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The Ramist Style of John Udall: Audience and Pictorial Logic in Puritan Sermon and Controversy
Oral Tradition, 2/1 (1987): 188-213 The Ramist Style of John Udall: Audience and Pictorial Logic in Puritan Sermon and Controversy John G. Rechtien With Wilbur Samuel Howell’s Logic and Rhetoric in England, 1500-1700 (1956), Walter J. Ong’s Ramus, Method, and the Decay of Dialogue (1958) helped establish the common contemporary view that Ramism impoverished logic and rhetoric as arts of communication.1 For example, scholars agree that Ramism neglected audience accomodation; denied truth as an object of rhetoric by reserving it to logic; rejected persuasion about probabilities; and relegated rhetoric to ornamentation.2 Like Richard Hooker in Of the Laws of Ecclesiastical Polity (I.vi.4), these scholars criticize Ramist logic as simplistic. Their objections identify the consequences of Ramus’ visual analogy of logic and rhetoric to “surfaces,” which are “apprehended by sight” and divorced from “voice and hearing” (Ong 1958:280). As a result of his analogy of knowledge and communication to vision rather than to sound, Ramus left rhetoric only two of its fi ve parts, ornamentation (fi gures of speech and tropes) and delivery (voice and gesture). He stripped three parts (inventio, dispositio, and memory) from rhetoric. Traditionally shared by logic and rhetoric, the recovery and derivation of ideas (inventio) and their organization (dispositio) were now reserved to logic. Finally, Ramus’ method of organizing according to dichotomies substituted “mental space” for memory (Ong 1958:280). In the context of this new logic and the rhetoric dependent on it, a statement was not recognized as a part of a conversation, but appeared to stand alone as a speech event fi xed in space. -
'Pragmatics and Discourse Analysis' [Review]
©Pragmatics and discourse analysis© [Review] Article (Accepted Version) Taylor, Charlotte (2016) 'Pragmatics and discourse analysis' [Review]. Year's Work in English Studies, 95 (1). pp. 169-178. ISSN 1471-6801 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/id/eprint/59463/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the URL above for details on accessing the published version. Copyright and reuse: Sussex Research Online is a digital repository of the research output of the University. Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available. Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. http://sro.sussex.ac.uk 13. Pragmatics and Discourse Analysis The year 2014 proved to be an exciting one for pragmatics and discourse analysis as it was characterized by a series of cross-over initiatives, reaching out beyond the boundaries of the single fields. -
Dissertation
Dissertation A Microethnographic Discourse Analysis of the Conditions of Alienation, Engagement, Pleasure, and Jouissance from a Three-year Ethnographic Study of Middle School Language Arts Classrooms Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Robert Craig Heggestad II, M.Ed., B.A. Graduate Program in Education: Teaching & Learning The Ohio State University 2018 Dissertation Committee: Dr. David Bloome, Advisor Dr. Caroline Clark Dr. George Newell Dr. Amy Shuman Abstract This theoretical dissertation explores the constructs of alienation, engagement, pleasure, and jouissance as they relate to research and theory on and in classroom education, in particular in middle school language arts classrooms. The research questions ask: First, how is the construct of alienation conceptualized and made manifest in the classroom and how do these empirical findings of the condition of alienation refine the theoretical construct of alienation? Second, how is the construct of engagement conceptualized and made manifest in the classroom and how do these empirical findings of the condition of engagement refine the theoretical construct of engagement? Third, how is the construct of pleasure conceptualized and made manifest in the classroom and how do these empirical findings of the condition of pleasure refine the theoretical construct of pleasure? And fourth, how is the construct of jouissance conceptualized and made manifest in the classroom and how do these empirical findings of the condition of jouissance refine the theoretical construct of jouissance? The research questions are answered through four case studies. The dissertation takes an ethnographic perspective towards research, utilizing qualitative and ethnographic methods of data collection and analysis. -
Critical Discourse Analysis of News Discourse
CORE Metadata, citation and similar papers at core.ac.uk Provided by Academy Publication Online ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 8, No. 4, pp. 399-403, April 2018 DOI: http://dx.doi.org/10.17507/tpls.0804.06 Critical Discourse Analysis of News Discourse Qin Xie Shanxi Normal University, China Abstract—News discourse is one of main analysis subjects of critical discourse analysis. People can know the opinions implied by the author and grasp the real situation of the events described in the discourse by critical discourse analysis. Furthermore, it is beneficial for the audience to establish the critical awareness of News discourse and enhance the ability to critically analyze news discourse. Based on the discussion of the concept of news discourse and critical discourse analysis, the theoretical foundations and steps of critical discourse analysis, the paper illustrates the method of the critical analysis of news discourse. The author also puts forward issues that needed to pay attention to in order to improve the ability of news discourse analysis. Index Terms—news discourse, critical discourse analysis, method, emphases Critical discourse analysis can provide some guidance for the analysis of news discourse. Knowing the theoretical basis and analytical method of critical discourse analysis is beneficial to understand the actual situation of the events described in the news discourse and the implicit ideological content in news discourse. The paper explores the elements and the steps of the critical discourse analysis of news discourse. I. THE CONCEPT OF NEWS DISCOURSE AND CRITICAL DISCOURSE ANALYSIS A. The Concept of News Discourse News discourse, a vital field of linguistic research, is always seen as an objective and formal linguistic form of discourse. -
Perspectives on Discourse Analysis: Theory and Practice
Perspectives on Discourse Analysis: Theory and Practice Perspectives on Discourse Analysis: Theory and Practice By Laura Alba-Juez Perspectives on Discourse Analysis: Theory and Practice, by Laura Alba-Juez This book first published 2009 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2009 by Laura Alba-Juez All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-0597-1, ISBN (13): 978-1-4438-0597-1 For Gustavo, Joaquín and Julian TABLE OF CONTENTS Acknowledgements .................................................................................... ix Introduction ................................................................................................. 1 Chapter One................................................................................................. 5 Introducing Discourse Analysis Chapter Two.............................................................................................. 25 The Data Chapter Three............................................................................................ 45 Pragmatics Chapter Four.............................................................................................. 79 Interactional -
Critical Discourse Analysis of Martin Luther King's Speech in Socio
Advances in Language and Literary Studies Vol. 4 No. 1; January 2013 Copyright © Australian International Academic Centre, Australia Critical Discourse Analysis of Martin Luther King’s Speech in Socio-Political Perspective Muhammad Aslam Sipra Assistant Professor, Department of GRC (English), JCC, King Abdulaziz University, PO Box 80283, Jeddah 21589 Kingdom of Saudi Arabia E-mail: [email protected] Athar Rashid Assistant Professor, Faculty of English Language, Literature & Applied Linguistics, National University of Modern Languages, Islamabad, Pakistan E-mail: [email protected] Doi:10.7575/aiac.alls.v.4n.1p.27 Received: 01/12/2012 URL: http://dx.doi.org/10.7575/aiac.alls.v.4n.1p.27 Accepted: 04/01/2013 Abstract The article presents the Critical Discourse Analysis (CDA) of the first part of King Martin Luther’s speech “When I Have a Dream” in socio-political context. The study investigates how it lies on the basis of application of Fairclough version of CDA in the first part of the text. Moreover, it explicates the terms like social, cultural and political inequalities in the light of text and framework. Keywords: CDA, Socio-political Perspective, 3D Model, Racial Discrimination, Hegemony, Dominance, Social inequalities 1. Introduction The term discourse has several definitions. In the study of language, discourse often refers to the speech patterns and usage of language, dialects, and acceptable statements, within a community. It is a subject of study of peoples who live in secluded areas and share similar speech conventions. Analysis is a process of evaluating the things by breaking them down into pieces. Discourse Analysis simply refers to the linguistic analysis of connected writing and speech. -
A Study of Musical Rhetoric in JS Bach's Organ Fugues
A Study of Musical Rhetoric in J. S. Bach’s Organ Fugues BWV 546, 552.2, 577, and 582 A document submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS in the Keyboard Division of the College-Conservatory of Music March 2015 by Wei-Chun Liao BFA, National Taiwan Normal University, 1999 MA, Teachers College, Columbia University, 2002 MEd, Teachers College, Columbia University, 2003 Committee Chair: Roberta Gary, DMA Abstract This study explores the musical-rhetorical tradition in German Baroque music and its connection with Johann Sebastian Bach’s fugal writing. Fugal theory according to musica poetica sources includes both contrapuntal devices and structural principles. Johann Mattheson’s dispositio model for organizing instrumental music provides an approach to comprehending the process of Baroque composition. His view on the construction of a subject also offers a way to observe a subject’s transformation in the fugal process. While fugal writing was considered the essential compositional technique for developing musical ideas in the Baroque era, a successful musical-rhetorical dispositio can shape the fugue from a simple subject into a convincing and coherent work. The analyses of the four selected fugues in this study, BWV 546, 552.2, 577, and 582, will provide a reading of the musical-rhetorical dispositio for an understanding of Bach’s fugal writing. ii Copyright © 2015 by Wei-Chun Liao All rights reserved iii Acknowledgements The completion of this document would not have been possible without the help and support of many people. -
The Sophistic Roman: Education and Status in Quintilian, Tacitus and Pliny Brandon F. Jones a Dissertation Submitted in Partial
The Sophistic Roman: Education and Status in Quintilian, Tacitus and Pliny Brandon F. Jones A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2015 Reading Committee: Alain Gowing, Chair Catherine Connors Alexander Hollmann Deborah Kamen Program Authorized to Offer Degree: Classics ©Copyright 2015 Brandon F. Jones University of Washington Abstract The Sophistic Roman: Education and Status in Quintilian, Tacitus and Pliny Brandon F. Jones Chair of Supervisory Commitee: Professor Alain Gowing Department of Classics This study is about the construction of identity and self-promotion of status by means of elite education during the first and second centuries CE, a cultural and historical period termed by many as the Second Sophistic. Though the Second Sophistic has traditionally been treated as a Greek cultural movement, individual Romans also viewed engagement with a past, Greek or otherwise, as a way of displaying education and authority, and, thereby, of promoting status. Readings of the work of Quintilian, Tacitus and Pliny, first- and second-century Latin prose authors, reveal a remarkable engagement with the methodologies and motivations employed by their Greek contemporaries—Dio of Prusa, Plutarch, Lucian and Philostratus, most particularly. The first two chapters of this study illustrate and explain the centrality of Greek in the Roman educational system. The final three chapters focus on Roman displays of that acquired Greek paideia in language, literature and oratory, respectively. As these chapters demonstrate, the social practices of paideia and their deployment were a multi-cultural phenomenon. Table of Contents Acknowledgements ........................................................................... 2 Introduction ....................................................................................... 4 Chapter One. -
St. Thomas Aquinas, Dramatist?
Studia Gilsoniana 5:1 (January–March 2016): 109–133 | ISSN 2300–0066 Eric McLuhan Bloomfield, Ontario Canada ST. THOMAS AQUINAS, DRAMATIST? William Shakespeare is generally credited with inventing the standard five-act play, which has served as a mainstay for dramatists for five centuries and continues to do so in ours. Evidently, however, the five-act tradition does not begin with Shakespeare: it dates at least from early Roman drama. Thomas W. Baldwin found that the five acts were oft used in Roman theatre and searched critical history to discover terms that describe that tradition.1 He traced the matter as far back as Horace who, in the Ars Poetica (Epistula ad Pisones), urged the use of exactly five acts for a drama: neve minor neu sit quinto productior actu fabula quae posci volt et spectanda reponi.2 It was not original with Horace, however. He adapted the notion directly from a declaration by his contemporary, Cicero, that every act of rhetoric had an inherent five-division structure. Somewhat earlier, © Eric McLuhan, 2016. 1 Thomas W. Baldwin, Shakespeare’s Five-act Structure: Shakespeare’s Early Plays on the Background of Renaissance Theories of Five-act Structure from 1470 (Champaign, Illinois: University of Illinois Press, 1963). 2 Lines 189–190: Let a play which would be inquired after, and though seen, repre- sented anew, be neither shorter than nor longer than the fifth act. 110 Eric McLuhan others, including both Terence and Plautus, had used the five-act struc- ture in their plays.3 Between Shakespeare and Horace, we find St. -
Rhetorik Und Aufmerksamkeit. Die Fünf Officia Oratoris (PDF)
Rhetorik und Aufmerksamkeit. Die fünf officia oratoris (Melanie Möller, FU Berlin) Terminologie der Aufmerksamkeit: • gr. : προσέχειν (τòν νοῦν) • attendere, intendere, contendere, (tendere) • anim(um) advertere • erigere, incitare, excitare, movere • videre, audire • observare, intueri Dialogi Berolinenses 2018: „Rhetorik und Aufmerksamkeit“ (Melanie Möller) 2 Rezeptionshaltungen: benivolus, attentus, docilis Prozess der „Interattention“ (B. Waldenfels, Phänomenologie der Aufmerksamkeit, Frankfurt a.M. 2004) Dialogi Berolinenses 2018: „Rhetorik und Aufmerksamkeit“ (Melanie Möller) 3 officia oratoris/partes rhetorices inventio „Auffindung“ dispositio „Anordnung“ elocutio „Vertextung“ memoria „Auswendiglernen“ (Mnemotechnik) actio/pronuntiatio „Vortrag“ Dialogi Berolinenses 2018: „Rhetorik und Aufmerksamkeit“ (Melanie Möller) 4 inv. 1, 9: partes autem eae, quas plerique dixerunt, „Die Teile aber sind diejenigen, die die meisten inventio, dispositio, elocutio, memoria, angeführt haben: Auffindung, Anordnung, pronuntiatio. inventio est excogitatio rerum stilistische Durchformung, Auswendiglernen, verarum aut veri similium, quae causam Vortrag. Beim ‚Auffinden‘ handelt es sich um das probabilem reddant; dispositio est rerum Ersinnen wahrer oder wahrheitsähnlicher inventarum in ordinem distributio; elocutio est Gegebenheiten, die den Fall plausibel machen idoneorum verborum ad inventionem sollen; unter ‚Anordnung‘ verstehen wir die accommodatio; memoria est firma animi rerum Verteilung der aufgefundenen Argumente auf ac verborum ad inventionem -
Retorikkens Forarbejdningsfaser
Takeaway Teaching: Mundtlig akademisk fremstilling v. Stine Heger og Helle Hvass (CUDiM) Handout 4 RETORIKKENS FORARBEJDNINGSFASER Retorik er læren om at kommunikere overbevisende, og retorik handler bl.a. om, hvordan man producerer overbevisende mundtlige oplæg. Produktionen sker ifølge retorikken i fem faser: Inventio: hvor man finder ud af, hvad man vil sige, og hvad man ikke vil sige Dispositio: hvor man ordner det, man vil sige, i en passende rækkefølge Elocutio: hvor man beslutter sig for, hvordan man helt præcis vil formulere sig Memoria: hvor man øver sig på at fremføre Actio: hvor man fremfører med tydelig stemmeføring og passende kropssprog Arbejdet i de fem faser har betydning for, hvor overbevisende det mundtlige oplæg bliver: Overbevisende mundtlige oplæg Inventio Det virker overbevisende, når afsender har et tydeligt fokus, således at modtager nemt kan sammenfatte essensen af oplægget, fx ved at svare på spørgsmålet: hvad vil afsender sige til mig og hvorfor? Det virker overbevisende, når afsender har få pointer og kun går i dybden med dem Det virker overbevisende, når afsender har et tydeligt formål med at holde oplægget Dispositio Det virker overbevisende, når begyndelsen giver modtager overblik over oplægget Det virker overbevisende, når afsender hjælper modtager til at overskue hoveddelen i oplægget Det virker overbevisende, når afsender slutter oplægget på en måde, så modtager er klar over, at nu er det slut – i modsætning til at afsender bare holder op med at tale Elocutio Det virker overbevisende, når sproget passer til modtager – og afsender fx definerer begreber, som modtager ikke kender eller måske ikke kan huske definitionen på Det virker overbevisende, når sproget passer til den mundtlige situation, hvor modtager fx har brug for konkrete eksempler og gentagelser af det vigtige Det virker overbevisende, når sproget både taler til modtagers forstand og sanser Takeaway Teaching: Mundtlig akademisk fremstilling v. -
Critical Discourse Analysis: Mass Media
Critical Discourse Analysis: Mass Media Deti Anitasari Department of English Education, Faculty of Teacher Training and Education, Universitas Lancang Kuning [email protected] ABSTRACT: In this paper, the researcher aims are to review some key problems of approaches to research on mass media text from point of view discourse analytical and to present an argument, as well as a Critical Discourse Analysis (CDA) structures for analysis of mass media discourse. The researcher regards a number of areas of critical research interest in mass media discourse locally and elsewhere. An instance of actual CDA researches on mass media discourse is reviewed in terms of topics of obviously popular interest among society, before listing methodological, as well as the topical plan by a main support in the field for further work. This paper concludes that CDA’s multidisciplinary approach helps to understand and aware of the hidden socio-political issues and agenda in all kinds of areas of language as a social practice to empower the individual and social groups. Keywords: Critical Discourse Analysis, Critical Discourse studies, Mass Media Discourse, Media text Analysis INTRODUCTION human talks to one another via verbal and non-verbal means, but which Discourse has been explained as concerns messages that are essentially structures and practices that reflect transmitted through a medium (channel) human thought and social realities to reach a large number of people through particular collections of words (Wimmer & Dominick, 2012, Devito, and that simultaneously construct 2011). From the beginning, for a clear meaning in the world (Fairclough, 2003). point of view on the problems relating to Critical Discourse Analysis (CDA) mass media effects, it is helpful to proposes a research methodology for clarify what constitutes mass media in deconstructing discourses and fixed current communication studies, i.e.