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1.
本文以亚里士多德的三诉诸修辞理论为指导,分析英语演讲中的三种诉诸手段:理性诉诸、情感诉诸和人品诉诸的作用。三诉诸是研究表达和劝说的学问,本文以奥巴马宣布拉登死讯的演讲稿为研究材料,考察了三诉诸的语言运用策略,主要目的在于考察奥巴马政府如何利用修辞学的表象特征来达到抚慰国民、阐述国策、维护美国国家利益的目的。  相似文献   

2.
以Aristode关于说服的三个策略——心理诉求、理性诉求和人品诉求为理论框架分析顺德楼盘名称的诉求特点。分析结果表明,顺德楼盘命名的这三种诉求都运用得颇为出色,但理性诉求方面存在一些问题。试图从一个角度映射顺德楼盘的语言文化特点,并为开发商给楼盘命名以及消费者选择楼盘提供参考。  相似文献   

3.
校训作为一种对广大师生的劝说艺术,同样具有修辞的三要素:信誉诉诸、情感诉诸和逻辑诉诸。在校训的英译中,译者不仅要忠实再现原文的语义,还要用最恰当的表达来再现原文的语言美。  相似文献   

4.
美国的政治演讲者大部分都具备高超的演讲技巧,能够充分利用亚里士多德的理性诉诸、情感诉诸和品格诉诸,奥巴马也不例外。在奥巴马演讲中,他主要通过语言材料的组织和统计数据来实现其理性诉诸,从而促使听众做出最后选择,达到其成功竞选的目的。对奥巴马演讲中理性诉诸的分析,有助于英语学习者撰写有说服力的演讲文稿。  相似文献   

5.
美国的政治演讲者大部分都具备高超的演讲技巧,能够充分利用亚里士多德的理性诉诸、情感诉诸和品格诉诸,奥巴马也不例外。在奥巴马演讲中,他主要通过语言材料的组织和统计数据来实现其理性诉诸,从而促使听众做出最后选择,达到其成功竞选的目的。对奥巴马演讲中理性诉诸的分析,有助于英语学习者撰写有说服力的演讲文稿。  相似文献   

6.
Editorial     
Along with the narrative turn in social sciences, the quality of research has become a more and more intricate issue. Action research reports are often narratives, located in the context of the evolving experiences of those involved. In this paper, the problem of quality in action research narratives is addressed, and some principles for assessing the quality of narrative research reports are proposed. The issue is explored both at a theoretical‐conceptual level and through a number of practical cases from the narrative‐biographical research project TeacherLife. As narrative researchers, the authors are not willing to accept an extremely relativistic stand. They argue the need for conceptual tools to grasp the problem of quality of narratives, but tools different from the traditional concepts of validity and reliability, which harbour markedly positivistic connotations. They propose five principles for judging the quality of action research from a narrative point of view. According to these principles, a good action research narrative firstly acknowledges the past course of events that have shaped the present practices (the principle of historical continuity). Secondly and thirdly, it is reflexive (the principle of reflexivity) and elaborates the story dialectically (the principle of dialectics). Fourthly, a decisive criterion for successful action research is that it produces some useable practices that, in one way or another, can be regarded as useful (the principle of workability). The authors agree with Aristotle, who claims that a good narrative involves a balance between ‘logos’, ‘ethos’ and ‘pathos’. They place emphasis on ‘ethos’ and ‘pathos’ through a principle of evocativeness. These criteria are not proposing as an established checklist, and the authors point to the overlap between some of them. They are drawn from experience in supervising action research projects, evaluating narrative reports and encouraging people to write authentic narratives of their research work.  相似文献   

7.
Despite the ubiquity of staff soft skills programmes, few studies have examined why and how academic and corporate services staff utilise these programmes for self-care/governance. This study reports on findings from an ethnography of soft skills learning and development programmes (LDPs) in a UK university, focusing on interviews with programme participants and facilitators. Results suggest that, as social worlds with neoliberal directives, LDPs promote various self-governance activities in the form of entrepreneurism and novel, corporate versions of self-care. Time on LDPs was seen as a chance to, ‘put oneself first,’ examine career options and cultivate sought-after attributes, including self-confidence and assertiveness. Social networking and performance management also emerged as significant issues. Career development was important for all participants; however, perceptions of how to realise this differed. Based on our findings, we propose three types of work-related performance – ‘career nomad,’ ‘reluctant entrepreneur,’ and ‘course hopper’ – constituting a typology for understanding social worlds inhabited by contemporary university professionals. Our study suggests that self-care ‘technologies’ have multiple, competing functions in continuing professional education. While LDPs can help professionals navigate paths through increasingly challenging organisations, their entrepreneurial ethos and content reflect the market interests they serve.  相似文献   

8.
Working from the premise that public input is essential to science policy deliberations, we analyze how two recent works of public communication about climate change (An Inconvenient Truth and Climate Change Show) draw on the rhetorical resource of apocalyptic narrative explanation to promote scientific fluency and inspire citizen engagement in the issues. By weaving together the proofs of ethos, logos, and pathos within a framework of cultural rationality, these narratives illustrate available means of persuasion for stimulating the public's informed participation in science policy discussions.  相似文献   

9.
Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life.  相似文献   

10.
ABSTRACT

This article describes a year-long participatory arts project carried out as part of a community–university partnership in the South of England. The research sought to examine the relationship between the ‘user-led’ ethos of the Brighton Unemployed Centre Families Project (BUCFP) and emergence within it of creatively working and self-managing groups, examining how an environment that did not adhere to a prescribed use of space might enable groups to make sense of their experiences. The research used ethnographic methods and a theoretical framework informed by systems theory, critical health psychology and narrative analysis to explore the group’s experiences of food poverty. The research demonstrates ways in which the group provided community members with a space in which to examine, define and make legitimate their experiences and how this can be thought of as an educational and community knowledge-building practice that has important implications, particularly for notions of well-being.  相似文献   

11.
美的东西值得追求 ,只要有其价值的存在。任何东西的价值是有标准衡量的 ,英语修辞也是如此。其美学价值不仅在于其说服力 ,而且在于其教育心理学意义 :启发思维、提高认知水平。在英语教学中有必要重视修辞的三个标准 :逻辑、人格和情感 (简称 :LEP) ,这不仅对提高学生的语言能力有利 ,而且对发展学生思维、提高品德水平都有好处。  相似文献   

12.
For colleges and universities whose survival depends on external stakeholders, developing a strong brand should be an important component of their marketing strategy. University brand managers could benefit from developing a better understanding of how consumers interact with their brand in order to develop more effective recruiting material, advertisements, and other marketing efforts. The current study applies the concept of brand personality to university academic and athletic logos and examines subsequent relationships between the perceived brand personalities. Results of an online survey indicate that competence is a brand personality dimension mostly associated with academic logos, and excitement is the brand personality dimension mostly associated with athletic logos.  相似文献   

13.
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures.  相似文献   

14.
Online promotional videos on Australian university websites are a form of institutional branding and marketing that construct university experience in a variety of ways. Here we consider how these multimedia texts represent student lifestyles, identities and aspirations in terms of the ‘good life’. We consider how the ‘promise of happiness’ is deployed to appeal to perceived consumer desires within the local student market, as well as within the highly competitive global knowledge economy. These texts position university students as youthful, attractive, active and fun, and depict student life as being about leisure and pleasure. Such representations promote cultural and social entitlement to the ‘good life’ as if synonymous with choice, participation and success in higher education. Learning and scholarship are depicted as secondary activities. We also contend that claims to cosmopolitanism and consumerism are framed by racialised entitlements where Whiteness remains both a commodity and norm.  相似文献   

15.
ABSTRACT

This article explores non-traditional student and graduate views of the university in Ireland and Portugal as it relates to their expectations of, and experiences in, the labour market. The research is based on in-depth biographical interviews with 61 non-traditional students and graduates conducted longitudinally (85 interviews in total). The article contextualises the research in relation to the expansion of higher education internationally as well as national and EU policies aimed at supporting a ‘knowledge-based economy’. It offers an overview of the meaning of precarity. It then outlines key empirical findings from the research related to student expectations of their degree and their post-graduation experience in the labour market. In particular, it explores the phenomenon of precarity amongst graduates how this is experienced and handled in various ways. Using a critical and egalitarian lens the overall aim of the research is to widen the focus of widening participation debates and explore how educational and institutional initiatives impact, or not, on wider social and employment inequalities.  相似文献   

16.
ABSTRACT

The purpose of this article is to describe how Lesson Study as second-order action research can be applied and how we planned to evaluate and improve course design, learners’ progress, team members’ roles and learning objectives of a 2-year university course for English as a Second Language teachers. The article describes the concept of a Lesson Study conducted in a course for teachers with a minimum of 3 years of teaching experience, rather than for students or undergraduates as in traditional concepts of the Lesson Study approach. PFL (‘Pedagogy and Subject Didactics Programme’) is a 2-year programme consisting of three seminars and five groups meetings in which the participants focus on the reflection of their professional practice in their specific school situation. All participants are required to plan, carry out and document their own action research project. The team provides input on action research and current topics in language teaching and learning, and advises participants. The methodology follows a mixed-method approach based on action research methodologies including questionnaires, interviews and observations. Analyses are conducted qualitatively and quantitatively. The article presents the concept of the project but not yet findings at this stage due to curriculum development and approval issues.  相似文献   

17.
Abstract

This study concentrates on exploring the ‘logic’ of modern universities in China-a working concept that promotes a more in-depth discourse on the implicit illustrations of the ‘logic’ of universities in contemporary China. Drawing on the logic model, we explore the conceptualization of the ‘logic’ of university and examine how the concept of ‘logic’ of modern universities to be perceived, challenged and negotiated through the historical, social and value perspectives. The historical logics, social logics and value logics contribute on unveiling the ‘logic’ of modern university in contemporary China. We suggested that the ‘logic’ of university has important conceptual and practical implications for higher education, especially the importance of explicitness. The ‘logic’ of modern university in China is subject to offer a platform where expectations of university students are elaborated. In addition, the study also seeks to offer an insight into the conceptualization of the ‘logic’ of modern university in contemporary China.  相似文献   

18.
ABSTRACT

Background: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.

Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.

Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.

Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.

Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.  相似文献   

19.
In the light of some recent transformations in higher education, a moral governance of university teachers is starting to emerge, suggesting a decrease of professional autonomy. By drawing on the idea of Gilles Deleuze’s ‘clinical analysis’, the aim of this article is to re-problematize the increasingly common moral image of students’ problems in the light of these recent developments in higher education. The first part of the article focuses on students’ victimization, which is followed by an analysis of the rhetoric and practice of transparency. The third part investigates the relationship between widening participation and the entry of the market model in higher education. The findings suggest that university teachers could benefit from applying a holistic, self-reflective perspective – as a contrast to many policymakers’ reductive individual perception. This perspective enables two practices: (1) the critical ethos concerned with the limits and potentials of professional identity and (2) the political mobilization of university teachers as a profession.  相似文献   

20.
ABSTRACT

This paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept, and how such knowledge could then be implemented in the local context. While in Brisbane, participants completed a Return to Work Plan (RWP) indicating how they anticipated applying their new knowledge in their respective workplaces. Data were collected both pre- and post-programme with follow-up individual interviews and focus groups once they returned to their home countries. Findings revealed that participants gained a broader understanding of inclusive education and ‘diversity’ that counter the perception of inclusion as restricted to only a specific area of ‘special education’. For many participants, work habits changed as they applied their learning to include a greater range of diversity in their home countries. While the initial impact appeared localised, there were positive indications for longer-term sustainability. This research may assist other educators from developing countries to maximise the benefit of participation in similar short course programmes.  相似文献   

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