Pronunciatio in the Music of Purcell and Handel
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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. -
Elevator Pitch
MONOGRÁFICO Círculo de Lingüística Aplicada a la Comunicación ISSN: 1576-4737 https://dx.doi.org/10.5209/clac.66597 Rhetorical Analysis of a Discourse Model in the Business World: Elevator Pitch Javier de Santiago-Guervós1 Recibido: 14 de noviembre de 2019 / 24 de noviembre de 2019 Abstract. This paper proposes an analytical model for entrepreneurial pitches based on the five canons of rhetoric (i.e. invention, arrangement, style, memory and delivery), through the de- construction of the text from the discursive act itself (as conceived in the invention phase) to its actual production (i.e. delivery). The questions this methodology attempts to answer are why the pitch may be persuasive and how that persuasion is achieved by analyzing its discursive and linguistic characteristics; what ethical, rational or emotional arguments are appealed to; who the potential audience is, and what other multimodal resources are used to support the persuasive force of the text. In order to answer these questions, two pitches in Spanish are deconstructed and conclusions regarding their efficacy are drawn. Key words: Persuasion; rhetoric; discourse analysis. [es] Análisis retórico de un modelo de discurso en el ámbito comercial: Elevator Pitch Resumen. En este trabajo se propone un modelo analítico para un tipo de discurso comercial (Elevator Pitch) basado en los cinco cánones de la retórica clásica (inventio, dispositio, elocutio, memoria y actio). Partiendo de dos discursos opuestos desde el punto de vista de su eficacia, se pretende deconstruir el texto para comprender las razones del logro persuasivo (o de su fracaso) analizando sus características discursivas y lingüísticas desde el mismo momento de la planificación (estudio del destinatario, argumentos, etc.) hasta la puesta en escena pasando por una selección léxica (elocutio) perfectamente estudiada que pretende estimular marcos cognitivos de interpretación que apoyan la propia argumentación en favor de la persuasión del interlocutor. -
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. -
Between Grammar and Rhetoric Poetria Nova and Its Educational Context in Medieval and Renaissance Italy
Le poetriae del medioevo latino Modelli, fortuna, commenti a cura di Gian Carlo Alessio e Domenico Losappio Between Grammar and Rhetoric Poetria nova and Its Educational Context in Medieval and Renaissance Italy Robert Black (The University of Leeds, UK) Abstract This paper examines the context of Geoffrey of Vinsauf’s Poetria nova and of its manu- scripts and commentaries in medieval and Renaissance Italy. It is well known that, in Italy, gram- mar (Latin language and literature) was the concern of elementary and mainly secondary schools, whereas rhetoric was primarily a university subject (although basic introductory rhetoric also figured at the end of the secondary-school curriculum). There is little direct (and scant indirect) indica- tion that Poetria nova was taught in Italian universities, but abundant evidence that it was used in schools. Such a school (as opposed to university) context suggests that Poetria nova was primarily used in teaching grammar, not rhetoric, in medieval and Renaissance Italy. The most important use of the text was teaching prose composition: how to vary sentences beyond the simplest wording and structure of subject-verb-predicate (suppositum-appositum) initially learned by grammar pupils, i.e. moving from ordo naturalis to ordo artificialis. Marjorie Curry Woods has written, “although there is growing evidence that the Poetria nova was used to teach the composition of prose, and especially, letters, throughout Europe, it is almost always copied with verse texts, often classical works, in Ital- ian manuscripts, which suggests that it was also used there to teach the interpretation of literary texts”. But there is little sign that Geoffrey of Vinsauf was cited in Italian literary manuscripts during the fourteenth and fifteenth centuries: in my study of manuscript schoolbooks preserved in Flor- entine libraries, there are 98 in which authorities are explicitly cited. -
A Proposal for Teaching the Literary Essay Through a Rhetorical Analysis
A Proposal for Teaching the Literary Essay through a Rhetorical Analysis Margarita Esther Sánchez Cuervo, University of Las Palmas de Gran Canaria, Spain The European Conference on Literature and Librarianship 2014 Official Conference Proceedings Abstract The literary essay is a heterogeneous genre that may contain expository, narrative, descriptive and argumentative types of text. Due to its indefinite nature, it is difficult to find critical studies that develop an accurate understanding of the essay that may lead to an objective teaching of this genre. However, as an exemplar of the argumentative discourse, the literary essay can be studied following a rhetorical model of analysis. Rhetoric can be seen as a general model of text production and as an instrument of textual analysis. In this vein, some rhetorical principles related to inventio, dispositio and elocutio can be recognised in the construction of the modern essay. Inventio is concerned with the generation of arguments. Dispositio is related to the order of the arguments, and contains the partes orationis: exordium, narratio/expositio, argumentatio and conclusio. By means of elocutio, the students recognise the expressive devices that contribute to defining the style of the essay, such as rhetorical figures. To illustrate my proposal, I use several extracts from Virginia Woolf’s short essays. Woolf wrote a large number of literary reviews for the press that can be read following this rhetorical approach and that provide a rich source of arguments and rhetorical figures. In the course of my analysis, I offer undergraduate students of English language and literature some guidelines for the analysis. By using this model, these students can also acquire the training to examine other essays belonging to past and present essayists. -
ISSA Proceedings 1998 – Visual Rhetoric: from Elocutio To
ISSA Proceedings 1998 – Visual Rhetoric: From Elocutio To Inventio 1. The Semiotic Ornatus Perspective on Visual Rhetoric In his article “The rhetoric of the image” Roland Barthes assumes that if classical rhetoric were to be rethought in structural terms it would “perhaps be possible to establish a general rhetoric of the signifiers of connotation, valid for articulated sound, image, gesture” (1977: 50): “This rhetoric could only be established on the basis of a quite considerable inventory, but it is possible now to foresee that one will find in it some of the figures formerly identified by the Ancients and the Classics; the tomato, for example, signifies Italianicity by the metonymy and in an other advertisement the sequence of three scenes (Coffee in beans, coffee in powder, coffee sipped in the cup) releases a certain logical relationship in the same way as an asyndeton” (: 49f). This ‘figurative’ approach to visual rhetoric is pursued more fully in the text “Rhétorique et image publicitaire”. Here Jacques Durand defines rhetoric as the art of fake speaking (“l’art de la parole feinte”) (1970: 70), and describes its task as transforming or converting the proper expression (“le language propre”) into a figurative or rhetorical expression (“language figuré”). What is said by using a rhetorical figure or trope could also have been said in a different, or normal, manner. Durand sought to “find a visual transposition of the rhetorical figures in the advertising image” (1987: 295) by examining more than one thousand magazine advertisements. This was done by considering “a rhetorical figure as a transformation from a ‘simple proposition, to a ‘figurative proposition’” (: 295). -
MIAMI UNIVERSITY the Graduate School Certificate for Approving The
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Kerrie Lehman Carsey Candidate for the Degree: Doctor of Philosophy ________________________________ Director (Kate Ronald) _________________________________ Reader (Heidi McKee) _________________________________ Reader (James Porter) __________________________________ Graduate School Representative (Michael Pechan) ABSTRACT DELIVERING FAITH: TOWARD A NEW THEORY OF DELIVERY IN THE CONTEXT OF PREACHING by Kerrie Lehman Carsey This dissertation redefines delivery, the fifth canon of rhetoric, examining its traditionally low status in the field of rhetorical theory and employing the ancient art of preaching to reclaim delivery as a valuable site of persuasion. Throughout rhetorical history, the fifth canon has met strong and consistent denigration as mere ornament, or worse, a tool of manipulation. Its physical, noetic, and emotional elements render delivery resistant to classification and a unified theory for instruction. Even those who uphold delivery’s importance to the art of rhetoric, such as Cicero, seem to privilege invention as the dominant realm of persuasion. My work uses preaching as a lens, striving for a better understanding of how delivery, from the politicized space of the pulpit, functions in this genre of religious discourse. I argue that in the context of the live speech event, consideration of the speaker’s ethos, or character presentation, can best deepen our understanding of the effects of delivery upon an audience. As a rhetorical art, preaching offers fertile ground to study character presentation in the oratorical performance, and the ways delivery fosters assent and works to define group identity. Case study research at a Protestant church, involving taping sermons, interviews with the preacher, and focus group discussions with congregants explores the relational nature of delivery in discourse communities. -
Audio Description, Rhetoric and Multimodality
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 949-956, September 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.2.5.949-956 Audio Description, Rhetoric and Multimodality Cristina Álvarez de Morales Facultad de Traducción e Interpretación, Universidad de Granada, Spain Email: [email protected] Abstract—This paper constitutes a theoretical reflection within the Project AMATRA of the University of Granada (Spain), part of the European Project Technological on-line framework to integrate the work flow of audiovisual accessible translation. We also are member of the Project PRA2 which is oriented towards creating a technological website platform open to any user, where people, regardless of the functional characteristics, can interact with any audiovisual resources. In the paper, we present the audio descriptive text as a new modern discourse, a coherent oral text and a speech act according to the five phases of Quintilian Rhetoric: inventio, dispositio, elocutio, memoria and actio. We also offer examples of the main tropes and figures that ornament the audio descriptive text and make it a rhetorical discourse. Index Terms—audio description, inventio, dispositio, elocutio, actio, rhetoric discourse I. INTRODUCTION AMATRA is a translation research group of the University of Granada with a theoretical interest in Access to Knowledge, Multimodality and Translation training. This interest led us to create a data base of films with Spanish audio description (AD) in order to analyze, through Multimodal Corpus Linguistics methods, the characteristics of Spanish AD. Results from this analysis have a professional and a didactic application. They serve the double purpose of being the basis to carry out AD reception experiments that may contribute to the improvement of existing AD guidelines, and a valuable set of reference materials for AD training, AD training teaching, as well as for AD professionals. -
Rhetoric: Some Definitions (Note That One of These Things Is Not Like the Others…)
Rhetoric: Some Definitions (note that one of these things is not like the others…) Gorgias: Persuasion by speech is like abduction by force. And: “The power of speech [logos] over the constitution of the soul can be compared with the effect of drugs on the bodily state: just as drugs by driving out different humours from the body can put an end either to the disease or to life, so with speech: different words can induce grief, pleasure or fear; or again, by means of a harmful kind of persuasion, words can drug and bewitch the soul.” Socrates/Plato: “Rhetoric” is “an art of guiding the soul by means of words” (technê psychagôgia tis dia logôn) in any kind of discourse (Phaedrus) Aristotle: Rhetoric is an antistrophes to dialectic. “Let rhetoric [be defined as] an ability [dynamis], in each [particular] case, to see the available means of persuasion.” “Rhetoric is a counterpart of dialectic” — an art of practical civic reasoning, applied to deliberative, judicial, and “display” speeches in political assemblies, lawcourts, and other public gatherings. Cicero: "Rhetoric is one great art comprised of five lesser arts: inventio, dispositio, elocutio, memoria, and pronunciatio." Rhetoric is "speech designed to persuade." Rhetoric is a general art of speech that joins “wisdom and eloquence” (sapientia et eloquentia), and that ranges over the whole realm of human concerns, but applies especially to practical civic discourse. Quintillian: "Rhetoric is the art of speaking well." Actually, it’s “the good man speaking well.” George Campbell: [Rhetoric] is that art or talent by which discourse is adapted to its end. -
Retórica Hoy
TOMÁS ALBALA.DEJO, FRANCISCO CHICO RICO y EMILIO DEL RÍO SANZ (Eds.) RETÓRICA HOY TEORÍA/CRÍTICA TEORÍA/CRÍTICA Revista publicada por el Seminario de Teoría de la Literatura y Literatura Comparada de la Universidad de Alicante Directores: Pedro Aullón de Haro Francisco Chico Rico ]efe de Redacción: Belén Saiz Noeda Secretaría: Helena Establier Pérez Virgilio Tortosa Garrigós Correspondencia editorial e intercambio científico: TEORÍA/CRÍTICA. Seminario de Teoría de la Literatura y Literatura Comparada. Facultad de Filosofía y Letras. Universidad de Alicante. Apdo. de Correos 99. E-03080 Alicante. Pedidos y distribución: Editorial VERBUM. Eguilaz, 6, 22 . E-28010 Madrid. Teléf.: 914468841. Fax: 915944559. Diseño de la cubierta: ADELA MORÁN Este volumen ha sido editado con la ayuda económica del Área de Teoría de la Literatura del Departamento de Lingüística, Lenguas Modernas, Lógica y Filosofía de la Ciencia de la Universidad Autónoma de Madrid. Depósito Legal: A-1.114-1994 I.S.S.N.: 1134-9018 Fotocomposición e impresión: Compobell, S.L. Murcia LA lNTELLECf!O EN LA SERIE DE LAS OPERACIONES RETóRICAS NO CONSTITUYENTES DE DISCURSO Tomás Aibaladejo Francisco Chico Rico l. A partir de la recensión de textos históricos de teoría retórica como las Institutiones oratoriae de Sulpicio Víctor y el De rhetorica liber de Aurelio Agustín y de acuerdo con el principio de recuperación del pensa miento histórico (García Berrio, 1979a: 262; 1984: 9; 1989: 16 ss.; 1990) que preside algunas de las más actuales, comprometidas y responsables orien taciones retóricas, el modelo constituido por las cinco operaciones retóri• cas tradicionalmente establecidas se ha visto incrementado con la inclusión de la especial operación de inte!lectid y con su consiguiente articulación 1 Sulpicío Víctor escribe: . -
1 'What's in a Name?' Shakespeare's Inventio and the Topic of 'Notatio'
‘What’s in a name?’ Shakespeare’s inventio and the Topic of ‘notatio’ (names) Kirk Dodd University of Sydney [email protected] Students of the Elizabethan grammar school, including the King Edward VI School in Stratford-upon-Avon, were trained on the Ciceronian conception of the ars rhetorica which included the three canons of composition: inventio, dispositio, and elocutio (invention, arrangement, and style).1 Yet, while much has been published about Shakespeare’s uses of the tropes and figures (his elocutio), not a great deal is known about Shakespeare’s applications of inventio methods.2 Most precepts for inventio focus on the consideration of particular ‘topics’ to help invent arguments for oratory, such as considering the definition of one’s subject, or its name, its genus, its species, its causes, its effects and so forth. The Romans called these topics ‘loci’ (places) or ‘sedes’ (seats or regions), and they were conceived as quasi-literal hiding places in the mind where arguments lurked, waiting to be discovered, and drawn out, thus in-vented into the world.3 1 Quentin Skinner, Forensic Shakespeare (Oxford: Oxford University Press, 2014), p.4. 2 Raphael Lyne, discussing Barthes’s explanation of inventio as more ‘extractive’ for discovering existing material than ‘creative’, notes that ‘one of the problems in the reception of rhetoric has been an over- emphasis on the ‘third part of the technè rhétorikè known as lexis or elocutio, to which we are accustomed to pejoratively reducing rhetoric because of the interest [we] Moderns have taken in the figures of rhetoric’’, Shakespeare, Rhetoric and Cognition (Cambridge: Cambridge University Press, 2011), pp.