Rhetorical Knowledge Research Articles

Law: Language, Symbol, Rhetoric

Legal positivists regard law as written texts enacted and disseminated to be followed as rules. But this project rests on deeply mistaken conceptions about how language works. No written text stands alone and conveys a “plain meaning.” Law is expressed through language, but language does not exhaust the meaning of the law. Legal language always already draws on the ordinary language of the community, which, in turn, draws on a deeply symbolic realm, which it can never fully subordinate or explain. Rhetoric brings the symbolic substrate to life. Legal actors constantly search for the right words to deliberate with others. There is a resonant world to embrace and experience, but it can never be fully captured, understood, or expressed in our legal texts, which hover precariously above our shared ordinary language, which, in turn, is rooted in constitutive symbols that are sustained through an endless spiral of mediation, translation, and application. Nevertheless, we may reason together in a manner that generates rhetorical knowledge even if legal positivism is a failure.

Authenticity of political rhetoric of people

Abstract In our paper, we address the question of the authenticity of political rhetoric which uses the inclusive term “the people”. We build on the knowledge of classical rhetoric on the importance of sincerity, one of the fundamental pillars of a speaker’s ethos (character) and at the same time a prerequisite for his credibility. We introduce the term “rhetoric of people” to designate that part of deliberative rhetoric that addresses the people in a significant way, and bears their sealing in content, stylistic and argumentative plan. We especially single out populist rhetoric only as a special case of the rhetoric of people, in which there is a pragmatic use of authenticity as a tool to achieve specific social goals linked to the political capital of the speaker, primarily to image creation (we put it in opposition to charisma). Since style is a significant bearer of speech authenticity, our aim is to identify the stylistic values and stylistic strategies applied in the interest of authenticity and to elucidate them as instances of sincerity or, conversely, pretense. In doing so, we draw on the pragmatic grasp of linguistic style developed in the work of Professor Juraj Dolník (2010; 2023), who explains style through its anthropic character and social meaning.

Urbanität und Geselligkeit

Abstract The article explores the early Romantic theories of Friedrich Schlegel and Friedrich Schleiermacher, focusing on their re-conception of urbanity (urbanitas) as it relates to the Romantic project of a union of poetry and life. The article argues that Schlegel and Schleiermacher work to establish a new ethos of interaction (indifferent to the medium) that claims validity in the literary and social fields. It reconstructs Schlegel’s theory of the formation of ethos during the Athenäum period, which he applies to the writer as the paradigm of the ‚speaker‘ under new public conditions and the essay as the paradigm of negotiating uncertain knowledge. Schleiermacher’s attempt to develop a theory of social behaviour, which emerged during his time in Berlin, forms the complement to Schlegel’s poetics on the side of social practice. The essay thus shows how rhetorical knowledge is reformulated and connected to practice after the end of the discipline.

BADIUZZAMAN SAID NURSI'S CONCEPT OF EFFECTIVE DAKWAH COMMUNICATION: A STUDY OF THE 4 ELEMENTS OF NON-VERBAL COMMUNICATION

Effective dakwah communication includes verbal and non-verbal communication. A Muslim communicator or a da’include should take into account various dakwah dissemination in this case is the use of non-verbal communicative factors when conveying the message of Islam to ensure effective dakwah communication. According to scholars, the mastery and skills of non-verbal communication by the da’include such as eye contact, facial expressions, gestures, postures, language skills, use of objects and movement of the body language can help in the delivery of a dakwah message more optimally and effectively. In the 21st century, among successful da’include in the field of dakwah is Badiuzzaman Said Nursi. Among the factors of the public’s acceptance of Said Nursi’s preaching is his mastery in the knowledge of rhetoric (persuasion) as well as the knowledge of non-verbal communication, until it spread throughout the world. Thus, this study focuses on the effective dakwah communication of Badiuzzaman Said Nursi specifically in four non-verbal communicative elements, namely kinesic, chronomics, paralinguistics and artifactual. This method of study applied document studies for data collection by applying a content analysis approach to the data analysis process. The results showed that Said Nursi's effective dakwah communication includes at least 4 non-verbal communication coverage, as mentioned above. The findings also found that the experience of Badiuzzaman Said Nursi’s preaching through various communication methods, specifically the 4 elements of non-verbal communication, helped to establish his name as a contemporary figure of dakwah and islah, thus being given the name ‘badiuzzaman’ which means the excellence of time.

РИТОРИЧНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ ПРАВООХОРОННОЇ СФЕРИ З ПОЗИЦІЙ ПРОФЕСІОГРАФІЧНОГО ПІДХОДУ

The profession of a law enforcement officer, like most others, is closely related to speeches and performances, since language is the main means of organizing and managing personnel, interacting and organizing the processes of education, resocialization of various categories of persons, including those who are in conflict with law, forming the image of law enforcement specialists in society as a whole. Rhetorical competence enables law enforcement specialists to find and apply certain algorithms of influence on interlocutors, which allows to effectively solve multifaceted and complex professional tasks. Therefore, it is important to research and choose innovative methods of forming rhetorical competence from the perspective of a professiogram approach. The purpose of the research is to investigate the process of formation of rhetorical competence of law enforcement specialists from the perspective of a professiogram approach. The methodology of the research is based on modern educational and scientific approaches to the formation of legal awareness, an active socialdemocratic position on the protection of human rights and freedoms, professional skills of monologue, dialogue and polylogue, various forms of discussion of business problems, etc. The theoretical and methodological basis of the research is general scientific principles: terminological, functional, systemic, cognitive. Conclusions. The conducted research made it possible to single out the main problematic issues related to the choice of effective interactive teaching methods and the assimilation of modern knowledge of business rhetoric, the formation of linguistic and rhetorical skills and abilities, which in further professional activity will significantly influence the effectiveness of solving official tasks. Key words: business qualities of a law enforcement officer, professiogram of a law enforcement officer, professiogram approach, professional activity, rhetorical competence.

THEORETICAL PRINCIPLES OF THE FORMATION OF RHETORICAL COMPETENCE OF FUTURE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the theoretical foundations of the formation of rhetorical competence of future teachers in the process of professional training. It has been established that the problem of forming the rhetorical competence of future teachers is in the focus of a comprehensive study of the teacherʼs professional training, which is carried out on the basis of the competence approach. The views of scientists on the essence of the formation of rhetorical competence of future teachers are considered. The following components are distinguished in the structure of professional competence: theoretical, methodical, professional competence; socio-pedagogical, differential-psychological and auto-psychological competence. It was established that the “rhetorical competence” of future teachers is an important component of their training in higher education and involves the ability to effectively form a communicative strategy, formulate an opinion logically, accessible, communicate, skillfully use rhetorical techniques in order to form an individual oratorical style. It has been proven that in order to develop and form the language and communication skills and skills of students, the teacher must possess rhetorical competence, because for the provision of quality educational services, it is important not only to have information and be able to process it, but also to provide it in a high-quality manner to those seeking education. In the educational process of the future teacher, it is advisable to implement measures aimed at the formation of rhetorical competence: project technologies, trainings, master classes on the basics of public speaking, self-motivation, discussions, role-playing rhetorical games-improvisations, rhetorical exercises, exercises for mastering language techniques (setting the voice, developing diction, intonation, correct breathing). This will contribute to the formation of highly qualified teachers capable of solving a number of tasks professionally.
 Keywords: rhetoric; language; communication; linguistic and communicative competence; rhetorical competence; future teachers; competence approach; rhetorical knowledge, skills and abilities.

The Role of EAP Genre-Focused Instruction in Preparing Novice Research Students for Thesis Writing: A Case Study

Although writing master’s theses are believed to be a major challenge for many L2 research students, there has been no extensive discussion about to what extent students are prepared for such advanced academic writing through learning in English for academic purposes (EAP) classes. This study investigated a group of novice research students learning to write master’s theses in an EAP course at a Chinese university and explored their progress in developing genre knowledge. Data were drawn from interviews, participants’ learning diaries, and their written texts. It was found that most learners had developed the macro-level formal genre knowledge, including the overall structure and content of thesis writing, and raised the declarative meta-cognitive genre awareness, but they had not yet grasped the tacit aspects of rhetorical knowledge, the micro-level formal knowledge, and the complicacy of process knowledge, including the abstract thinking processes, intertextuality, and the interpersonal meaning of academic texts, as well as the correspondent lexicogrammatical features. The nascent status of the students’ genre knowledge developed in the EAP class, and the role of EAP genre-focused instruction in preparing novice research students for their future thesis writing, are further discussed. It is suggested that thesis-focused EAP writing courses take advantage of explicit instruction to inform students about the meta-generic specifications of thesis writing and emphasize the multiple dimensions of genre knowledge development.

Теория на аргументацията на Хаим Перелман

Abstract: This article includes a review of the basic scientific publications of Chaim Perelman and Lucie Olbrechts-Tyteca. Attempts to reconceptualize ancient rhetoric in its part on argumentation are presented. Conclusions are drawn after reviewing the publications of other scholars studying argumentation. It is presented as part of fundamental rhetorical knowledge, together with projections into the legal/legal sphere and into politics. Projections of argumentation in the speaker's behavior and in his goal to achieve persuasion while respecting ethical norms, rules and morality are identified. Intersections between rhetoric, philosophy, and argumentation are presented. The contribution of rhetoric to humanistic knowledge is demonstrated through a critical review of the scholarly publications of Chaim Perelman and Lucie Olbrecht-Tyteca and other scholars publishing in the fields of rhetoric and philosophy in the 20th and 21st centuries. Keywords: rhetoric, argumentation, argument, philosophy, Haim Perelman, Lucie Olbrechts-Tyteca.

Scientia Potentia Est—On the Role of Knowledge in Computational Argumentation

Abstract Despite extensive research efforts in recent years, computational argumentation (CA) remains one of the most challenging areas of natural language processing. The reason for this is the inherent complexity of the cognitive processes behind human argumentation, which integrate a plethora of different types of knowledge, ranging from topic-specific facts and common sense to rhetorical knowledge. The integration of knowledge from such a wide range in CA requires modeling capabilities far beyond many other natural language understanding tasks. Existing research on mining, assessing, reasoning over, and generating arguments largely acknowledges that much more knowledge is needed to accurately model argumentation computationally. However, a systematic overview of the types of knowledge introduced in existing CA models is missing, hindering targeted progress in the field. Adopting the operational definition of knowledge as any task-relevant normative information not provided as input, the survey paper at hand fills this gap by (1) proposing a taxonomy of types of knowledge required in CA tasks, (2) systematizing the large body of CA work according to the reliance on and exploitation of these knowledge types for the four main research areas in CA, and (3) outlining and discussing directions for future research efforts in CA.

When normality fails: Discursive reactions to disaster

Shocks from disasters challenge the normality of everyday life. Emotional and political reactions include anxiety and blame, but these must come together with knowledge through shared discourse to formulate responses, often immediate. The study draws on a phenomenological analysis of personal experience and discursive reactions to fires and the pandemic. It is informed by ethical and social approaches to epistemology and discourse, drawing on sociology of knowledge and studies of rhetoric. From this it is concluded that facts are agreed elements for debate, as in the legal tradition, rather than guarantees of certainty. Knowledge relevant to disaster discourse arises through shared experience and robust communicative institutions, from the local to the scientific, and including the wisdom of First Nations. Disasters are uncanny because they defy everyday know-how. In disrupting the relationship of people to their milieu, they require a new accommodation among and between human and non-human actors.

A Defence of Witchcraft Belief: A Sixteenth-Century Response to Reginald Scot's Discoverie of Witchcraft

A Defence of Witchcraft Belief: A Sixteenth-Century Response to Reginald Scot's <i>Discoverie of Witchcraft</i>

Hedges and Boosters in Undergraduate Thesis Abstracts of Qomaruddin University Students

In writing abstracts, authors usually include metadiscourses such as hedges and boosters. This study aims to compare the use of hedges and boosters in writing undergraduate thesis abstract as a mean of communicative strategy to increase or decrease the strength of the statement. This research data was taken from 25 undergraduate thesis abstract of English Language Education Study Program and 25 from Mathematic Study Program at Qomaruddin University Gresik with 100-250 word range and analyzed based on Hyland's taxonomy (2005).The results showed that there were 22 variants of hedges words with a total use of 53 words and 17 variants of boosters words with a total use of 130 words. In the undergraduate thesis abstract, the students of the English Language Education Study Program dominantly use hedges words, such as in the adverb and verb classes. However, for the use of hedges words in undergraduate thesis abstracts, Mathematic Study Program students are more dominant than English Language Education Study Program students even though the word variants used are still dominated by English Language Education Study Program students, such as in the verb class. In addition, students using hedges have greater value than boosters in writing undergraduate thesis abstracts as a way to reduce the risk of opposition, to show courtesy and to obscure authorship and strengthen opinions. Boosters are also used to demonstrate the originality of research. Hedging by the students shows that there is a lack of knowledge of English rhetoric. Thus, the use of hedges and boosters can also help to improve students’ academic writing skills.

Centering Students’ Rhetorical Knowledge: The Community of Inquiry as Formative Assessment

Centering Students’ Rhetorical Knowledge: The Community of Inquiry as Formative Assessment

Multidisciplinary Staffing in a Graduate Writing Center: Making Writing Labor Visible, Valued, and Shared

Writing studies and writing center scholars have recently focused much-needed attention on how graduate student writers are taught, mentored, and supported. This scholarship also points to a persistent and stubborn conundrum: Graduate students must write their way into disciplinary belonging, yet most advisors lack a language for, or even awareness of, the specialized practices and tacit expectations shaping written discourse in their fields. While graduate student–serving writing centers help fill this writing-support gap, a reliance on English and humanities graduate students for staff reproduces a status quo in which the genre awareness and rhetorical vocabulary needed to mentor advanced academic writers are neither widely distributed nor recognized and valued. This essay offers the counterexample of a graduate writing center whose consultants hail primarily from master’s and doctoral programs in the sciences and social sciences. Using feminist social reproduction theory to examine this case study of one graduate writing center, the authors explore how multidisciplinary staffing resists the enclaving of writing process and rhetorical knowledge and points to a future in which the responsibility for mentoring graduate student writers is visible, valued, and shared.

النَّسْــــــقُ فــــــــی ســـــــــــورة الضحــــــى مستویـــاته ولطائفــــه دراسة نظریة تحلیلیة بیانیة

في سورة الضحى مستوياته ولطائفه دراسة (نظرية/ تحليلية) بيانية أحمد المزاح قسم اللغة العربية وآدابها, کلية العلوم الإنسانية, جامعة الملک خالد, أبها, المملکة العربية السعودية. البريد الإلکتروني : aassire@kku.edu.sa الملخص : النسق أحد المفاهيم الأساسية المتداولة في الدرس البياني العربي، وهو مفهوم يطلق على ترتيب عناصر تکوين الکلام الصغيرة والکبيرة وتواليها وتتابعها في الکلام الواحد ]النص[ من أوله إلى آخره، وهو بهذا عنصر کلي أساسي حاضر في کل کلام؛ تتعاضد في تحقيقه مجموعة أدوات التکوين الخطي الجزئية في الکلام على المستويين النحوي وما فوق النحوي. ونظرا إلى أهمية هذا العنصر الکلي من عناصر تکوين الکلام، ونظرا لحاجته إلى المزيد من التحرير والتشخيص من جهة مفهومه ومحدداته الأساسية، ونظرا لتجليه على صورة بالغة التميز في القرآن الکريم عموما، وفي سورة الضحى على نحو خاص؛ فقد جاءت هذه الدراسة (النظرية/ التحليلية)، لدراسة هذين الجانبين دراسة بيانية موضوعية دقيقة، واستطاعت ـ بفضل الله ـ تحقيق أهدافها النظرية المتمثلة في تتبع دوران مصطلح النسق في مؤلفات العلماء، وإشاراتهم إليه، وفهمهم له، وتطبيقاته عندهم، ومن ثم تحرير مفهوم دقيق لهذا المصطلح المهم، وبيان محدداته على ضوء مفهومه عند العلماء، والتمييز بينه وبين المصطلحات التي تتقاطع معه في بعض الجوانب، کما تمکنت هذه الدراسة من تحقيق أهدافها التطبيقية في دراسة في سورة الضحى، والکشف التحليلي البياني المستقصي الدقيق عنه من جهة وجوده في السورة ومستوياته ووجوهه، والکشف عما يقوم عليه ـ على تلک المستويات والوجوه ـ من علل ومسوغات وعلاقات بيانية، وبيان ما ينطوي عليه من دقائق وأسرار ولطائف، وقدمت هذه الدراسة بمعالجتها هذه نموذجا للدرس البياني التطبيقي في هذا الجانب المهم من جوانب تکوين الکلام العربي، محققة بذلک خطوة في مسعي الباحث إلى تحويل المعرفة النظرية البيانية العربية الأصيلة إلى أدوات منهجية تحليلية تطبيقية؛ تکتشف بها عناصر تکوين الکلام العربي وخصوصياته ومزاياه ولطائفه البيانية. الکلمات المفتاحية: النسق، التحليل، البيان، التحليل البياني، نسق الکلام، سورة الضحى. Concinnity in Surat Al-Duha: Its Levels and Peculiarities A (Theoretical/Analytical) Rhetoric Study Ahmad Almazzah Classical Arabic Rhetoric and Literary Criticism, Department of Arabic Language and Literature, King Khalid University, Abha, KSA E-mail: aassire@kku.edu.sa Abstract Concinnity (Al-nasq) is one of the widely used concepts in the eloquent (Al-byani) rhetoric literature, which refers to the arrangement of textual elements forming small and large sentences and their sequences in the speech [the text]. It is thus an essential element present in every speech resulting from the linear combinatorial tools used at the grammatical and super grammatical levels. The present study is a theoretical/analytical study conducted due to the need for more examination of this term and its main determinants and due to its extremely distinguished manifestations in the Holy Quran in general, and in Surat Al-Duha in particular. From a theoretical point of view, this study was able to track the usage of the term in the literature and its limitations and was able to distinguish it from the other terms that intersect with it in some respects. This study was also able to achieve its analytical/applied objectives by focusing on Surat Al-Duha and investigating the instances of this notion, its levels, and its faces. Finally, this study provided a model for the applied (eloquent) rhetoric studies converting the original Arabic theoretical rhetoric knowledge into applied analytical methodological tools. Additionally, it discovered the elements of the composition of Arabic speech, its peculiarities and characteristics. Keywords: Concinnity, analysis, eloquent, eloquent analysis, speech.

Linguodidactic aspects of studying rhetoric by secondary school students

The theoretical justification, experimental development of methods of forming the rhetorical skills of seniors, its effectiveness checking is the aim of the research. The realization of this aim involves the implementation of related tasks: to determine the linguistic, paralinguistic and linguodidactic bases of the methodology of formation of rhetorical skills and abilities of secondary school students; to find out the state of studying rhetoric by graduating students: to analyze the current programs and textbooks in Ukrainian language for 10-11 grades of secondary school, to conduct a statement of rhetorical knowledge and skills, to identify its results; to develop an experimental method of mastering rhetorical knowledge, the formation of appropriate skills and abilities, to implement in school practice, to check its effectiveness. The final performance of creative tasks using the integrated nature of role-playing games, producing texts of different genres are the most effective forms of forming rhetorical skills.

Translating Metaphtonymy: Exploring Trainee Translators' Translation Approaches and Underlying Factors.

Metaphtonymy is identified as a special rhetoric figure that specifies the interaction between metaphor and metonymy and which is pervasive in literary works. How and why do trainee translators translate metaphtonymy? Using task analysis, semi-structured discourse-based interviews, and a questionnaire survey among 30 master of translation and interpreting (MTI) trainee translators, this study investigates their translation approaches adopted when translating the metaphtonymies in Chinese extracted prose and explores the effects of their choices. It is found that they mainly employed three approaches: omission, modification, and retainment, with omission being the most, and retainment the least frequent. The main factors attributing to each approach range from the prominence degrees and cross-cultural adaptation abilities of the metaphtonymies, rhetorical awareness of translators, and transference competence to their translation knowledge sub-competence. This study suggests that trainee translators should be instructed to systematically construct rhetoric knowledge, and the teaching design should emphasize the competence of trainees of identifying rhetorical devices and their competence of shifting rhetoric between languages.

Teaching Legal Ethics by Non-Ethical Means – With Special Attention to Facts, Roles and Respect Everywhere in the Legal Curriculum

Legal ethics may be taught indirectly, given resistance to ethics as a separate and presumably merely subjective subject. This may be done by stressing the importance of facts (as the vast majority of legal issues relate to contested facts), of professional role consciousness and of the importance of formal and informal respect for all concerned. This indirect approach is best integrated into the whole of the legal curriculum, in moot practices and legal clinics offering perceptions of the administration of legal justice from receiving ends as well. Basic knowledge of forensic sciences, argumentation and rhetoric may do good here as well. Teachers of law are to set an example in their professional (and general) conduct.

The Rhetorical Structure of Literature Reviews in Egyptian-Authored English Research Articles in Linguistics

The present paper seeks to examine the rhetorical structure of the literature review (LR) sections of English research articles (RAs) written by Egyptian researchers in the field of linguistics. For this purpose, a sample of ten LRs was selected from RAs published in local and international English-medium journals in linguistics between 2013 and 2019. The study deployed hybrid techniques and approaches for data collection (random/non-random sampling) and data analysis (genre-based/corpus-driven and qualitative/quantitative). Findings showed rhetorical variation in the LRs written by both groups, especially concerning Move 2 and Move 3 that were used more frequently in the international sample than in the local one, where the focus was on Move 1. In addition, some new steps emerged. The findings also shed light on the problems within the rhetorical structure of the LRs published locally, implying that the lack of rhetorical knowledge is one of the major reasons that hinder writing professional LRs. This paper contributes to a better understanding of the generic structure of RA LRs by proposing a modified version of Kwan's (2006) model. It has pedagogical implications for teaching Egyptian and apprentice researchers how to write more effective RA LRs. Future studies on a larger corpus of complete RAs written by Egyptian and international researchers in soft and hard sciences are needed to provide more generalizable findings.

“When It’s Outside of You”

Through classroom observations and semi-structured, text-based interviews, this study analyzes the impact of a service-learning first-year composition course on students’ rhetorical knowledge. Students’ own words are used to describe their transformative experiences related to academic writing and community service. As a result of what these students called their “investment” in community organizations, they began to see writing itself as advocacy. This article explains how this commitment to writing as advocacy motivated students to develop transferrable writing knowledge.