...Based on his knowledge of the Soviet Union and Nazi Germany, George Orwell, an English novelist and journalist, depicts the terror under a totalitarian government in his utopian and dystopian novel, 1984. Winston Smith, a member of the Ministry of Truth and rebel against the Party, performs rebellious and punishable crimes such as writing a diary with his thoughts and having a love affair with Julia, the “Thought Police” as Winston thought in the beginning and Fiction Department worker at the Ministry of Truth. They are caught by the Thought Police and are tortured into confessing everything they know and have done. Orwell’s use of rhetorical devices, such as parallel structure to state the extensive amount of pain he inflicted and metaphor to express the attack of questions, describe the torture sessions. Orwell uses parallel structure to describe the extensive amount of torture the officers...
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...Gladwell will not be giving the reader "useless" knowledge. They can use this knowledge in the future when they are presented an opportunity and are deciding if they should take it or not. It allows the reader to seem smart and have a conversation with someone else. They can take this knowledge and apply it to other big bands that they know of. Big names stick. They will not have to look up the name all the time if they have to write a rhetorical analysis on a specific chapter. This allows the reader to have a mental connection with the author. They both know who The Beatles and have similar interests. They both grew up listening to their big hits. It also gives the reader a loving attachment because they know who this notorious band is. It attaches the reader and makes them want to read more. Capturing the attention, this will allow Gladwell to raise his ethos. Gladwell did an interview with someone close to The Beatles, whom they can trust the words of. The reader can trust Gladwell's word because he took the time to find someone close to The Beatles and conduct this interview. Plus, using a renowned name, he expects the audience not to do too much research. This allows...
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...People use rhetoric in many different ways to influence and change the audience’s opinion or perception of a specific topic. Rhetoric was used by George Orwell in the novel “1984” by representing what it is like to have your freedoms taken away. The main protagonist, Winston Smith, often finds himself struggling with himself and others to find the truth. In Plato’s “The Allegory of a Cave”, the character struggles to get his point across to his friends who refuse to accept the truth. Plato and George Orwell use rhetoric to explain the importance of freedom, whether the oppressor is someone else or yourself. George Orwell’s “1984” represents what life is like under a strict totalitarian government through the use of rhetoric. In his document, “Why I Write”, Orwell describes himself as “Every line of serious work that I have written since 1936 has been written, directly or indirectly, against totalitarianism and for...
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...Rhetorical Analysis: “The Challenger Address” The rhetorical situation refers to “a situation in which people’s understanding can be changed through messages.” (Zarefsky, 12). The rhetorical situation analysis consists of four elements: audience, occasion, speaker and speech, each assessing the quality of speech. In this essay, I will analyze the rhetorical situation of the historical speech “The Challenger Address” delivered by the 40th president of the United States, Ronald Reagan. Americans had high expectations of the space programs which intended to provide the United States a great sense of achievement. The significance of the space program lies in essence in which symbolized American glory in science and technology. (Lambright) Therefore, the audience of Reagan’s speech was American public; those who had experienced the tragic national loss of seven American astronauts resulted from the failure of space regime. Evidence of Reagan constantly involving American citizens prevail throughout the speech. He specifically engaged the audience by employing words such as “we,” “us,” “schoolchildren of America,” giving the audience a sense of involvement in the national matter. Reagan also acknowledged pain of the families of the seven astronauts. He showed his understanding of pain of families by saying “we feel the loss, and we are thinking about you so very much,” “your loved ones,” which was an attempt to console them by implicitly suggesting that the families are the primary...
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...A GENRE ANALYSIS OF SENIOR HIGH SCHOOL STAFF MEETING MINUTES ABSTRACT Interest in genre analysis has increased over the years with studies done by several scholars such as Swales, Bhatia, Berkonkotter, Hyon, Bazerman, Miller, to mention just a few, on various genre ranging from the research article in general to letters. Studies on genre analysis into meeting minutes are however, very limited and so the aim of this study is to investigate the communicative purpose, schematic structure and lexico grammatical features which characterize this genre. Swales' (1990) rhetorical approach to genre analysis was used to investigate eighteen meeting minutes which revealed the occurrence of seven moves with each having its own communicative purpose and linguistic features which characterize the genre as a formal one. The study has implications for genre studies in the area of pedagogy and further research. Key words: genre, minutes, discourse, moves, steps, Ghana. 1.0 INTRODUCTION Minutes is a highly formal written genre situated in the domain of business discourse and is an official record and considered a legal document by auditors, IRS and the law courts. Oxford defines it as a written record of what is said and decided at a meeting. It is used by institutions, corporate bodies and varied organisations. Its main communicative purpose is to record and relay information to the members of that discourse community. It also gives members the platform to express their views and opinions...
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...reconstructs communication theory as a dialogical-dialectical field according to two principles: the constitutive model of communication as a metamodel and theory as metadiscursive practice. The essay argues that all communication theories are mutually relevant when addressed to a practical lifeworld in which “communication” is already a richly meaningful term. Each tradition of communication theory derives from and appeals rhetorically to certain commonplace beliefs about communication while challenging other beliefs. The complementarities and tensions among traditions generate a theoretical metadiscourse that intersects with and potentially informs the ongoing practical metadiscourse in society. In a tentative scheme of the field, rhetorical, semiotic, phenomenological, cybernetic, sociopsychological, sociocultural, and critical traditions of communication theory are distinguished by characteristic ways of defining communication and problems of communication, metadiscursive vocabularies, and metadiscursive commonplaces that they appeal to and challenge. Topoi for argumentation across traditions are suggested and implications for theoretical work and disciplinary practice in the field are considered. Communication theory is enormously rich in the range of ideas that fall within its nominal scope, and new theoretical work on communication has recently been flourishing.’ Nevertheless, despite the ancient roots and growing profusion of theories about communication, I argue...
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...Public Relations Review 33 (2007) 313–318 Remembering disaster: Since the media do, so must public relations Jeffrey L. Courtright a,∗ , Gerald Z. Slaughter b,1 b a School of Communication, Fell Hall 428, Illinois State University, Normal, IL 61790-4480, United States Department of Communication, 322 Erickson Hall, Indiana State University, Terre Haute, IN 47809, United States Received 9 October 2006; received in revised form 26 January 2007; accepted 26 January 2007 Abstract Only recently has research begun concerning the longer-term aftermath of organizational crisis. This essay presents the genre of disaster rhetoric as a viable strategy to address the problems and opportunities that arise when the media write about crisis anniversaries or news stories that refer to any crisis or disaster, past or present. After a brief review of genre theory, the authors outline the seven functions of the “rhetoric of disaster” and provide multiple examples of their application to public relations activity and its news coverage. The essay concludes with questions that practitioners may use proactively in the development of copy points to address each of the rhetoric of disaster’s functions. © 2007 Elsevier Inc. All rights reserved. Keywords: Rhetoric; Genre; Writing conventions; Disaster; Crisis; Message design 1. Overview The bulk of the crisis communication literature has been devoted to crisis plans and the principles behind them (e.g., Fearn-Banks, 2006; Seeger, Sellnow...
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...http://rel.sagepub.com/ RELC Journal http://rel.sagepub.com/content/31/2/45 The online version of this article can be found at: DOI: 10.1177/003368820003100203 RELC Journal 2000 31: 45 Ayisha H. Mohamed and Majzoub R. Omer Texts Texture and Culture: Cohesion as a Marker of Rhetorical Organisation in Arabic and English Narrative Published by: http://www.sagepublications.com Additional services and information for RELC Journal can be found at: Email Alerts: http://rel.sagepub.com/cgi/alerts Subscriptions: http://rel.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://rel.sagepub.com/content/31/2/45.refs.html Downloaded from rel.sagepub.com at SIMON FRASER LIBRARY on March 28, 2011 45 TEXTURE AND CULTURE: COHESION AS A MARKER OF RHETORICAL ORGANISATION IN ARABIC AND ENGLISH NARRATIVE TEXTS AYISHA H. MOHAMED Police Training College in Abu Dhabi and MAJZOUB R. OMER College of Girls’ Education in Tabuk Abstract This paper claims that the differences at the cultural level between the Arabic-speaking and the English-speaking communities have a direct effect on the rhetorical organisation of Arabic and English texts as evident in the different ways in which cohesive devices are used. It is suggested that the two speech communities differ along the following cultural dimensions: oralised v. literate, collectivism v. individualism, high-contact v. low-contact...
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...Big Brother’s Eyes – analysis Writers This article about camera surveillance has been posted in The New York Post on 2 May 2002, about 1,5 years after 9/11 where the use of video surveillance has become a bigger part of the reality. The article is written by William D. Eggers and Eve Tushnet. Both Eggers and Tushnet are at the posting time working at the Manhattan Institute where they are working on a book on how technology is transforming government. Eggers is at the posting time at the age of 35 as a senior fellow (member) and Tushnet is at the age of 24 as a research associate and by the way is a lesbian. Readers The New York Post is an American daily newspaper, mostly distributed in New York City and the area around. The intended reader for this newspaper is the common American, thus it reaches out to most people possible. Language The use of language in the article Big Brother’s Eyes is quite simple and easy to read and understand. The article doesn’t consist of long sentences with a high academic language; it is more informal and based on a reader-friendly style, which by the way gets along with the audience the newspaper reaches, i.e. the common American. Let me give an example of how the structure of the sentences is: “Many civil libertarians insist that the only way to protect privacy is through prohibition: tear down the cameras. Ban government from using face-recognition and other biometric technologies.” ll. 10-12 p 46. It is a good illustration of the...
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...equates to almost 9 days every year being dedicated to communication activities via the medium. With the internet increasingly being accessed via mobile devices, anytime, anyplace, it is likely that this figure will increase over time. With these ideas in mind, it is interesting to consider sites such as Facebook as capable of revealing important information about how young adults interact with one another in the information age. Platform functions such as wall posts, comments, statuses, private messages and so on provide a vast space for a number of different text based interactions to take place. To be sure, some believe computer mediums such as social networking to be impoverished and unsuitable arenas for social interaction (Baron, 1984). And yet, due to the time people dedicate to these sites, their inherent social nature and the variety of interaction functions available, Facebook is perhaps better understood as a breeding...
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...definitions consistently used. CONTENT - REACTION (10) • Evidence of personal reactions to basic ideas. • Depth analysis of major ideas Very little personal reaction on example 3. CRITICAL ANALYSIS (10) • Evidence of wider reading and critical analysis. • Contributions and conclusions drawn. Excellent reading beyond the base set. Not a lot of critique through culture introduced. PRESENTATION (10) • Correct grammar, punctuation and spelling. • Acceptable and consistent referencing format. • Reference list up to date and relevant. • Originality, format and style. • Development of a logical thesis clearly linked to the question asked. Well written with useful headings and coherent argument. (Note: This sample is provided in the exact form it was submitted and corrections and comments made in the text by the lecturer are not included.) To function effectively in today’s society people must communicate with one another. Yet for some individuals communication experiences are so unrewarding that they either consciously or unconsciously avoid situations where communication is required. (McCroskey & Richmond, 1979) The term ‘communication apprehension’ was coined by James McCroskey (1976a) and is defined as “an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons” (McCroskey, 1984). In the...
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...http://www.jcu.edu.au/tldinfo/writingskills/essay/sample.html Subject: Effective Writing (EL1010) Topic: “Interpersonal Communication”. Grade Awarded: Distinction Lecturer’s Comments: Where you have not used the primary source you should indicate this e.g. Phillips in Francis 1992. AREA CRITERIA COMMENTS INTRODUCTION (10) Subject matter and direction clearly shown and defined. Clear link to question Clear focus CONTENT - BASIC (10) Evidence of basic reading/data/understandings appropriate to topic. Base reading well understood. Clear definitions consistently used. CONTENT - REACTION (10) Evidence of personal reactions to basic ideas. Depth analysis of major ideas Very little personal reaction on example 3. CRITICAL ANALYSIS (10) Evidence of wider reading and critical analysis. Contributions and conclusions drawn. Excellent reading beyond the base set. Not a lot of critique through culture introduced. PRESENTATION (10) Correct grammar, punctuation and spelling. Acceptable and consistent referencing format. Reference list up to date and relevant. Originality, format and style. Development of a logical thesis clearly linked to the question asked. Well written with useful headings and coherent argument. (Note: This sample is provided in the exact form it was submitted and corrections and comments made in the text by the lecturer are not included.) To function effectively in today’s society people must communicate with one another....
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...Parallels Interlinear Testaments Digital Bibles Dictionaries Atlases III. Textual Analysis Concordances Lexicons and Wordbooks Lexicons Wordbooks IV. Analysis by Others Online Catalog Commentaries Journal Articles V. Steps for Word Study Old Testament New Testament Page 2 2 2 3-6 3 3 3 4 4 5 5 6 6 7-8 7 7 8 8 9-10 9 9 10 11-12 11 12 I. Overview Exegetical Steps Exegesis - the process by which one comes to understand a text These are the typical steps involved in an exegesis; your professor’s instructions for your exegetical paper may include a variation of them. A. Establish or orient the context of the pericope in the Biblical book as a whole - a translation from the original Greek or Hebrew may be required - read the text in several different English versions B. Examine the historical context or setting C. Analyze the text - Literary analysis (what type of literature is it?) - Textual analysis (to reconstruct the precise words of the original writer) - Grammatical analysis (classify words by their part of speech) - Lexical analysis (determine meaning(s) of the words) D. Critical analysis: employing various critical methods to ask questions of the texts, ex.: - Canonical - Reader-Response - Form - Redaction - Historical - Rhetorical - Liberation/Black/Feminist - Social-Scientific - Literary - Source - Narrative - Structural - Poststructural - Tradition-Historical E. Theological analysis F. Your analysis and/or application Exegetical Handbooks Fee, Gordon D. New Testament Exegesis:...
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...cohesion and coherence .............................................................3 2.2 The role of lexical cohesion in the segmentation and centrality of discourse units......................................................................................................................5 2.2.1 Introduction.............................................................................................5 2.2.2 Discourse segmentation ..........................................................................6 2.2.3 Central discourse units............................................................................8 2.2.4 Conclusion ..............................................................................................8 3 Lexical cohesion analysis....................................................................................9 3.1 The patterns of lexical cohesion: chains and networks .................................9 3.2 Classification of lexical cohesive relations .................................................12 3.3 Elements forming lexical...
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...upon language and the processes of communication and learning. According to Nussbaum (1991: 62), one of the problems that the inclusion of this specific procedure may involve is that until very recently, the tasks and exercises intended to promote reflection upon language had a clearly prescriptive emphasis, telling the learners what is right and what is wrong instead of telling them what is appropriate and what is not according to the context. The reason for this is that the traditional way of reflecting upon language was done by applying the grammatical method and concentrating exclusively on the level of the form, the structures of the language and ignoring two other levels: function and socio-cultural meaning. Informal Analysis Adopting a discourse analysis about a group of people or community involves looking and adopting a new perspective to matters of the community in question. It is important to continue analyzing those practices to the community as well as establish the effectiveness of those practical experiences. It is also important not to lose sight of the pragmatic and discourse theories of language use to better illuminate the practice. In the presentation of the concepts to establish a distinction between what can be used to segment and find structure in discourse and those which can be used to explain discourse and communication in general. The first group demonstrates a descriptive approach while the second demonstrates an explanatory approach. In some cases,...
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