II TESIS DOCTORAL La retórica como herramienta analítica Rhetoric as analytical tool MEMORIA PARA OPTAR AL GRADO DE DOCTOR PRESENTADA POR Michael Fosmire Director Juan Manuel Núñez Yusta Madrid, 2015 ISBN: 978-84-608 -1535-8 © Michael Fosmire, 2013 UNIVERSIDAD COMPLUTENSE DE MADRID DEPARTAMENTO DE FILOLOGÍA INGLESA II FACULTAD DE FILOLOGÍA LA RETÓRICA COMO HERRAMIENTA ANALÍTICA RHETORIC AS ANALYTICAL TOOL TESIS DOCTORAL Presentada por: Michael Fosmire Dirigida por: Dr. D. Juan Manuel Núñez Yusta Madrid, 2013 DEPARTAMENTO DE FILOLOGÍA INGLESA II UNIVERSIDAD COMPLUTENSE DE MADRID LA RETÓRICA COMO HERRAMIENTA ANALÍTICA RHETORIC AS ANALYTICAL TOOL Tesis Doctoral presentada por MICHAEL FOSMIRE ACKNOWLEDGEMENTS I would like to express my profound gratitude to: My dissertation advisor, Dr. Juan Manuel Núñez Yusta, for his invaluable input and guidance both as a professional and as a friend. Dr. Rosalie Henderson, for providing me every opportunity to devote time to the present study. My mother and father, for their constant love and support. For my mother 7 8 CONTENTS INTRODUCTION / METHODOLOGY 11 PART 1 A GENERAL OVERVIEW 25 1.1 THE STRUGGLE TO DEFINE RHETORIC 27 1.2 RHETORIC’S FIELD: OPINION 45 1.3 A REVIEW OF THE LITERATURE 70 PART 2 RHETORICAL MODES AND PROOFS 95 2.1 INTRODUCTION: RHETORICAL MODES 97 2.2 DELIBERATIVE RHETORIC 102 2.3 JUDICIAL RHETORIC 122 2.4 EPIDEICTIC RHETORIC 140 2.6 LOGOS 179 2.7 PATHOS 194 2.8 ETHOS 220 PART 3 FURTHER CONSIDERATIONS & OBJECT OF STUDY 271 3.1 JUDGEMENT BY THE AUDIENCE 273 3.2 SCHOLARS FROM OTHER DISCIPLINES USING RHETORIC 283 3.3 TRAVEL LITERATURE 320 PART 4 ANALYSIS 329 4.1 INTRODUCTION 331 4.2 A FICTIONAL CASE 341 GENERAL CONCLUSIONS 423 REFERENCES 435 SOUND RECORDINGS (CD) 9 10 INTRODUCTION / METHODOLOGY 11 “When I use a word,” Humpty Dumpty said in a rather scornful tone, “it means just what I choose it to mean – neither more nor less.” “The question is,” said Alice, “whether you can make words mean so many different things.” “The question is,” said Humpty Dumpty, “which is to be master – that’s all.” -- Lewis Carroll, Through the Looking Glass The aim of this dissertation is to present and apply a way of looking at literature that is based on a reading of Aristotle’s Rhetoric. In Part 1, I first provide a general introduction to the problem of defining rhetoric. This leads to a discussion on rhetoric’s field of operations: opinion. I finish with a brief review of the literature. In Part 2, I present a model based primarily on a reading of Aristotle’s Rhetoric. This consists of an in-depth discussion of the three modes (deliberative, judicial and epideictic) after which I present aspects of the three rhetorical proofs: logos, pathos and ethos. In Part 3, I first discuss the role played by the audience as judge. I then discuss the work by scholars who use rhetoric in fields that are somewhat distant from literary studies. I also briefly discuss travel literature in order to provide background for the second narrative under study. Part 4, I use the model presented in Part 2 to critique and analyze two narratives. The first narrative to be analyzed in Part 4 is a fictional narrative from William H. Gass’ Fiction and the Figures of Life. The second is a non-fiction narrative by David Lansing, “Confessions of a Cheese Smuggler.” General conclusions follow Part 4. I am using the phrase “way of looking at literature” in the sense used by Peter Barry in his seminal Beginning Theory: An Introduction to Literary and Cultural Theory (6). In this primer, which begins with I. A. Richards’ method (Practical Criticism) in the 1920s and ends with theoretical approaches of the 1990s (postcolonialism and postmodernism) (12-34), Barry explains in clear and comprehensible language the various ways of looking at literature in use during this 12 time period. He then proceeds to illustrate their use by example. My dissertation is modeled after these two aspects of Barry’s text (i.e. the type of language he uses and his procedure of explanation and illustration). But these are not the only attractive features of Barry’s primer, for he is also quite fair-minded in his presentation of the various contemporary approaches. That is, not only does he present the respective merits of each, but also reveals what he views as flaws. Barry is thus, in my opinion, a scholar who does not let himself, in spite of his pro-theoretical stance, to cease from being a critical thinker. His example is one that, in an age where post-modern theorists are pitted or pit themselves against so-called Liberal Humanists and vice versa, merits imitation. An important conclusion we can draw from Barry’s equitable treatment is that each approach has something valuable to offer and yet at the same time must be examined for inadequacies or inconsistencies. The question “Which rhetoric?” must be answered for, as the reader will discover in my discussion, the definition of the term rhetoric has been a subject of dispute since its earliest extant appearance in Plato’s Gorgias. Several different definitions of rhetoric were being proposed and fought over in antiquity and that number has grown ever since. Rhetoric and its practices are being defined and redefined today. What I present below is, in effect, one possible definition of “classical rhetoric.” We can add to the myriad past and present definitions another problem. For even supposing that one chooses a particular definition of rhetoric – in the present study an “Aristotelian” definition – each one usually has so many aspects that it is only possible to reasonably address a few of them. Thus the reader must keep in mind during the discussion below it has been necessary to focus on certain aspects that form part of Aristotle’s definition of rhetoric and to leave many others aside. Further, even after narrowing down my focus on certain elements, I have only managed in my discussion to 13 scratch the surface, due to the vast amount of literature. Be that as it may, it is my hope that the way of looking at literature that I am presenting here will fill what has been identified by scholars as a gap in terms of critical approaches in English studies. The approach I present is based on classical rhetoric with borrowings of ideas, concepts and methodology from classics scholars, from contemporary scholars of rhetoric and literature, and from scholars working in fields not normally associated with literary studies: sociology and business administration. While maintaining certain aspects taken from the abovementioned sources, I then provide an approach that I believe is different from other current approaches. I am aware that that a classics scholar like Heinrich Plett might rightly level the accusation against me that there is nothing new under rhetoric’s sun.1 Still, I believe that the way of looking at literature I am presenting differs from other rhetoric-based approaches advanced in recent decades by scholars of English and literature. The question, “Why rhetoric?” must also be answered. In 1983, Terry Eagleton made a call for a return to rhetoric in Literary Theory: An Introduction. Eagleton states in this primer to literary theory that rhetoric has been in disuse for several centuries.2 Thus, my dissertation is, in some way, a response to the plea made by Eagleton (and other scholars) for students of literature to return to rhetorical methods practiced in 4th century Athens. But rather than focusing on the power and signification of discursive political ideology the way Eagleton does, I instead use concepts from Aristotle’s Rhetoric to examine how logos, ethos and pathos are at work in the texts under study to persuade their audience or readership. These same rhetorical proofs can be used to reveal and evaluate the system of values in which the discourse is enmeshed. My definition is similar to Eagleton’s in that I seek to reveal the effects of argumentative 1 See Plett. 2 See Eagleton. 14 discourse as well as how these effects are produced and what they mean in a particular historical socio-cultural milieu. However, the way I go about doing so is different in that I seek to show in the narratives under study basic rhetorical mechanisms presented in Aristotle’s treatise. Eagleton defines rhetoric as a socio-political discursive ensemble. I break that ensemble down into its constituent parts. Eagleton made his plea in 1983. It is therefore, given his importance as a theorist, perhaps surprising that twelve years later rhetoric does not figure in Barry’s introduction to literary theory as an approach for looking at or analyzing literature – in either an ancient or contemporary version. Barry does, however, state that theory about literature “goes back to Greek and Latin originals,” meanwhile identifying Aristotle’s Poetics as the “earliest work of theory” (21). To Barry’s assertion must be added the very important fact that it is best not to read the Poetics in isolation from other works in the Aristotelian corpus. One reason for this is because in the Poetics Aristotle refers his readers to the Rhetoric for his discussion of dianoia, or thought, a major component of discourse that appears in his discussion of poetics. Nor does Aristotle stop there. For, in Aristotle’s definition, rhetoric is the “offshoot” or “counterpart” of dialectic, which is the object of study in his Topics. Further, in Aristotle’s framework, rhetoric is linked with politics which he equates with ethics. This means that in order to gain an adequate understanding of what Aristotle means when he discusses literary theory in his Poetics, the student of literature must at very least have read Aristotle’s Topics, Nichomachean Ethics, Rhetoric, and Politics.
Load more

Recommended publications
  • A Rhetorical Analysis of Examination Essays In
    A RHETORICAL ANALYSIS OF EXAMINATION ESSAYS IN THREE DISCIPLINES: THE CASE OF GHANAIAN UNDERGRADUATE STUDENTS JOSEPH BENJAMIN ARCHIBALD AFFUL (B.A. (Hons), Dip. Ed., MPhil) A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE NATIONAL UNIVERSITY OF SINGAPORE 2005 ACKNOWLEDGEMENT I am very grateful to many people from diverse backgrounds for their invaluable contributions in several forms towards the completion of this work. First, I owe a great debt of gratitude to Dr. Sunita Anne Abraham, who has been helpful as principal supervisor and inspiring with her invaluable guidance, able supervision, and unflagging interest in my research. I would also like to express my profound gratitude to Associate Professor Christopher Stroud and Dr. Peter Tan Kok Wan, the other members of my thesis committee, for their encouragement, which has made the completion of this work possible. I have greatly benefited from discussions with Professor Desmond Allison, Associate Professor Paul Matsuda, Professor Ken Hyland, Professor Tony Silva, Dr. Paul Bruthiaux, Dr Lawe-Davies, and Ms. Juno Price during the initial stages of the work, while shaping the research proposal. Their suggestions were very helpful in guiding me to current literature in the area of study. I am indebted to the National University of Singapore (NUS) for offering me both admission and a research scholarship to enable me to conduct the study. I am thankful to my mates in the Department of English Language and Literature – Ms. Anggara Mah and Ms. Jennifer Tan – and fellow students from other departments in NUS – Mr. Edward Bannerman-Wood, Mr.
    [Show full text]
  • Youtube and the Vernacular Rhetorics of Web 2.0
    i REMEDIATING DEMOCRACY: YOUTUBE AND THE VERNACULAR RHETORICS OF WEB 2.0 Erin Dietel-McLaughlin A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Committee: Kristine Blair, Advisor Louisa Ha Graduate Faculty Representative Michael Butterworth Lee Nickoson ii ABSTRACT Kristine Blair, Advisor This dissertation examines the extent to which composing practices and rhetorical strategies common to ―Web 2.0‖ arenas may reinvigorate democracy. The project examines several digital composing practices as examples of what Gerard Hauser (1999) and others have dubbed ―vernacular rhetoric,‖ or common modes of communication that may resist or challenge more institutionalized forms of discourse. Using a cultural studies approach, this dissertation focuses on the popular video-sharing site, YouTube, and attempts to theorize several vernacular composing practices. First, this dissertation discusses the rhetorical trope of irreverence, with particular attention to the ways in which irreverent strategies such as new media parody transcend more traditional modes of public discourse. Second, this dissertation discusses three approaches to video remix (collection, Detournement, and mashing) as political strategies facilitated by Web 2.0 technologies, with particular attention to the ways in which these strategies challenge the construct of authorship and the power relationships inherent in that construct. This dissertation then considers the extent to which sites like YouTube remediate traditional rhetorical modes by focusing on the genre of epideictic rhetoric and the ways in which sites like YouTube encourage epideictic practice. Finally, in light of what these discussions reveal in terms of rhetorical practice and democracy in Web 2.0 arenas, this dissertation offers a concluding discussion of what our ―Web 2.0 world‖ might mean for composition studies in terms of theory, practice, and the teaching of writing.
    [Show full text]
  • Best of Student Essays
    Volunteer State Community College Best of Student Essays from the 2014-2015 Academic Year Expository Essays & Research Writing This publication is made possible with funding from the VSCC Humanities Division, Department of English Faculty, and the support of Bedford/St. Martin’s Publishers. Acknowledgements Dean of Humanities: Alycia Ehlert, Ed.D. English Department Chair: Laura Black Best Essays Committee Chair: Leslie LaChance Best Essays Selection Committee: Laura Black, Jessica Cocita, Mickey Hall, Deborah Moore, Kelly Ormsby, Jaime Sanchez, Cynthia Wyatt Support Staff: Rhonda Custer, Debra Lindsay Editing and Layout: Leslie LaChance Production and Design: Eric Melcher, Coordinator of Communications ii Introduction Volunteer State Community College Best Essays is a new incarnation of a previous publication entitled VSCC English Department’s Best Essays. As the early version has done over the past decade, this publication will continue to showcase some of the best writing being done by students at Volunteer State, and we have just expanded the publication to include examples of excellent writing from a variety of academic disciplines. While much of the work appearing here is nominated by faculty in the Department of English, which publishes this book, faculty from other disciplines are now also invited to nominate student essays for collection. This year, we are pleased to include our first essay from a discipline other than English, “Patriarchy’s Roots,” written by Amy Leu for History 1110, World Civilization 1. Each year, instructors at Volunteer State nominate students who have demonstrated excellence in writing and invite them to submit an essay to our selection committee; that committee of Vol State faculty then works collaboratively to choose superior student work for publication.
    [Show full text]
  • Rhetoric in Spain 1/2016 EDITORS: NARCÍS IGLÉSIAS and MARIA ZAŁĘSKA
    ISSN: 2392-3113 Rhetoric in Spain 1/2016 EDITORS: NARCÍS IGLÉSIAS AND MARIA ZAŁĘSKA TOMÁS ALBALADEJO AUTONOMOUS UNIVERSITY OF MADRID TOMAS.ALBALADEJO@UAM.ES Cultural Rhetoric. Foundations and perspectives Abstract Cultural rhetoric is proposed as a methodological system to study the relationship between culture and rhetoric and to analyze rhetorical discourses, literary works and texts of other kinds from the point of view of their rhetorical foundations and their perlocutionary force before receivers. It is connected with the cultural dimension of rhetoric and with the rhetorical dimension of culture. It is within the studies in culture, together with semiotics of culture and cultural studies. Key words Rhetoric, Culture, Cultural rhetoric, Discourse, Literature License This work is licensed under a Creative Commons Attribution 3.0 Poland. The content of the license is available at http://creativecommons.org/licenses/by/3.0/pl/ Res Rhetorica, ISSN 2392-3113, 1/2016, p. 17 TOMÁS ALBALADEJO AUTONOMOUS UNIVERSITY OF MADRID TOMAS.ALBALADEJO@UAM.ES Cultural Rhetoric. Foundations and perspectives 1. Rhetoric as an art and a discipline. Rhetoric in culture and culture in rhetoric Although rhetoric was born as an instrument to communicate with persuasive aims before courts and it was initially used in the realm of civil law, it entered easily into the fi elds of criminal law and political communication. Rhetoric passed from its native land, Sicily, an island that had been colonized by the Greeks, to Athens, and afterwards from Athens to Rome. Rhetoric is the technique of communication and of oral public discourse that each citizen of these cities who wished to play a public role in society should have learned.
    [Show full text]
  • Black Rhetoric: the Art of Thinking Being
    BLACK RHETORIC: THE ART OF THINKING BEING by APRIL LEIGH KINKEAD Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT ARLINGTON May 2013 Copyright © by April Leigh Kinkead 2013 All Rights Reserved ii Acknowledgements This project would not have been possible without the guidance, advice, and support of others. I would like to thank my advisor, Cedrick May, for his taking on the task of directing my dissertation. His knowledge, advice, and encouragement helped to keep me on track and made my completing this project possible. I am grateful to Penelope Ingram for her willingness to join this project late in its development. Her insights and advice were as encouraging as they were beneficial to my project’s aims. I am indebted to Kevin Gustafson, whose careful reading and revisions gave my writing skills the boost they needed. I am a better writer today thanks to his teachings. I also wish to extend my gratitude to my school colleagues who encouraged me along the way and made this journey an enjoyable experience. I also wish to thank the late Emory Estes, who inspired me to pursue graduate studies. I am equally grateful to Luanne Frank for introducing me to Martin Heidegger’s theories early in my graduate career. This dissertation would not have come into being without that introduction or her guiding my journey through Heidegger’s theories. I must also thank my family and friends who have stood by my side throughout this long journey.
    [Show full text]
  • Deconstruction and Rhetorical Strategies
    appendix Deconstruction and Rhetorical Strategies Shared Rhetorical Background Whereas the main differences between the three modes of deconstruction were high- lighted in the concluding chapter, this Appendix draws attention to their most crucial common ground. All the literary strategies that are applied to deconstruct imperial rep- resentation are based on rhetorical strategies. We have seen this implicitly throughout the study; this Appendix will make the rhetorical strategies explicit. It complements the conclusion offered in the last chapter by looking at the results of this study from a strictly rhetorical perspective and by asking which general rhetorical strategies under- lie the techniques of deconstruction analysed in this book (in particular in chapters 4, 7, and 10). Tacitus, Suetonius, and Cassius Dio, who all received rhetorical training and were familiar with the theory and practice of rhetoric, adapt rhetorical measures in vari- ous ways, but the underlying principles—the rhetorical operations—are the same. My analysis of historiographical strategies deployed against Nero and Domitian as rhetorical strategies builds on the branch of scholarship that has shown that Roman historiography cannot be separated from rhetoric.1 The study of connections between historiography and rhetoric most often takes the form of analysing speeches in his- toriographical works. My approach is broader: I read historiography and biography as persuasive genres that aim to make their accounts plausible. Their presentation is also directed against other versions of the same topics and personalities, especially in the form we find them in panegyrical discourse. To achieve plausibility for its own version of Nero and Domitian, historiography draws on genuinely rhetorical devices.
    [Show full text]
  • Description, Narrative, and Reflection
    EmpoWord: A Student-Centered Anthology & Handbook for College Writers Part One: Description, Narrative, and Reflection Author: Shane Abrams, Portland State University This chapter is licensed with a Creative Commons Attribution-NonCommercial 4.0 International License Download this book free at: https://pdxscholar.library.pdx.edu/pdxopen/20/ Part One: Description, Narration, and Reflection 55 Section Introduction: Description, Narration, and Reflection Chapter Vocabulary Vocabulary Definition a rhetorical mode that emphasizes eye-catching, specific, and vivid description portrayal of a subject. Often integrates imagery and thick description to this end. a rhetorical mode involving the construction and relation of stories. narration Typically integrates description as a technique. a rhetorical gesture by which an author looks back, through the diegetic gap, to demonstrate knowledge or understanding gained from the subject on which they are reflecting. May also include consideration of reflection the impact of that past subject on the author’s future—“Looking back in order to look forward.” the circumstances in which rhetoric is produced, understood using the constituent elements of subject, occasion, audience, and purpose. Each element of the rhetorical situation carries assumptions and imperatives rhetorical situation about the kind of rhetoric that will be well received. Rhetorical situation will also influence mode and medium. Storytelling is one of few rituals that permeates all cultures. Indeed, there’s nothing quite as satisfying as a well-told story. But what exactly makes for a well-told story? Of course, the answer to that question depends on your rhetorical situation: your audience, your sociohistorical position, and your purpose will determine how you tell your story.
    [Show full text]
  • Why Wargaming Works Peter P
    Naval War College Review Volume 64 Article 8 Number 3 Summer 2011 Why Wargaming Works Peter P. Perla ED McGrady Follow this and additional works at: https://digital-commons.usnwc.edu/nwc-review Recommended Citation Perla, Peter P. and McGrady, ED (2011) "Why Wargaming Works," Naval War College Review: Vol. 64 : No. 3 , Article 8. Available at: https://digital-commons.usnwc.edu/nwc-review/vol64/iss3/8 This Article is brought to you for free and open access by the Journals at U.S. Naval War College Digital Commons. It has been accepted for inclusion in Naval War College Review by an authorized editor of U.S. Naval War College Digital Commons. For more information, please contact repository.inquiries@usnwc.edu. Color profile: Disabled Composite Default screen Perla and McGrady: Why Wargaming Works WHY WARGAMING WORKS Peter P. Perla and ED McGrady argaming has a long history as an important tool for military training, 1 Weducation, and research. In its broader application to nonmilitary con- flict situations (see, for example, the recent books Wargaming for Leaders and Business War Games), the technique is increasing in popularity, particularly 2 among businesses seeking strategic advantages. (As a result, we will sometimes use the terms “wargaming” and “gaming” interchangeably; in the latter case, however, we mean what is called “serious gaming,” not the more general sense, 3 like gambling.) Despite that history and popularity, however, wargaming’s rec- ord of success is uneven. Some games seem to succeed very well in preparing im- Dr. Perla earned a PhD in statistics from Carnegie- portant decision makers for real-world environments Mellon University.
    [Show full text]
  • Phd Alumni Dissertation Abstracts 2009-2018
    English Department: PhD Alumni Dissertation Abstracts 2009-2018 Creel, James Wright. Rhetorics of Integrity: Constitutive Rhetoric in American Cinema and Television (2018) This dissertation addresses the ways in which Americans navigate between their gendered, raced, and national identities, and the role film and television play in that navigation. To do so, I draw from and build upon Maurice Charland's concept "constitutive rhetoric," which theorizes the construction of national identity as a process of interpellation, where a particular facet of identity is hailed as always already extant. But whereas Charland deals exclusively with symbolic identity, I argue that the premises for constitutive rhetoric also extend into the material world because identity is also a material, embodied phenomenon. As a result, I assert that scholars of rhetoric and culture can better conceptualize human bodies as material constructs, and material constructs (national monuments, statues) as bodies. Because identity is material, the calls to identification in constitutive rhetoric are simultaneously calls to embodiment, and a call to shift bodies is understandably often met with resistance. To explain this resistance, I develop a theory called "rhetorics of integrity," which are discursive and non-discursive appeals that privilege consistency and wholeness. Using this theory, I identify appeals to integrity in portrayals of raced, gendered, and national bodies in American cinema; in particular, I analyze how and why these bodies are destroyed and what interests are served by having certain bodies remain whole. Hakimi-Hood, Heidi Sabreena-Del. Locating Rural Cosmopolitanism in Long Nineteenth-Century British Writings (2018) The rural is often understood as marginalized, on the edges of cities, and rarely visible in print culture centers.
    [Show full text]
  • Rhetorical Devices and Terms Terminology J. Ritterson Washburn
    Rhetorical Devices and Terms J. Ritterson Terminology Washburn High School English Department Basic Abstract Not related to the concrete properties of an object; pertaining to ideas, concepts, or qualities, as opposed to physical attributes. Alliteration The repetition of initial consonant sounds or any vowel sounds within a formal grouping, such as a poetic line or stanza, or in close proximity in prose. Analytical A style of writing in which the subject is broken into its writing components and the components are subjected to detailed scrutiny. Anecdote A brief story or tale told by a character in a piece of literature. Antagonist Character or force in a literary work that opposes the main character, or protagonist. Argumentation is one of the four modes of discourse (see Description, Exposition, and Narration). It seeks to convince the reader of the truth or falseness of an idea. Writers sometimes accomplish this by appealing to readers' emotions as Orwell does in "Marrakech" or by appealing to readers' ethics as is the case in "None of This Is Fair" by Richard Rodriguez. Others, such as Andrew Hacker in "E.R.A.—R.I.P.," can argue for or against a volatile issue by appealing to the readers' sense of reason, though often in an argument these appeals are interrelated. Audience The person(s) reached by a piece of writing. Claim An assertion of something as fact; to demand as a right or as due. Closure Bringing to an end or conclusion. Coherence indicates an orderly relationship among the parts in a whole essay or other literary work.
    [Show full text]
  • Meanings of Figures of Speech Used in Tourism Advertising Slogan Texts in the Internet
    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MEANINGS OF FIGURES OF SPEECH USED IN TOURISM ADVERTISING SLOGAN TEXTS IN THE INTERNET A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree in English Language Studies SISKA BOCHARI Student Number: 096332020 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2011 i PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI iii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI STATEMENT OF ORIGINALITY This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else's ideas, phrases, or sentences without proper references. Yogyakarta, 17 March 2011 SISKA BOCHARI iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Siska Bochari Nomor Mahasiswa : 096332020 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: Meanings of Figures of Speech Used in Tourism Advertising Slogan Texts in the Internet beserta perangkat yang diperlukan. Dengan demikian saya memberikan hak kepada Perpustakaan Universitas Sanata Dharma untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk
    [Show full text]
  • János S. Petőfi's Linguistic and Textual Theory and the Recovery of The
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositorio Institucional de la Universidad de Alicante Francisco Chico Rico, “János S. Petőfi’s Linguistic and Textual Theory and the Recovery of the Historical Thinking about Rhetoric”. In: Margarita Borreguero Zuloaga and Luciano Vitacolonna (eds.), The Legacy of János S. Petőfi: Text Linguistics, Literary Theory and Semiotics. Newcastle upon Tyne: Cambridge Scholars Publishing, 2019: 110-131 (ISBN: 978- 1-5275-2310-4). János S. Petőfi’s linguistic and textual theory and the recovery of the historical thinking about Rhetoric Francisco Chico Rico (University of Alicante, Spain) Abstract The present paper carries out a study about the possibilities of mutual enrichment resulting from the interrelationship of the Text-Structure World-Structure Theory (TeSWeST, from the German “Text-Struktur Welt-Struktur Theorie”) by János S. Petőfi and the rhetorical model, that is, the explanatory system for the construction and communication of rhetorical discourse within the framework of the so-called rhetorica recepta, traditionally formed by the operations —partes artis or oratoris officia— of inventio, dispositio, elocutio, memoria and actio/pronuntiatio. More specifically, our aim is, on the one hand, to account for the enrichment of TeSWeST from the examination of rhetorical elocutio —an enrichment which also leads us to the need for a redefinition of the traditional rhetorical operations in the light of the components and categories of TeSWeST; and on the other, to try and explain the enrichment of the traditional rhetorical system through the recovery of the rhetorical operation of intellectio —from the review of historic texts dealing with rhetorical theory, such as Institutiones oratorias, by Sulpitius Victor, and De rhetorica liber, by Aurelius Augustinus.
    [Show full text]