A Mock Rhetoric: the Use of Satire in First-Year Composition
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
What Is Rhetoric?
What is Rhetoric? Rhetoric – the art of persuading someone through your speech and writing. It is a discourse (form of communication) that aims to improve the capability of writers or speakers to inform, persuade, or motivate a particular audience in certain situations. Origin – ancient Greece became the birthplace of rhetoric (effective speech/writing) in the fifth century B.C. Even Plato, Socrates, and Aristotle were arms deep in theories on the most effective means of persuasion. Examples Martin Luther King, Jr. – “I Have a Dream” Abraham Lincoln – “Gettysburg Address” There are many more famous speakers who use rhetoric. Can you think of other examples? Why is rhetoric in writing so important? Writing more effectively saves time. Things to Consider Audience – Who are you writing to? Purpose – Why are you writing this? What’s the point? Adjust your voice, tone, and persona to accommodate your communication situation. For every writing project, you can best determine what you want to say and how you want to say it by analyzing your rhetorical situation (which is sometimes called your communication situation). Learning to think rhetorically is one of the most important benefits of education! Successful leaders and decision makers are capable of making good decisions because they have learned to examine problems from a rhetorical perspective. Successful writers have learned they can write a more effective document in less time by thinking rhetorically. By simply thinking rhetorically, someone can utilize many mental activities – such as focusing on identifying the needs of a particular audience or situation. Ask yourself: Who’s going to read this? In what way can I persuade my audience? . -
Techniques of Satire the Case of Saltykov-Scedrin
Techniques of Satire The Case of Saltykov-Scedrin by Emil A. Draitser Mnut ou de ( iruvtvr Ikrlill N('w'y'ork I()(),I Contents Preface ix Note on citations xiv Foreword xv Chapter one Targets of satire 1 1. Provincial sketches (1856-1857) 3 2. Innocent. tales (1857-1863), Satires in prose (1859-1862) 5 3. Pompadours and pompadouresses (1863-1874) 7 4. History of a town (1869-1870) 9 5. Gentlemen of Tashkent (1869-1872) 11 6. The diary of a provincial in St. Petersburg (1872) 12 7. Loyal speeches (1872-1876) 14 8. The Goloolyoos (1875-1880) 15 9. The sanctuary of Mortrepos (1878-1879), The year around (1879), Abroad (1880-1881) 18 10. In the environment of moderation and accuracy (1874-1880), Contemporary idyll (1877-1883) 20 11. Letters to my auntie (1881-1882), Motley letters (1884-1886), Fairy tales (1869-1886), Stories of Posexon'e (1885), Trifles of life (1887), The old time in Posexon'e (1887-1889) 22 Chapter two The problem of the comic 25 1. Saltykov's fate in literary criticism 25 2. The confusion of the concepts "humor" and "satire" 29 3. The double nature of laughter 32 4. Defining the concepts "humor", "satire", "wit" and "the comic" 38 5. Methodology and tasks of this study 41 xii Techniques of satire Chapter three Satirical characterization: Non-metaphoric denigration 45 1. Infantilization 48 2. "Stupefication" 51 2.1. Disruptions in the logic of thought and speech 53 2.2. Disruptions in the logic of behavior 58 3. Physiologization 64 3.1. Physical appearance, attractive and unat- tractive 64 3.2. -
Ockham's Razor and Chemistry
Ockham’s Razor and Chemistry * Roald Hoffmann, Vladimir I. Minkin, Barry K. Carpenter Abstract: We begin by presenting William of Ockham’s various formulations of his principle of parsimony, Ockham’s Razor. We then define a reaction mechanism and tell a personal story of how Ockham’s Razor entered the study of one such mechanism. A small history of methodologies related to Ock- ham’s Razor, least action and least motion, follows. This is all done in the context of the chemical (and scientific) community’s almost unthinking accep- tance of the principle as heuristically valuable. Which is not matched, to put it mildly, by current philosophical attitudes toward Ockham’s Razor. What ensues is a dialogue, pro and con. We first present a context for questioning, within chemistry, the fundamental assumption that underlies Ockham’s Ra- zor, namely that the world is simple. Then we argue that in more than one pragmatic way the Razor proves useful, without at all assuming a simple world. Ockham’s Razor is an instruction in an operating manual, not a world view. Continuing the argument, we look at the multiplicity and continuity of con- certed reaction mechanisms, and at principal component and Bayesian analysis (two ways in which Ockham’s Razor is embedded into modern statistics). The dangers to the chemical imagination from a rigid adherence to an Ockham’s Razor perspective, and the benefits of the use of this venerable and practical principle are given, we hope, their due. Keywords: Ockham’s Razor , reaction mechanism , principle of least action , prin- ciple of least motion , principal component analysis , Bayesian analysis . -
18-Hour Milestone in College English Studies
18-Hour Milestone in College English Studies The Milestone in College English Studies provides a coherent and rigorous course of study for those pursuing a Master of Arts Degree in English who want to teach English core courses at two-year colleges or dual credit English courses in high schools. It helps to ensure quality in the teaching of English core and dual credit courses by enhancing the expertise of English teachers through study of the body of knowledge and theory that builds a solid pedagogical foundation for the organization and delivery of course content. Those who wish to enter a doctoral program with training and teaching experience may also benefit in regard to teaching assistantships. Note: Completion of the Milestone in College English Studies will be designated on a student’s graduate transcript. Admission Eligibility and Progress: Students pursing the Milestone in College English Studies must be concurrently admitted to the Master of Arts program in English or another master’s program at The University of Texas at Tyler. Students must complete a Milestone Permission Form and maintain a cumulative 3.5 GPA for Milestone courses. Curriculum: The Milestone in College English Studies consists of 18-hours (6 courses) all of which count toward the hours needed to complete a Master of Arts in English at UT Tyler. Course emphasis is on composition, literature, and research and theoretical frameworks for teaching College English. Required courses for the Milestone in College English Studies (15 hours): ENGL 5300 Bibliography and -
Two Studies on the Social Function of Joking As an Outlet for Aggression. John W
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1967 Two Studies on the Social Function of Joking as an Outlet for Aggression. John W. Dresser Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Dresser, John W., "Two Studies on the Social Function of Joking as an Outlet for Aggression." (1967). LSU Historical Dissertations and Theses. 1243. https://digitalcommons.lsu.edu/gradschool_disstheses/1243 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. TWO STUDIES ON THE SOCIAL FUNCTION OF JOKING AS AN OUTLET FOR AGGRESSION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Psychology by John W. Dresser B.A., Pomona College, 1958 M.A., Louisiana State University, 1962 January, 1967 ACKNOWLEDGMENT The author wishes to express his deep appreciation to his major professor, Dr. Robert N. Vidulich, for his advice and en couragement throughout the course of this research, and for his confidence and generous support throughout the author's doctoral program. Particular thanks are also due Dr. Roland L. Frye for his advice on statistical aspects of the present research. A very special appreciation is owed the author's wife, Mrs. -
Rhetoric As Pedagogy
16-Lunsford-45679:Lunsford Sample 7/3/2008 8:17 PM Page 285 PART III Rhetoric and Pedagogy Rhetoric as Pedagogy CHERYL GLENN MARTIN CARCASSON Isocrates was famous in his own day, and for many centuries to come, for his pro - gram of education (paideia), which stressed above all the teaching of eloquence. His own works . were the vehicles for his notion of the true “philosophy,” for him a wisdom in civic affairs emphasizing moral responsibility and equated with mastery of rhetorical technique. —Thomas Conley hetoric has always been a teaching tradition, the pedagogical pursuit of good speaking and Rwriting. When Homer’s (trans. 1938) Achilles, “a rhetor of speech and a doer of deeds,” used language purposefully, persuasively, and eloquently, his voice sparked a rhetorical con - sciousness in the early Greeks ( Iliad 9.443) that was carried into the private sphere by Sappho and then into the public sphere by the Greeks and Romans, who made pedagogy the heart of the rhetorical tradition. To that end, competing theories and practices of rhetoric were displayed and put to the test in the Greek academies of Gorgias, Isocrates, Aspasia, Plato, and Aristotle. Later it flourished as the centerpiece of the Roman educational system made famous by such rhetorical greats as Cicero and Quintilian. More than 2,000 years later, the pedagogy of rhetoric played a key role in the early universities of the United States. During the 18th century, for instance, “rhetoric was treated as the most important subject in the curriculum” (Halloran, 1982). It was not until the 20th century that the importance of rhetoric to the cultivation of citizens both began to wane in the shadow of higher 285 16-Lunsford-45679:Lunsford Sample 7/3/2008 8:17 PM Page 286 286 The SAGE Handbook of Rhetorical Studies education’s shift in focus from the development of rhetorical expertise to that of disciplinary knowledge. -
The Incongruity of Incongruity Theories of Humor
THE INCONGRUITY OF INCONGRUITY THEORIES OF HUMOR Tomáš Kulka ABSTRACT: The article critically reviews the Incongruity Theory of Humor reaching the conclusion that it has to be essentially restructured. Leaving aside the question of scope, it is shown that the theory is inadequate even for those cases for which it is thought to be especially well suited – that it cannot account either for the pleasurable effect of jokes or for aesthetic pleasure. I argue that it is the resolution of the incongruity rather than its mere apprehension, which is that source of the amusement or aesthetic delight. Once the theory is thus restructured, the Superiority Theory of Humor and the Relief Theory can be seen as supplementary to it. KEYWORDS: Humor, Resolution of Incongruity Socrates: And when we laugh ... do we feel pain or pleasure? Protarchus: Clearly we feel pleasure. (Plato, Philebus, 50) In the literature on humor and laughter it is customary to distinguish between three classical theories: The Superiority Theory (Plato, Aristotle, Hobbes), the Relief Theory (Spencer, Freud) and the Incongruity Theory (Cicero, Kant, Schopenhauer, Kierkegaard).1 The three theories are usually seen as rivals, competing for the most plausible answers to ques- tions like: „Why do we laugh?“, „What is the nature of humor?“, or „What does the comical consist of?“ The Superiority Theory says that the comical is perceived as inferior and our laughter is an expression of the sudden realization of our superiority. The Relief Theory emphasizes the liberating effect of humor. Laughter is seen as a discharge of surplus energy which alleviates psy- chic tension. -
Brief History of English and American Literature
Brief History of English and American Literature Henry A. Beers Brief History of English and American Literature Table of Contents Brief History of English and American Literature..........................................................................................1 Henry A. Beers.........................................................................................................................................3 INTRODUCTION...................................................................................................................................6 PREFACE................................................................................................................................................9 CHAPTER I. FROM THE CONQUEST TO CHAUCER....................................................................11 CHAPTER II. FROM CHAUCER TO SPENSER................................................................................22 CHAPTER III. THE AGE OF SHAKSPERE.......................................................................................34 CHAPTER IV. THE AGE OF MILTON..............................................................................................50 CHAPTER V. FROM THE RESTORATION TO THE DEATH OF POPE........................................63 CHAPTER VI. FROM THE DEATH OF POPE TO THE FRENCH REVOLUTION........................73 CHAPTER VII. FROM THE FRENCH REVOLUTION TO THE DEATH OF SCOTT....................83 CHAPTER VIII. FROM THE DEATH OF SCOTT TO THE PRESENT TIME.................................98 CHAPTER -
English Studies in Indian Universities
English Studies in Indian Universities English Studies in Indian Universities: The Present Scenario By Ravindra Baburao Tasildar English Studies in Indian Universities: The Present Scenario By Ravindra Baburao Tasildar This book first published 2018 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2018 by Ravindra Baburao Tasildar 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): 1-5275-1166-9 ISBN (13): 978-1-5275-1166-8 This book is dedicated to My Mother Shanta and The teachers of Sadhana Vidyalaya, Highschool and Junior College, Gadhinglaj, Dist. Kolhapur TABLE OF CONTENTS List of Tables ............................................................................................ viii List of Charts ............................................................................................... x Acknowledgements .................................................................................... xi Introductory Note ..................................................................................... xiv Chapter One ................................................................................................. 1 Introduction Chapter Two ............................................................................................. -
English Studies - Volume 5-6 (2005-2008), 259-267
JOURNAL OF ENGLISH STUDIES - VOLUME 5-6 (2005-2008), 259-267 ENGLISH STUDIES: A NOTE ON THE BIRTH AND USES OF THE TERM SUSANA ONEGA University of Zaragoza ABSTRACT. The need to adapt the current Spanish degree in English Philology to meet the requirements of the European Union has recently materialised in a growing conviction among scholars that the change of contents and format of the degree itself should be accompanied by a change of title, from “English Philology” to “English Studies”. This move justifies the present attempt to briefly recall some of the main lines of discussion involved in the birth and uses of the term in Britain and abroad. In the last forty years or so, the number of academic books and essays devoted to the analysis of the birth of English Studies has been not only too numerous to be mentioned but also widely divergent in their accounts of the phenomenon. Characteristically, early books written by British scholars, like D. J. Palmer’s path- breaking study, The Rise of English Studies: An Account of the Study of English Language and Literature from its Origins to the Making of the Oxford English School, published in 1965, present English Studies as a British phenomenon closely associated with the Universities of Oxford and Cambridge. According to Palmer (1965: vii-viii), the foundation of the Oxford School in 1893 was a decisive challenge to the long supremacy of classical studies, whose methods and principles they adopted “to secure the advent of English studies as a fully-developed branch of humane learning”. -
Rhetorics, Poetics, and Cultures: Refiguring College English Studies
DOCUMENT RESUME ED 395 315 CS 215 285 AUTHOR Berlin, James A. TITLE Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Refiguring English Studies Series. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-4145-5; ISSN-1073-9637 PUB DATE 96 NOTE 218p. AVAILABLE FROMNational Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 41455-3050: $18.95 members, $25.95 nonmembers). PUB TYPE Historical Materials (060) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *College English; *Cultural Context; *Curriculum Evaluation; Educational H:story; *English Departments; *English Instruction; Higher Education; Humanities; Language Role; Literary Criticism; *Rhetoric; Teacher Student Relationship IDENTIFIERS *Critical Literacy; Cultural Studies; Departmental Politics; Literary Canon; Poetics; Postmodernism ABSTRACT . This book, the final work of a noted rhetorician and scholar, examines the history and development of English studies, and the economic and social changes that affect the understanding of the humanities today. Noting that while rhetoric once held a central place in the college curriculum, the book describes how rhetoric became marginalized in college English departments as the study of literature assumed greater status in the 20th century--a result of the shift in decision-making in practical and political matters from the "citizenry" to university-trained experts. The first section of the book provides relevant historical background and explores the political uses of English as a discipline. The second section, "The Postmodern Predicament," shifts the focus to the contemporary scene. The third section, "Students and Teachers," explores the general guidelines recommend3d for the pedagogy of a refigured English studies. -
Enhancing the Students' Rhetoric Attainments in Teaching of College
Sino-US English Teaching, July 2019, Vol. 16, No. 7, 300-305 doi:10.17265/1539-8072/2019.07.003 D DAVID PUBLISHING Enhancing the Students’ Rhetoric Attainments in Teaching of College English Intensive Reading ZHANG Rong-gen Shanghai Publishing and Printing College, Shanghai, China Beginning with various definitions of rhetoric, the paper gives a survey of some common English rhetoric figures found in College English intensive reading, such as metaphor, simile, transferred epithet, allusion, hyperbole, personification, metonymy, antithesis, onomatopoeia, double negative, inversion, rhetoric question, parady, transferred negation, and the like. By elaborating the functions of those rhetoric figures, the paper attempts to enhance the students’ rhetoric attainments and arouse their interest in learning English. Keywords: rhetoric attainments, rhetoric figures, College English teaching Introduction Some students often complain that the teaching of College English intensive reading course is so monotonous. It is really the case. How can a tasteless person feel his delicious food? And a certain rhetoric attainment is the prerequisite for the student to enjoy this “delicious food” of College English intensive reading course. The category of rhetoric is quite broad, one of which definitions is given by Aristotle as the art of public speaking by means of persuasion (Aristotle, 1954, pp. 2-12); and Hartwell extends the definition of rhetoric as the art of using words in speaking or writing (Hartwell & Bentley, 1982, pp. 1-15). That is to say, rhetoric contains both the art of public speaking and the method of composition. According to Chen Wangdao, a modern Chinese rhetorician, rhetoric includes both active rhetoric and passive rhetoric.