To see the other types of publications on this topic, follow the link: Debates and debating in literature.
Dissertations / Theses on the topic 'Debates and debating in literature'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Debates and debating in literature.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Fallenius, Lia. "Rödluvan och vargen : En kvalitativ textanalys av debatter och adaptationer i barnlitteraturen." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253550.
Full textAbstract:
This two years master’s thesis is a review and exploration of the Swedish debate concerning children’s literature from the 19th century to the present, as well as the evaluation and analysis of four adaptations of the tale Red Riding Hood. The aims are to identify how ideas and values regarding the role of children’s literature in society have developed over time and to contribute with a knowledge base for continued reflection and discussion on the subject of children’s reading and mediation of children’s literature in public libraries. The theory and method used in the thesis, is primarily based on the discourse analysis of Michel Foucault. I have identified four main discourses: the educational discourse, the liberation discourse, the politicized dis- course and the popular discourse. To explore the tension between contingency and permanence within the dis- cursive field I have revolved the analysis around key concepts such as ”pedagogy”, ”children” and ”childhood”. The four different adaptations of Red Riding Hood illustrate how beliefs about children and children’s reading have been revised over time. The study shows that the debate and the literature have evolved from a didactic and instrumental point of view to a more liberating and aesthetic approach. But the movement is not linear and uni- vocal. The current debates and the range of children’s literature today exhibit tendencies both of protective mo- rality, expressive and imaginative aesthetics and political awareness. The predominant view of children is still as human “becoming’s” rather than “beings”, and the value of reading literature is thus regarded as extrinsic and as a tool for language development. This continuous and ongoing educational discourse takes little interest in the children’s own ideas and opinions about books and reading. It is my conclusion that children’s libraries, as me- diators of children’s literature, have an enhanced role to play in today’s technologically based society; providing and encouraging book discussions and other literary activities where not only the literature is in focus, but the children’s own reading experiences as well.
2
Reiss, Holly Giselle Neer Michael R. "Observations of an insider strategies for initiating and sustaining Kansas City's Urban Debate League/." Diss., UMK access, 2006.
Find full textAbstract:
Thesis (M.A.)--Dept. of Communication Studies. University of Missouri--Kansas City, 2006."A thesis in communication studies." Typescript. Advisor: Michael Neer. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 18, 2007. Includes bibliographical references (leaves 117-122). Online version of the print edition.
3
Harrigan, Casey. "A defense of switch side debate." Electronic thesis, 2008. http://dspace.zsr.wfu.edu/jspui/handle/10339/207.
Full text
4
Demasi, Mirko A. "Debating the European Union : dynamics of argumentation in political debates." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/22765.
Full textAbstract:
This thesis is a discursive investigation of contested political discourse. Using Discursive Psychology, I analyse broadcast political debates on the European Union to explore how politicians advocate and defend their political positions in an argumentative context of justification and criticism. Past research in social psychology and cognate disciplines has investigated ideology from a multitude of views. Following a move away from mainstream approaches I demonstrate how some qualitative approaches treat it as a live matter in broadcast political debates. For my data I have chosen the controversial political battleground that is the European Union and what it means for Britain. The contribution of Discursive Psychology comes in highlighting the contested, rhetorical, nature of ideology . In this thesis I draw upon Discursive Psychology to explore how this contestation unfolds as situated practice in multi-party conversations about the EU. Politicians will argue in favour or against the EU, often on the grounds of what the implication is for Britain. In this thesis I argue that Discursive Psychology is best equipped to allow us to study this as an activity; an observable, and contextual, social action. The analytical chapters focus on three interrelated aspects of political argumentation: the construction and use of factual claims (including demonstrations of knowledge statuses ) and counterclaims, the role of overlapping talk, and the function of laughter and derision. The first analytical chapter seeks to elucidate some of the ways in which facts and situated knowledge displays of them are oriented to as an argumentative matter and how they can be challenged. The second analytic chapter illustrates the role played by overlapping talk and challenges in managing the argument at hand. The last analytic chapter focuses on the accomplishment of derision in broadcast political debates, particularly on how derision can be used as form of counterclaim. Ultimately, this thesis demonstrates the usefulness of Discursive Psychology in understanding the discursive dynamics of mobilisation, contestation, and defence of contrasting viewpoints in the service of political argumentation. Discursive Psychology can help social psychologists get a much deeper appreciation of the situated, and discursively dynamic, nature of political argumentation and conflict in talk.
5
Li, Suk-yin. "Perception in debates : an investigation of 'women's language' and speech rates in Hong Kong /." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31066896.
Full text
6
Zhong, Weicheng. ""Mengzi" de lun bian ji qiao fen xi = An exposition of debate skill of "Mencius" /." click here to view the fulltext click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisft.pl?pdf=b19844426f.pdf.
Full text
7
Snoeck, Henkemans Arnolda Francisca. "Analysing complex argumentation the reconstruction of multiple and coordinatively compound argumentation in a critical discussion /." Amsterdam : SICSAT, 1997. http://catalog.hathitrust.org/api/volumes/oclc/39342778.html.
Full text
8
Bodine, Nancilee Yeates. "A study of non-content based factors in debate /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9522963.
Full text
9
Kim, Bosung Jonassen David H. "The effects of prompts-based argumentation scaffolds on peer-led interactive argumentation." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6858.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. David H. Jonassen. Vita Includes bibliographical references.
10
Donaldson, Aaron Paul 1980. "Conflict Navigation as Rhetoric and Pedagogy for Academic Debating in the United States." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/9980.
Full textAbstract:
xii, 92 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The purpose ofthis paper is to advocate Conflict Navigation as a new pedagogy aimed at uniting co-curricular debate educators in the United States. Contemporary collegiate debate demonstrates a crisis in pedagogy as seen in a history of "fractionation through structural fortification". This lack of a sustainable pedagogical community has proven to critically strain the resources and curricula of academic debate. Conflict Navigation (CN) represents a behavior-based approach to conflict with an emphasis on ethical rhetoric. The primary mission of argument within a CN framework is inquiry, cooperation, and engagement.
Committee in Charge: Dr. David Frank, Clark Honors College; Dr. James Crosswhite, English; Dr. Sara Hodges, Psychology
11
Bjork, Rebecca S. (Rebecca Suzanne). "The Role of Competitiveness in Counter-System Counterplans in Academic Debate." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504405/.
Full textAbstract:
Allen J. Lichtman and Daniel M. Rohrer write that "Unfortunately, formal debate theory tends to lag behind the actual practice of competitive debate" (70). This statement accurately describes the current controversy surrounding the counter-system counterplans and how they may affect traditional debate theory. These counterplans are increasingly employed by negative teams in intercollegiate debate, but so far, there is no contemporary attempt to explain how they fit into current debate theory. This study will analyze this new genre of counterplans by answering the following questions.
12
Cetrà, Daniel. "Debating within liberal nationalism : the linguistic disputes in Catalonia and Flanders." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20465.
Full textAbstract:
This thesis addresses the following question: do proponents and opponents in the linguistic disputes in Catalonia and Flanders prioritise individual or group-oriented rights? The dispute in Catalonia is about the use of languages in the Catalan education system, while the dispute in Flanders is about the linguistic regime in certain municipalities around Brussels. Crucially, both are made of competing normative-laden political arguments. Drawing on interviews and document analysis, the thesis situates the conflicting political arguments within the scholarship on the compatibility between liberalism and nationalism. The central argument of the thesis is that the Catalan and Flemish linguistic disputes occur within liberal nationalism. Proponents in Catalonia and Flanders argue in a form of liberal nationalism that is more nationalist than liberal, although the nationalist dimension is more explicit in Catalonia; opponents in Flanders combine liberal nationalism with classical liberalism; and opponents in Catalonia argue in a form of classical liberalism that relies on liberal nationalist elements. In short, the four positions in the two debates participate in different forms and to different degrees in liberal nationalism. The findings suggest that nationalism is an important factor in making sense of the paradox that the normative consensus on political liberalism does not translate into political consensus in these specific cases. It is hoped that the findings of this thesis will make two main contributions. The first is an explanatory contribution to improve the understanding of the Catalan and Flemish linguistic disputes: the disputes are not between liberals and nationalists, but between liberal nationalists. The second is a theory-building contribution to refine the theoretical debate about individual and group-specific rights: liberal nationalist scholars run the risk of being unable to account for the national attachments many people experience in ‘the real world’ if, in their efforts to build acceptable liberal theories, they circumscribe their defence of national membership to its instrumental role for individual autonomy. In addition, their conceptualisation of nations as bounded and homogeneous seems to be built upon flimsy empirical grounds.
13
鍾偉成. "《孟子》的論辯技巧分析 = An exposition of debate skill of "Mencius"." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/691.
Full text
14
Baxter, Laura B. (Laura Beth). "Lincoln-Douglas Debate in the State of Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501055/.
Full textAbstract:
This study traces the development of Lincoln-Douglas debate in Texas. The history of this type of debate from the Great Debate between Abraham Lincoln and Stephen Douglas to the Reagan-Mondale debates is considered. In addition, the merits of this type of oral controversy are explored. The reasons for the creation of L-D debate and its introduction into the forensic curriculum are discussed. In order to measure L-D's growing acceptance in the debate community, the results of a questionnaire of Texas Forensic Association debate coaches is evaluated. This study found that L-D debate is growing in participation in Texas schools. The distinct features of L-D enable it to be an innovative and challenging form of discourse.
15
Wirdenäs, Karolina. "Ungdomars argumentation : om argumentationstekniker i gruppsamtal /." Göteborg : Universitas Gothoburgensis, 2002. http://books.google.com/books?id=j3NcAAAAMAAJ.
Full text
16
Feng, Qi. "Assertiveness and argumentativeness : an investigation of self-reported tendencies by mainland Chinese." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/273.
Full text
17
Marks, Aubrey. "Debating Their Beliefs to Victory: How the Beliefs of Presidential Candidates Transform the Rhetoric Used in Presidential Debates." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1615.
Full textAbstract:
As presidential candidates rhetorically articulate their beliefs during presidential debates, they reveal a lot about their underlying ideological beliefs. These beliefs were examined through the lens of an established methodology called the Operational Code, which uses a program to decipher a candidate's beliefs through what they say in debate transcripts. In this study, the belief trends of the Operational Codes of all presidential candidates from 1976-2012 were examined through a rhetorical lens, and it was found that rhetoric was indeed the driving force for the apparent changes in Operational Code beliefs. These changes were examined on a greater level of detail through four case studies, which illustrated the changes in Operational Code beliefs and rhetoric of Ronald Reagan, the incumbent presidential candidates, the 2004 election, and lastly, with the independent presidential candidates.B.A.
Bachelors
Political Science
Sciences
18
Li, Suk-yin, and 李淑賢. "Perception in debates: an investigation of 'women's language' and speech rates in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B32222683.
Full text
19
Marquez, Loren Loving. "Dramatic consequences integrating performance into the writing classroom /." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-04232007-094655/unrestricted/marquez.pdf.
Full text
20
Penazzi, Leonardo. "The fellow (novel) : and Australian historical fiction, debating the perceived past (dissertation) /." Connect to this title, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0070.
Full text
21
Reed-Mundell, Jason. "The Poet Debates With His Friend's Mistress, Death." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1402701606.
Full text
22
Fischer-Fortier, Katherine D. "Scaffolding ethical argumentation in an undergraduate philosophy course through collaborative technologies /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7843.
Full text
23
Dall’Agnol, Josiane Michalak Hauagge. "Método de argumentação para resolução colaborativa de divergências na combinação de ontologias individuais." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/750.
Full textAbstract:
Fundação AraucáriaEsta tese propõe um método de argumentação para resolução colaborativa de divergências na combinação de ontologias individuais, denominado CAMIO (Collaborative Argumentation in Merging Individual Ontologies), para apoiar, fundamentar e formalizar a argumentação colaborativa para resolução de divergências provenientes da combinação de ontologias desenvolvidas individualmente. Divergências são inerentes ao desenvolvimento colaborativo de ontologias, e, geralmente são resolvidas através de processos de negociação entre os participantes. Comumente, nestas negociações os participantes defendem suas ideias com base em argumentos informais, assim denominados porque são baseados em conhecimento tácito, que o participante adquire em suas experiências pessoais, e é difícil de formalizar e comunicar, pois se trata de um conhecimento específico adquirido em um determinado tempo e espaço. Quando a argumentação é primordialmente baseada na experiência pessoal ou nos interesses particulares dos participantes, é maior o risco da ontologia se afastar do modelo pretendido. Consequentemente, é mais difícil alcançar a corretude da ontologia e os erros existentes devem ser revistos e corrigidos em fases subsequentes, onerando o seu custo de desenvolvimento e, caso não sejam corrigidos, podendo até inviabilizar sua utilização. O método CAMIO propõe formalizar a argumentação através do uso de princípios filosóficos advindos das teorias de essência, identidade, unidade e dependência (preconizados pela metodologia OntoClean) para justificar parte dos argumentos utilizados na negociação entre os participantes. Com o uso da OntoClean busca-se facilitar o alcance do consenso e diminuir a distância existente entre o modelo pretendido e o modelo especificado, pois a aplicação da metodologia ajuda a revelar o significado pretendido à representação dos conceitos, através da compreensão das consequências lógicas das escolhas ontológicas de modelagem, e dessa forma procura garantir uma interpretação consistente aos elementos da ontologia. As avaliações dos experimentos realizados usando o método proposto sugerem que nossa abordagem é factível e implementável na prática.
This thesis proposes an argumentation method for collaborative solution of divergences in the merging of individual ontologies, the so-called CAMIO (Collaborative Argumentation in Merging Individual Ontologies). Such method aims to support, serve as basis, and formalize the collaborative argumentation for solving divergences deriving from the merging of ontologies individually developed. Divergences are inherent to the collaborative development of ontologies and are generally solved through negotiation processes among the participants. Commonly, during these negotiations the participants advocate their ideas based on informal argumentation, which are so called due to their tacit knowledge basis – knowledge stemming from the participant’s personal experiences and that is hard to formalize and spread, once it is specific and acquired in a specific time and space. The more argumentation primarily derives from personal experiences or individual interests of the participants, the higher the risk that the ontology deviates from the intended model. Consequently, it is harder to achieve the ontology correctness and existing errors must be reviewed and corrected in subsequent stages, increasing the ontology development cost and, if not corrected, even making its utilization not viable. The CAMIO method proposes the formalization of argumentation through the use of philosophical principles deriving from the theories of essence, identity, unity, and dependence (preconized by the OntoClean methodology) as for justifying part of the argumentation used in the negotiation among participants. The OntoClean utilization aims to facilitate reaching a consensus and reducing the distance between the intended and the specified models, once the application of the methodology helps reveal the meaning intended for the representation of concepts through the understanding of the logical consequences of the modeling ontological choices, thus assuring a consistent interpretation of the ontology elements. The evaluations of the experiments performed by using the proposed method suggest that our approach is feasible and implementable in practice.
24
Lai, Ming. "The role of argumentation in online knowledge building activities." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4370394X.
Full text
25
Hemingway, Ben. "The dream in classical Greece : debates and practices." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:d0d272ee-e293-44bf-b8c2-02b68304d22f.
Full textAbstract:
This thesis aims to address the Greek attitude to their dream experience in the classical period, as it was conceived in theories and engaged with in dream practices. The emphasis is on the relationship between these elements and the wider cultural frames which surrounded them, in order both to illustrate the manner in which culture influences the conception of dreams, and also to use dreams themselves as a mirror to reflect parts of Greek culture. As a study it has been heavily shaped by the approaches to dreams developed by anthropologists, outlined in Chapter 2, who have emphasised the importance of studying dreams intra-culturally. In Chapter 3 I analyse the language that the Greeks used to express their dreaming experience, drawing from it the important way in which language was both determined by, and determined, the Greeks' understanding of the phenomenon. This forms a base for engaging with dream theories in Chapter 4, both the implicit allusions in literature and explicit explanations proposed by philosophers and medical writers. I then explore the theories at work within Greek culture via dreams as we see them active in the lived religion of the polis: I examine in Chapter 5 the dedications set up by individuals on account of spontaneous dreams, and in Chapter 6 the practice of incubation. I then turn to examine specific relationships: in Chapter 7, the association of dreams with status, i.e. the possibility that powerful people would have equally powerful dreams; in Chapter 8, dreams and gender, assessing the possibility that women considered their dreams to be more important than their male counterparts. In Chapter 9, I position dreams within the context of the other divinatory practices of the period, which allows us to see the unique ways in which dream practices functioned in comparison to the other divinatory forms.
26
Schandorf, Michael. "A rhetoric of resolution the limits of competition /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008m/schandorf.pdf.
Full textAbstract:
Thesis (M.A.)--University of Alabama at Birmingham, 2008.Additional advisors: David Basilico, Eduardo Neiva, Cynthia Ryan. Description based on contents viewed June 3, 2008; title from title screen. Includes bibliographical references (p. 111-116).
27
Preacher, Jon Nelsen. "Implicature and argumentation." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2437.
Full textAbstract:
This thesis explores the role, if any, that implicature plays as a strategy in informal debate. Transcripts of spontaneous debates from television and radio public affairs talk shows were analyzed with a focus on the use of implicature as a strategic rhetorical tool employed to gain advantage in an argument.
28
Penazzi, Leonardo. "The fellow (novel) ; and Australian historical fiction, debating the perceived past (dissertation)." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0070.
Full textAbstract:
Novel The Fellow What is knowledge? Who should own it? Why is it used? Who can use it? Is knowledge power, or is it an illusion? These are some of the questions addressed in The Fellow. At the time of Australian federation, the year 1901, while a nation is being drawn into unity, one of its primary educational institutions is being drawn into disunity when an outsider challenges the secure world of The University of Melbourne. Arriving in Melbourne after spending much of his life travelling around Australia, an old Jack-of-all-trades bushman finds his way into the inner sanctum of The University of Melbourne. Not only a man of considerable and varied skill, he is also a man who is widely read and self-educated. However, he applies his knowledge in practical ways, based on what he has experienced in the
29
Gow, Jamella N. "Debating Difference: Haitian Transnationalism in Paul Gilroy’s Black Atlantic." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/54.
Full textAbstract:
Blacks who have descended from the nineteenth century Atlantic slave trade have historically debated and worked to claim a sense of cultural identity that reflects their African heritage and their identity as diasporic. I am particularly interested in how people of the black Atlantic claim their multiple identities since, for people of a diaspora, one main factor is the fact that they inhabit multiple spaces but cannot call any home. How does transnationalism become a better way to describe the cultural identity of those in the "black Atlantic" since these people have to create new or adapted identities as they move from place to place?
For Paul Gilroy, the "black Atlantic" applies to people who descended from slaves forced to come to New World (19). In a sense, slavery is a major part of African diasporic history, but I would claim that as time has progressed and people of this lineage came to find homes in the Caribbean, America, and Europe and they have not lost their heritage. Instead, they have retained these identities in a transnational sense. Multiple cultural identities become integrated into each transnational individual, making each person unique to his or her culture without losing sight of his or her common heritage.
I explore these identity formations through a close reading of The Butterfly's Way: Voices from the Haitian Dyaspora (sic) in the United States (2001), a collection of short stories, poetry, and personal accounts from Haitian diaspora in the United States, whose stories delve into the issue of transnational identity. The idea of diaspora as read in the text of The Butterfly's Way emphasizes that the more fluid and encompassing terms of hybridity and transnationalism more accurately describe the geographical movements and consequential amassing of black identification within Paul Gilroy's concept of the "black Atlantic."
My analysis is supported by a survey of theoretical discourses, particularly those related to black identity. I utilize post-colonial theory while focusing particularly on transnationalism and diasporic studies through Stuart Hall, as well as W.E.B. Du Bois's conception of "double consciousness" to support and develop my argument on how blacks negotiate multiple identities (11). To discuss the formation of a people, I use the work of political theorist Ernesto Laclau, in particular, his arguments in On Populist Reason (2007) on group identity and demand. Gilroy's concept of the "black Atlantic" has many similarities to Laclau’s notion of the "empty signifier" as a way for people to form groups for collective action.
I conclude that transnationalism works as better way to describe the black diaspora since black descendants of slaves have retained multiple identities as Africans as well as citizens of their current nations. My paper argues that transnationalism and hybridity function as better terms to describe people who have the Atlantic slave trade in their history.
30
Paul, Mary. "Reading readings: some current critical debates about New Zealand literature and culture." Thesis, University of Auckland, 1995. http://hdl.handle.net/2292/1974.
Full textAbstract:
This thesis examines contemporary interpretations of a selection of important texts written by New Zealand women between 1910 and 1940, and also a film and film script written more recently (which are considered as re-readings of a novel by Mander). The thesis argues that, though reading or meaning-making is always an activity of construction there will, at any given moment, always be reasons for preferring one way of reading over another-a reading most appropriate to a situation or circumstances. This study is motivated by a desire to understand how literary criticism has changed in recent years, particularly under the influence of feminism, and how a reader today can make a choice among competing methods of interpretation. Comparisons are drawn between various possible readings of the texts in order to classify methods of reading, particularly nationalist and feminist reading strategies. The over-all tendency of the argument is to propose a more self-critical and self-conscious approach to reading, and to develop a materialist and historical approach which I see as particularly important to the New Zealand context in the 1990s.Thesis is now published as a book. Paul M. (1999) Her Side of the Story: readings of Mander, Mansfield and Hyde. Dunedin: Otago University Press. http://www.otago.ac.nz/press/ for more information.
31
Constantelos, Stephen B. "The Narrator in the Middle English Bird Debates: A Dynamic Convention." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626052.
Full text
32
Long, Kim E. "Increasing self reported argumentativeness in college level public speaking students." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4594.
Full textAbstract:
Argumentativeness, or the predisposition "to advocate positions on controversial issues and to attack verbally the positions which other people take on these issues" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student populations indicates that compared to people who are low in argumentativeness, people high in argumentativeness display higher ability to learn, higher self esteem, greater ability to creatively manage conflict, and higher ability to see both sides of a situation (Barden & Petty, 2008; McPherson Frantz & Seburn, 2003; Rancer, Whitecap, Kosberg, & Avtgis, 1997). Promoting argumentativeness among college students should prepare students to effectively handle conflict and enhance their overall communicative competence, thus setting students up for increased success in life (Rancer et al., 1997). Although much research exists on increasing argumentativeness, none could be found that specifically looked at content in the college level public speaking course in relation to increasing argumentativeness. Specifically, this researcher sought to determine whether instruction in Elaboration Likelihood Model as part of the persuasion unit in a college public speaking course increases student argumentativeness more than instruction in Toulmin's model of reasoning/argument. Students in seven public speaking courses at a large Southeastern college were asked to complete the Argumentativeness Survey by Infante and Rancer (1982) after receiving instruction in either Elaboration Likelihood Model of Persuasion or Toulmin's model of reasoning/argument. Overall results did not indicate any difference between scores for students that received instruction in the two different content areas.ID: 029050183; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 53-58).
M.A.
Masters
Nicholson School of Communication
Sciences
33
Rucker-Chang, Sunnie T. "Cultural Formation in post-Yugoslav Serbia: Divides, Debates, and Dialogues." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281923371.
Full text
34
Montiegel, Kristella Marie. ""First"-Matters: Projecting the Displacement of Responses to Questions in the Context of Presidential Primary-Campaign Debates." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3836.
Full textAbstract:
This thesis takes a conversation-analytic approach examining the pragmatic functions of the linguistic marker "first (off/of all)" in second-pair-part (i.e., responsive) position relative to questions. Using data from question-answer sequences in the 2015-2016 U.S. Presidential Republican primary debates, I propose six claims regarding the composition, position, and action of what is referred to as the practice of "First"-prefacing. Analysis reveals that "First"-prefacing projects the displacement of a response (conforming or non-conforming) to a question. In projecting the displacement of a response, "First"-prefacing does two things: (1) it projects that the unit(s) of talk to come immediately next will be something other than a response, and thus this "first" matter should not be heard as being designedly "responsive" to the question; and (2) it claims that a conditionally relevant response to the question is forthcoming after the "first" matter is resolved. Debaters largely used "First"-prefacing to temporarily "get out from under" a question's conditional relevancies in order to "reach back" beyond the question and perform actions more properly sequentially fitted to earlier portions of the debate (e.g., defend themselves, make additional comments, counter-criticize other debaters). The more general function of "First"-prefacing as a misplacement marker is discussed, and its existence in ordinary conversation is briefly demonstrated.
35
Amdahl-Mason, Ameena AnnaMaria. "The Lived Experience of High School Policy Debate in Oregon." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/531.
Full textAbstract:
This study seeks to explore the lived experience of competitors in high school level Oregon Style Cross-Examination Policy Debate in the state of Oregon. To elucidate this experience, between fifteen former competitors, graduating between 2003 and 2010, were interviewed in order to find common themes within the interviewees' experiences. The common themes that emerged from the interviews included establishing a knowledge base, the ability to research, effective use of communication skills, the development of confidence, and political awareness.
36
Simmons, Eva. "'Virtue intire' : Aphra Behn's contribution in her comedies to the marriage debates of the seventeenth century." Thesis, Royal Holloway, University of London, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309280.
Full text
37
Kermer, Jan Erik. "Debating Europe and Discursive (Euro-) Nationalism: Comparative Representative Claims Analysis of European Debates Prior to and During the Covid-19 Pandemic in Dutch, German, Italian and Polish Newspapers." Doctoral thesis, Luiss Guido Carli, 2023. https://hdl.handle.net/11385/225938.
Full text
38
Lai, Ming, and 賴明. "The role of argumentation in online knowledge building activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4370394X.
Full text
39
Cederberg, Ann. "Stil och strategi i riksdagsretoriken : en undersökning av debattspråkets utveckling i den svenska tvåkammarriksdagen (1867-1970) /." [Uppsala] : Institutionen för nordiska språk vid Uppsala universitet, 1993. http://books.google.com/books?id=ki5cAAAAMAAJ.
Full text
40
Shaw, Drew Campbell. ""X-rays" of self and society : Dambudzo Marechera's avant-gardism and its implications for debates concerning Zimbabwean literature and culture." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/18469.
Full textAbstract:
This thesis discusses Dambudzo Marechera's avant-gardism and its significance in the context of Zimbabwean literature and culture. I use the term avant-garde to describe Marechera's defiance of hegemonies, traditions, and prescriptions for writing, as well as his innovations with form and style. In the context of Zimbabwe, Marechera's avant-gardism involves a rejection of cultural nationalism, and an eschewal of traditional realist criteria for writing. The thesis locates Marechera in a socio-historical context, and in the framework of black Zimbabwean literature (written in English). It discusses his rejection of the nationalist tradition set by his literary predecessors; and it compares him with his contemporaries, Stanley Nyamfukudza and Charles Mungoshi, who also reject the concept of a 'pure', homogeneous, national culture in their writings. Marechera's writing explores new (and often taboo) subject matter, and it thus illustrates the diverse, complex nature of the Zimbabwean experience. It also abandons the unified, linear narrative; and it has been sharply censured by nationalist critics -- largely on the grounds of its transgression of traditional narrative form. Nationalist critics have tended to privilege traditional realist criteria in their discussions of Zimbabwean literature, and Marechera, as an avant-gardist, has been marginalized and denigrated for his non-conformity. In this thesis, I challenge the privileged status of traditional realism, question the prescriptions of nationalist/realist critics, and attempt to demonstrate the value of Marechera's non-realist writing. While many nationalist critics allege that Marechera's writing is 'unAfrican', I argue that it is a fallacy to assume his work is 'Europeanized' while nationalist/realist writing is not. Moreover, I contend that Marechera's avant-gardism is in direct response to a set of extraordinary socio-historical, political and cultural conditions -- which are specific to Zimbabwe. In analyzing Marechera's alternatives to realism (such as expressionism, stream of consciousness, surrealism, grotesque realism, the carnival, magical realism, and Menippean satire), I maintain that his experiments are not without strategy, but that they address pertinent literary, social, political, and cultural issues. The thesis furthermore attempts to show how the 'individualism' -- for which Marechera has been roundly condemned -- is paradoxically transformed into sharp and poignant social commentary. This is particularly evident in two texts which I focus on: "House of Hunger" -- his irreverent pre-independence vivisection of Zimbabwean society; and Mindblast, his much neglected anti-realist post-independence compilation, which I discuss in some detail.
41
Khair, Nur Saadah Binti. "Anti-woman discourse in the Hadith literature : an analytical study of debates in literary works of feminists and fundamentalists." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8768/.
Full textAbstract:
This study analyses interpretations of Hadiths among selected feminists and fundamentalists, in which they have different views on the meaning of the texts of Hadiths concerning women. The feminists argue that the Hadith literature contain misogynistic and anti-women reports. This debate has gradually developed in the nineteenth century and the issues continuously disputed until the present day. However, the debate receives different reactions from the fundamentalists who believe that Hadiths contain equal treatment to both men and women. Therefore, the present study seeks firstly to investigate which Hadiths that have caught the attention of both feminists and fundamentalists, and to identify the features of those Hadiths that have been claimed as anti-women. Secondly, to examine and compare various approaches applied by both feminists and fundamentalists in comprehending Hadiths concerning women by examining their strength and weakness. Finally, this study aims to develop a means of utilising the findings to tum the debates between feminists and fundamentalists into something constructive in the interpretation of Hadith. The study is qualitative in nature, by applying textual analysis on literary works written by selected women figures from the feminists and fundamentalists. The study in its findings argues that both feminists and fundamentalist have their own interpretative approach towards the Hadith, but both have similar objective in protecting women's rights. It recommends that future research on the Hadiths concerning women inquire further into said problems and limitations, in order to produce fair and better understanding of the Prophetic texts that can contribute to the contemporary gender discourse.
42
Blanc, Marie Thérèse 1960. "Another face of justice : interpretative debates within the Canadian trial novel after 1970." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84478.
Full textAbstract:
This study examines Canadian works of fiction that contain historical trial narratives and that enact an adversarial trial of their own for an implied reader who acts as 'appellate judge.'' Included are four Canadian novels published after 1970 that fictionalize the circumstances leading to notorious criminal trials: Margaret Atwood's Alias Grace (1996), Lynn Crosbie's Paul's Case: The Kingston Letters (1997), and Rudy Wiebe's The Temptations of Big Bear (1973) and The Scorched-Wood People (1977). They represent commentaries on the justice or injustice done to convicted murderer Grace Marks (whose trial took place in 1843), to rebel Cree chief Big Bear and Metis leader Louis Riel (1885), and to serial rapists and killers Karla Homolka and Paul Bernardo (1993, 1995).Each work reproduces excerpts from the original trial yet also represents a response to the historical trial's unfolding. This adversarial response takes the form of a trial-like narrative (or counternarrative) that engages with the original trial. Consequently each of these works is what I call a 'trial novel' that raises fundamental questions about justice and citizenship.
Chapter One analyzes Atwood's Alias Grace and lays bare the fictional constructs included in a trial narrative. Chapter Two looks at Crosbie's Paul's Case and pits the judicial system's claim to sober neutrality against a more populist version of justice based on affect and revenge. Finally, Chapter Three, which is devoted to Wiebe's novels, studies the conflict of normative universes implicit in trials for treason and posits that rebel nomoi are as coherent as the dominant ones that quash them.
Three communities are implicit in these novels and enter into a debate with one another: at the core of each work is a historical community of persons (the accused, attorneys, the judge, jurors, and members of the Canadian public) mobilized around an actual crime. This original community and its judgment provide the inspiration for the fictional community of the novel, which grapples with its own version of the crime and trial. Finally, an imaginative community of readers deliberates upon the questions raised both by the original trial and by the 'trial novel'.
43
Lam, Wai-ip Joseph, and 林偉業. "A study on argumentative ability of secondary school students in Hong Kong through argumentative group discussion inChinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4723023X.
Full textAbstract:
香港教育在課程和評估等方面均十分重視學生口語或書面論辯的能力，不論是學習階段內的全港性系統評估，還是學生完成中學課程後所參加的中學會考 (2012年之前) 或文憑考試 (2012年後)，均要求學生參與小組討論，訓練並考核學生評價觀點的強弱、適當回應組員的觀點的能力。香港教師能夠引導學生綜合書面論辯篇章的組織，並指導學生提出理由支持自己的觀點，但少於培養學生如何理解乃至評價他人觀點的根據，以及回應並發展反駁的能力。學生能夠評價書面篇章內容，也能在教師指導下辨識作者觀點的理據，但在小組討論中建立相反觀點以說服持不同意見的其他成員，表現仍見不足。
本研究旨在發展理論架構與分析程序，以分析中學生在中文小組討論中的論辯。為此，本研究探討了中文小組討論的論辯話語的特徵、學生表達觀點與理據所運用的策略、批判地回應對手的方式，特別是發展反駁、評價對手觀點與理據，以及表達與有衝突的觀點。
十八名來自九所中學的中學畢業學生按學校與性別的分層隨機分配到三組六人組別中，參與時限為廿五分鐘的中文小組討論。他們須討論一項禁止學校小賣部售賣垃圾食物，並禁止學生?帶垃圾食物回校的措施是否合理。學生的討論經謄錄後，在質性分析軟體 (NVivo) 的輔助下，運用話語分析和非形式邏輯中的論辯理論分析，以發現學生在討論中建構論辯的模式，包括：意念、言語行為、論辯圖式、討論的四個中文小組論辯討論的四個層次、廿五項讓學生得以建構論辯並參與討論的言語行為、六種論辯圖式及發展反駁的相關批判問題、討論的五階段，特別是學生傾向於把相互矛盾的論點統合為沒有衝突的討論發展方向。
本研究提出了理論架構與分析程序，把學生在中文小組討論的論辯歸類，以分析論辯的特徵。本論文所提供的研究程序、理論架構、分析程序，以及學生在中文小組論辯討論的表現，有助中國語文課程及其他課程中論辯教育的課程發展、教學設計與評估。最後，本論文探索了研究設計的優點與不足，並提出了日後繼續發展本研究的可能方向。
The ability of Hong Kong students to frame arguments in written and spoken exchanges in Chinese is afforded high priority in Hong Kong secondary schools and is strongly emphasised in the Hong Kong Curriculum. The ability to attend to points made in a discussion, to identify strengths and weaknesses in assertions and content and to make appropriate counter responses has been formally examined in the matriculation examination since 2007. Teachers are comfortable about developing students‘ competence in identifying micro- and macro-structures in text content, and in using these to support opinions expressed in writing. They are less assured about teaching students how to perceive the grounds for counter-arguments and making measured responses and rebuttals of what others in a group have said. Students are able to critically examine text content, to appreciate points advanced and to assemble these in written responses, but, partly due to the Confucian endorsement of avoiding confrontation and disharmony, senior secondary students are apprehensive about public discussions in which they are asked to formulate opposing points of view and persuasive arguments to peers who hold conflicting standpoints. The study set out to assist teachers by establishing a theoretical framework and procedure for analyzing students‘ contributions in group discussion in Chinese. To achieve this, it was necessary to investigate characteristics of discourse; to identify the strategies students employ in presenting reasoned points of view; to critically analyse the contributions of others, especially those presenting counter-arguments; to weigh the merits of opposing opinions; and to present propositions against those expressed by fellow group members.
Eighteen final year secondary school students from nine schools were selected, randomly placed into stratified groups of six and asked to participate in twenty-five minute long group discussions of the merits of a school policy prohibiting the sale of junk food in the school canteen and bringing junk food into school. The students‘ utterances were transcribed and points of argument examined using conversational discourse analyses, the logic of the arguments advanced being analysed with the assistance of research software (NVivo). Patterns of argument formulations by the students in the discussions were found. Levels of idea units, speech acts, argumentative scheme and discussion were identified and twenty-five types of spoken exchanges enabling students to construct arguments during the group discussions were identified. Six types of argument shemes were found; and types of critical questions for stimulating justifications and rebuttals of what participants said in the discussions were noted. A five-stage process of presenting arguments in the discussions emerged, together with a tendency for the students to attempt to integrate disparate and heterogeneous points of view into homogeneous standpoints. The research proposes procedures for analyzing and categorising the arguments students raise in group discussion in Chinese, and a framework for developing teaching students how to formulate and sustain telling arguments as part of the Chinese Language Curriculum. The strengths and weaknesses of the research are set out and the implications for further research and current practice are discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
44
Façanha, Dayana 1986. "Política e escravidão em O tronco do ipê, de José de Alencar : o surgimento de Sênio e os debates em torno da emancipação, 1870-1871." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279758.
Full textAbstract:
Orientador: Sidney ChalhoubDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-26T05:27:44Z (GMT). No. of bitstreams: 1 Facanha_Dayana_M.pdf: 1731704 bytes, checksum: a584536369156703ba35c89967d232a9 (MD5) Previous issue date: 2014
Resumo: Esta dissertação explora a relação entre O tronco do ipê, romance de José de Alencar, e a experiência política do romancista como deputado e ex-ministro da Justiça. Como a obra foi publicada no início de 1871, o intento da pesquisa foi estudar a experiência parlamentar que precedeu a produção do romance, em 1870. Como metodologia de pesquisa, fez-se o cotejo entre O tronco do ipê e os anais parlamentares de 1870, que, por sua vez, foram estudados em seu veículo original de publicação, as páginas do Jornal do Commercio. Com isso, buscava-se uma relação mais densa entre os debates e sua repercussão na imprensa, a procura de um contexto amplo no qual inserir a produção literária. A dissertação analisa a forma como as discussões em torno da exoneração de José de Alencar do cargo de ministro da Justiça afetaram a produção de O tronco do ipê, dentre outras obras publicadas a partir do final de 1870, bem como a crítica à política imperial inserida no romance. Nesse contexto, formula-se uma hipótese acerca do surgimento do pseudônimo Sênio. Além disso, principalmente, a dissertação examina a relação que o romance de Alencar estabelece com os debates em torno da emancipação escrava no início da década de 1870, assim como o sentido político da representação da escravidão e das personagens escravas em O tronco do ipê
Abstract: This dissertation explores the relations between O tronco do ipê, a novel by José de Alencar, and the political experience of the novelist as a congressman and as former State Minister. As the novel was published in the beginning of the year of 1871, the intention was to study the parliamentary experience which preceded the writing of the novel, in 1870. As a research method we confronted O tronco do ipê with the 1870 parliamentary annals, which, in their turn, were studied at their original context, in the pages of Jornal do Commercio. The aim was to search for a more complex dialogue between the parliamentary discourses and its reverberation in the press, looking for a wide context in which to situate the literary production. The dissertation studies the ways in which Alencar¿s political experiences affected the writing of O tronco do ipê, as well as the political criticism inserted in the book. In this context it formulates a hypothesis about the appearing of the pseudonym Sênio. Moreover, the dissertation analyses the relation that Alencar¿s novel develops with the political debates about the slave emancipation in the beginning of 1870¿s, as well as the political meanings of the representations of slavery and slave characters in O tronco do ipê
Mestrado
Historia Social
Mestra em História
45
Björk, Moa-Lisa. "Fel eller rätt med upphovsrätt : En kritisk diskursanalys av den svenska debatten om upphovsrätten." Thesis, Uppsala universitet, Institutionen för ABM, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352852.
Full textAbstract:
The aim of this paper is to investigate how the view on copyright emerges in the media debate, and the overall research question is what possible explanations there might be for the view being different depending on whom the writer is and whom s/he represents. The theoretical framework is Fairclough's critical discourse analysis and the method used is the analytic model in three stages that he presents in his book Language and Power (2001). The empirical material was selected through an initial search in Media Retriever, followed by a manual se-lection process, which resulted in a final selection of eight articles, all published in Swedish daily newspapers between the years 2006 and 2014. In the analysis, two main discourses were identified – the producer discourse and the consumer discourse – in which all the texts could be placed. The producer discourse puts the interests of the author first, and holds the view that copyright law must be strong to protect the authors' rights. The consumer discourse on the other hand puts the interest of the consumer first, and their view is that the public has the right to access the world's collect-ed knowledge and culture. This paper also examines the members' resources that authors bring to the texts in the form of common sense, and also in the form of a motive for entering in the debate. Furthermore, this paper also looks at the fact that power relations between the participants in the texts are complicated as they form a com-plex web of formal and informal power relations. The conclusion is that the main explanation for the different ways of viewing copyright is the two afore-mentioned discourses, and that the members' resources the authors bring to the texts are very ideological. The ideological arguments and the complex power relations result in very rigid positions in the debate. This is a two years master's thesis in Archive, Library and Museum studies.
46
Matlock, Wendy Alysa. "Irreconcilable differences law, gender, and judgment in Middle English debate poetry /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1059425199.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.Document formatted into pages; contains viii, 258 p. Includes bibliographical references (p. 241-258). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2008 July 29.
47
Coll-Vinent, Sílvia. "The reception of English fictional and non-fictional prose in Catalonia (1916-38), with particular reference to Edwardian literary culture and associated debates concerning the novel in England, France and Catalonia." Thesis, University of Oxford, 1996. http://ora.ox.ac.uk/objects/uuid:e715592b-063c-4a02-9bbb-d89078ec1719.
Full textAbstract:
The present study opens up the field of Catalan connections with English literature. The importance of Edwardian influences on the general transmission of English authors and works is demonstrated. Original data on the reception of G.K. Chesterton, the Edwardian figure with a most remarkable impact in Catalonia, is brought to light (Chapter 1, Appendix 1), followed by discussion of the presence of H.G. Wells and G.B. Shaw and an account of the reception of Well's early fiction (Chapter 2); their influence sheds new light on the aspiration of an élite to modernise Catalan culture. Catalan translations of English fictional works produced in the period 1918-38 (Chapter 3, Appendix II) are linked to the reception of the roman anglais in the context of the crisis of the roman à thèse, and the meditating influence of French criticism is revealed. The values of romance, adventure, and the common man (from Defoe to Stevenson, from Stevenson to Conrad) constitute the recurrent thread associated with the English tradition and with the Edwardian fictional canon, as these were mediated from France to Catalonia. This panorama of transmission enhances an understanding of Catalan views of the novel, in the light of Edwardian values (Chapter 4), as exemplified in Carles Riba's critical appraisal of two Catalan authors, in the appeal of Joseph Conrad's narrative technique and its influence on J.M. de Sagarra, as well as in the comparison of Frank Swinnerton's Nocturne (a best-seller of 1917) and its Catalan counterpart, M. Teresa Vernet's Les algues roges. This thesis also includes a chronology of the reception of Chesterton and a list of Catalan translations of English works of fiction.
48
Prytz, Johan. "Speaking of Geometry : A study of geometry textbooks and literature on geometry instruction for elementary and lower secondary levels in Sweden, 1905-1962, with a special focus on professional debates." Doctoral thesis, Uppsala : Department of Mathematics, Uppsala university, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7902.
Full text
49
Stadler, João Paulo. "Análise de aspectos sociocientíficos em questões de química do Enem: subsídio para a elaboração de material didático para a formação cidadã." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1649.
Full textAbstract:
Acompanha: Manual didático: o emprego de aspectos sociocientíficos no ensino de químicaEmpregar sequências didáticas que apresentem aspectos sociocientíficos (ASC) pode ser uma estratégia que possibilite o desenvolvimento de competências e habilidades requeridas nos Parâmetros Curriculares Nacionais e na Matriz de Referência do Exame Nacional do Ensino Médio (Enem), em conjunto com aspectos científicos descritos para o ensino de Química. O emprego de ASC, inclusive em exames de larga escala como o Enem, prescinde da relevância do tema proposto, com o emprego de temas globais, por exemplo; da controvérsia, ou seja, um estímulo ao exercício de argumentação para elaboração e avaliação de hipóteses e tomada de decisão e a relação desses requisitos com os conteúdos científicos. Por meio da Análise de Conteúdo de Bardin, sobre questões de Ciências Naturais do Enem de 2009 a 2004, foi traçado um perfil da prova. Contrariamente ao esperado, o Enem apresenta caráter disciplinar e propedêutico, o que reflete os anseios das instituições de ensino superior que passaram a aceitá-lo como forma de ingresso. Em contraste, apresenta, também, poucas questões com que abordam ASC, o que pode causar a desmotivação em empregar a discussão desses aspectos em sala de aula. Desse modo, foi desenvolvido um material que apresenta orientações e exemplos para a realização de práticas que envolvam ASC pode ser um meio de difundir e estimular a utilização de práticas entre professores de Química de modo a discutir, possivelmente, reflexos nas características dos exames do Enem.
To use didactic sequences that consider socio-scientific issues (SSI) perspectives can be a strategy to develop the competences and abilities required on the National Standards (PCN) and on the High School National Exam (Enem) References Guide and the specific objective proposed to Chemistry teaching. The usage of SSI, including in wide-ranging evaluations, such as the Enem, requires the demands: topic relevance, with the usage of global themes for example; controversy, i.e. a stimulus to the development of argumentation to elaborate and evaluate hypothesis and make decision considering the established controversy; and the relation between the two requirements with the scientific knowledge. By using de Content Analysis proposed by Bardin on the question of the National Exam was possible to design an exam profile. In contrary to what was expect as a profile for the Enem, the exam presents a disciplinary and propaedeutic profile, reflecting the Universities needs for their admission process, which can result in an exam with only a few questions with SSI characteristics, demotivating its usage in classes. Therefore, the development of material that presents orientations and examples for SSI activities can be a way to spread the methodology to Chemistry teachers and stimulate its usage and. It can possibly cause chances in Enem characteristics.
50
Shin, Somi. "Competence in communication for ESL/EFL speaking curriculum." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1962.
Full textAbstract:
This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.