Abstract
This paper is a close textual analysis of what learning is in the context of learning spaces. The aim is for critical rhetorical discourse to what scholars say or write about a topic and the deeper meaning of their words. The close textual analysis is about the influence of learning spaces to have significant experiences for the network generation born in an era of information technology. The paper is to introduce a reason to pay close attention to the process of textual analysis. The process with its complexity reveals the creative density of rhetoric as well as the reason behind the words. Our compass point toward understanding what learning truly means within the context of learning spaces. But this journey is no mere academic exercise; it is a call to engage in critical rhetorical discourse, where ink meets parchment, and ideas crystalize. This study reveals how symbolic action, form and content, context, and creative concentration function within the artifact. The claim is that proposition for close textual analysis is to prepare the listener to listen and hear the importance of rhetorical discourse is taking place, as well as understanding of words to gain meaning to rhetorical discourse and critical thinking.
Published Version
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