Dissertations / Theses: 'Theories of rhetoric'

1

Rynearson, Anne. "Theories of Charter School Action: The Realities Behind the Rhetoric." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/666.

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By elucidating the distinct values of charter school advocates, this thesis will draw out unspoken assumptions about the nature of how charter schools function in America’s public school arena. Laying out the framework of three theories of charter school action will enable discussions on charter school policy to start from a shared point of understanding.

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Soyland, A. J. "Describing psychological objects : metaphor and rhetoric in theories of psychology." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240843.

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3

Gilbert, Gregory Wallace. "The recursive value of non-utilitarian writing as applied to cognitive domain theories." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/551.

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4

Meijering, Roos. "Literary and rhetorical theories in Greek scholia." Groningen : E. Forsten, 1987. http://books.google.com/books?id=YXtfAAAAMAAJ.

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Giroux, Amy Larner. "Kaleidoscopic Community History: Theories of Databased Rhetorical History-Making." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6277.

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To accurately describe the past, historians strive to learn the cultural ideologies of the time and place they study so their interpretations are situated in the context of that period and not in the present. This exploration of historical context becomes critical when researching marginalized groups, as evidence of their rhetorics and cultural logics are usually submerged within those of the dominant society. This project focuses on how factors, such as rhetor/audience perspective, influence cross-cultural historical interpretation, and how a community history database can be designed to illuminate and affect these factors. Theories of contact zones and rhetorical listening were explored to determine their applicability both to history-making and to the creation of a community history database where cross-cultural, multi-vocal, historical narratives may be created, encountered, and extended. Contact zones are dynamic spaces where changing connections, accommodations, negotiations, and power struggles occur, and this concept can be applied to history-making, especially histories of marginalized groups. Rhetorical listening focuses on how perspective influences understanding the past, and listening principles are crucial to both historians and the consumers of history. Perspectives are grounded in cultural ideologies, and rhetorical listening focuses on how tropes, such as race and gender, describe and shape these perspectives. Becoming aware of tropes—both of self and other—can bring to view the commonalities and differences between cultures, and allow a better opportunity for cross-cultural understanding. Rhetorical listening steers the historian and the consumer of history towards looking at who is writing the history, and how both the rhetor and the audience's perspective may affect the outcome. These theories of contact zones and rhetorical listening influenced the design of the project database and website by bringing perspective to the forefront. The visualization of rhetor/audience tropes in conjunction with the co-creation of history were designed to help foster cross-cultural understanding.
Ph.D.
Doctorate
Arts and Humanities
Texts and Technology

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6

Van, Horn Chara Kay. "The Paranoid Style in an Age of Suspicion: Conspiracy Thinking and Official Rhetoric in Contemporary America." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/communication_diss/25.

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The assassination of President John F. Kennedy in 1963 and the terrorist attacks of 9/11 are two events that scarred America and its people. In the aftermath of the assassination and the terrorist attacks, the American public was forced to sift through competing messages existing in the public sphere in order to make meaning out of the events. Although the American government, within a few days of both events, released who was ultimately responsible (Lee Harvey Oswald assassinated President Kennedy and Osama bin Laden and al Qaeda were responsible for 9/11), the people were still left with coming to terms for why such violence occurred. In order to provide a frame from which the American people could view and understand the assassination and the terrorist attacks, two blue ribbon commissions were formed: the Warren Commission, which investigated the assassination of President Kennedy and the 9/11 Commission, which investigated the terrorist attacks. Despite the reports’ purposes, significant segments of the population questioned both Commissions’ conclusions. In both instances, conspiratorial understandings of the events grew after the publication of the reports so that, in the case of the Warren Commission, most of the American public believe Oswald did not act alone and, in the case of the 9/11 Commission, there is growing belief that the government’s failure to predict and prevent the terrorist attacks was the result of a governmental conspiracy. This dissertation seeks to understand why, in our current times, official discourses are unable to prevail over conspiracy theories. This study proposes to illustrate the power of conspiracy discourse by examining it through the lens of official discourses that were designed, in part, to head-off conspiracy beliefs before they gained momentum within the American public. Such an inquiry will provide three main benefits: it will contribute to a more exacting understanding of the rhetorical power of conspiracy arguments in our times; it will provide insight into the relationship between official and conspiracy discourses (especially as they now exist); and, such a study has implications for determining the current direction of political life.

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Peake, Katharine Louise. "Composition heuristics and theories and a proposed heuristic for business writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3282.

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8

Woloshin, Deena. "The World Is Ending! Thanks, Iran: A Qualitative Analysis of Apocalyptic Rhetoric and the Joint Comprehensive Plan of Action." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1139.

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The Joint Comprehensive Plan of Action was signed in 2015 by President Obama and began a political and religious battle that ensued for months in the United States Congress. Two of the main actors in the fight against JCPOA were Christians United for Israel (CUFI), a Christian-Zionist lobby[1], and the American Israel Public Affairs Committee (AIPAC), one of the most prominent pro-Israel lobbies founded and largely supported by Zionist-Jewish Americans[2]. Both organizations deployed tactics of religious and apocalyptic-religious rhetoric to encourage their large and influential constituencies to join them in the fight against the Joint Comprehensive Plan of Action, motivating U.S. citizens otherwise unaware and uninvolved of nuclear proliferation policy to become heavily involved in the process of the political debates surrounding the deal. This paper will seek to answer the questions: How is apocalyptic rhetoric typically conveyed through religious outlets? What then, does the deployment of this tactic say about religion in America in the public sphere? [1] Cohn-Sherbok, Dan. The Politics of the Apocalypse. Oneworld Publications Ltd., Oxford. 2006, pp. 165-166. [2] Waxman, Dov. Trouble in the Tribe. Princeton University Press. Princeton. 2016, pp.4.

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Wood, Matthew Stephen. "Aristotle and the Question of Metaphor." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32476.

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This doctoral dissertation aims to give a comprehensive and contextual account of Aristotle’s theory of metaphor. The dissertation is organized around the central claim that Aristotle’s definition of metaphor in Chapter 22 of the Poetics, as well as his discussion of it in Book III of the Rhetoric, commit him to what I call a vertical theory of metaphor, rather than to a horizontal one. Horizontal theories of metaphor assert that ‘metaphor’ is a word that has been transferred from a literal to a figurative sense; vertical theories of metaphor, on the other hand, assert that ‘metaphor’ is the transference of a word from one thing to another thing. In addition to the introduction and conclusion, the dissertation itself has five chapters. The first chapter sketches out the historical context within which the vertical character of Aristotle’s theory of metaphor becomes meaningful, both by (a) giving a rough outline of Plato’s critical appraisal of rhetoric and poetry in the Gorgias, Phaedrus, Ion, and Republic, and then (b) showing how Aristotle’s own Rhetoric and Poetics should be read as a faithful attempt to reform both activities in accordance with the criteria laid down by Plato in these dialogues. The second and third chapters elaborate the main thesis and show how Aristotle’s texts support it, by painstakingly reconstructing the relevant passages of the Poetics, Rhetoric, On Interpretation, Categories and On Sophistical Refutations, and resolving a number of interpretive disputes that these passages raise in the secondary literature. Finally, the fourth and fifth chapters together pursue the philosophical implications of the thesis that I elaborate in the first three, and resolve some perceived contradictions between Aristotle’s theory of metaphor in the Poetics and Rhetoric, his prohibition against the use of metaphors in the Posterior Analytics, and his own use of similes and analogical comparisons in the dialectical discussions found in the former text, the De Anima and the later stages of his argument in the Metaphysics. In many ways, the most philosophically noteworthy insight uncovered by my dissertation is the basic consideration that, for Aristotle, all metaphors involve a statement of similarity between two or more things – specifically, they involve a statement of what I call secondary resemblance, which inheres to different degrees of imperfection among things that are presumed to be substantially different, as opposed to the primary and perfect similarities that inhere among things of the same kind. The major, hitherto unnoticed consequence I draw from this insight is that it is ultimately the philosopher, as the one who best knows these secondary similarities, who is implicitly singled out in Aristotle’s treatises on rhetoric and poetry as being both the ideal poet and the ideal orator, at least to the extent that Aristotle holds the use of metaphor to be a necessary condition for the mastery of both pursuits. This further underscores what I argue in the first chapter is the inherently philosophical character of the Poetics and the Rhetoric, and shows the extent to which they demand to be read in connection with, rather than in isolation from, the more ‘central’ themes of Aristotle’s philosophical system.

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10

Scheuermann, Arne. "Zur Theorie des Filmemachens : Flugzeugabstürze, Affekttechniken, Film als rhetorisches Design /." München : ed. text + kritik, 2009. http://deposit.d-nb.de/cgi-bin/dokserv?id=3086618&prov=M&dok%5Fvar=1&dok%5Fext=htm.

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Sederstrom, Olivia Marie. "Communicating Performance: First-Year Writing Syllabi as Rhetorical Contact Zones." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91189.

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Syllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetorically. Using Mary Louise Pratt's idea of the "contact zone" as well as Rhetorical Genre Theories and Actor-Network Theory, I argue that beginning with an understanding for how the genre of syllabi function rhetorically will also help us understand how the genre can be communicative, in the sense that it sends a message, as well as performative.
Master of Arts
Syllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetorically. Using Mary Louise Pratt’s idea of the “contact zone” as well as Rhetorical Genre Theories and Actor-Network Theory, I argue that beginning with an understanding for how the genre of syllabi function rhetorically will also help us understand how the genre can be communicative, in the sense that it sends a message, as well as performative.

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12

Cooper, Karen G. P. "Counter-creation, co-creation, procreation a novel theological aesthetic & Not like other men : a novel /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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13

Blanckenburg, Max von [Verfasser], and Christiane [Akademischer Betreuer] Lütge. "Rhetorische Perspektiven auf fremdsprachliche Bildung im Fach Englisch : Theorie – Empirie – Unterricht / Max von Blanckenburg ; Betreuer: Christiane Lütge." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2021. http://d-nb.info/1230754822/34.

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Scheuermann, Arne. "Zur Theorie des Filmemachens Flugzeugabstürze, Affekttechniken, Film als rhetorisches Design." München Ed. Text + Kritik, 2006. http://d-nb.info/988123002/04.

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15

Eberwein, Tobias [Verfasser], Horst [Akademischer Betreuer] Pöttker, and Susanne [Gutachter] Fengler. "Literarischer Journalismus : Theorie, Traditionen, Gegenwart / Tobias Eberwein. Betreuer: Horst Pöttker. Gutachter: Susanne Fengler." Dortmund : Universitätsbibliothek Dortmund, 2013. http://d-nb.info/1111811970/34.

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16

Stanton, Courtney. "FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/388710.

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English
Ph.D.
While much attention has been paid to the borders between those within and beyond the discipline of composition, the primary goal of this project is to examine the discourses which exist within composition and, subsequently, how these discourses might work to undermine pedagogy and scholarship. I take the position that even those working directly in composition do not offer clear, consistent consensus regarding concepts which are fundamental to the legitimacy of composition as a discipline. Thus, as we strive to meaningfully frame our work for our students and stakeholders, it is imperative that we confront the ambivalences in our own discussions. Throughout this project I use critical disability theory to reconcile underlying concepts of composition, such as instability and the contextual nature of language, with competing concepts that often undermine effective pedagogy. Addressing these gaps via disability theory illustrates various conceptual similarities between the two disciplines and highlights the problematic tensions found in composition. Chapters two, three, and four here confront gaps between composition theory and practice and offer ideas from disability studies as a means of exploration and potential resolution. I first examine the specific notion that writing centers are intended to foster student autonomy through a long-term focus on creating better writers, rather than better writing. By exploring the deeper theoretical implications of the writer versus writing dichotomy, I hope to expose as destructive one of its key assumptions—the possibility of writerly autonomy—and consider its effects on writing center work and composition practice more generally. From here, disability theory offers a means to decentralize autonomy as a defining term, via specific theories of representation and dependence. I then focus on what we can accomplish, given this rejection of autonomy, and how to most effectively share and build knowledge with students. I explore the relationship between knowledge transfer and narratives of overcoming disability through analysis of scholarship on first-year writing courses. I argue that a belief in easily generalizable knowledge, like a belief in autonomy, manifests in misconceptions of the successful first-year writing course and thus that knowledge transfer should be reconceptualized as agency, and offer a brief discussion of threshold concepts as one potential source for transfer-as-agency pedagogy. Building on these concepts, I then consider how to most effectively locate composition within the university structure, focusing specifically on WAC/WID programs and the disability concepts of accommodation and universal design. Theories of universal design illustrate that composition must be integrated into the curricula beyond first-year writing; this sort of comprehensive curricula is not without complication, however, so I also explore issues of authority which arise out of universal design perspectives. Finally, I offer three imagined scenarios meant to illustrate how individuals working within this disability theory-based framework might address different challenges related to writing instruction and to reinforce the enormous value of a disability studies approach to the work of composition.
Temple University--Theses

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CRISTOVAO, MARCOS JOSE GOMES. "TARSO MAZZOTTI ON THE USE OF ARGUMENTATION AND RHETORICAL ANALYSIS FOR THE DEVELOPMENT, CRITIQUE AND COMPREHENSION OF PEDAGOGICAL THEORIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14752@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta dissertação tem como objetivo descrever e analisar o uso da argumentação e da análise retórica para o desenvolvimento, para a crítica e para a compreensão das teorias pedagógicas, sob a perspectiva de Tarso Mazzotti. Para isto, realizamos uma pesquisa bibliográfica a partir das obras deste filósofo da educação nas quais encontramos suas principais idéias acerca do uso da argumentação e da análise retórica. Logo, consideramos desde o capítulo Estatuto de cientificidade da pedagogia, publicado pela primeira vez em 1996, até (inclusive) a publicação, em 2008, do livro Doutrinas pedagógicas, máquinas produtoras de litígios. Enquanto o primeiro capítulo desta dissertação descreve as referidas idéias, o segundo capítulo analisa três pontos que permeiam as idéias apresentadas no capítulo anterior: a organização das teorias pedagógicas em torno de metáforas, o processo de validação das teorias pedagógicas, e a função e os limites da análise retórica aplicada às teorias pedagógicas. Na conclusão, convencidos de que o objetivo desta pesquisa tenha sido alcançado, apresentamos a utilidade do processo argumentativo e a necessidade da consideração da análise retórica como um dos instrumentos para a crítica das teorias pedagógicas.
This dissertation aims to describe and analysis the use of argumentation and rhetorical analysis for the development, critique and comprehension of pedagogical theories, focusing on the work of Tarso Mazzotti. Bibliographical research was undertaken, concentrating on the work of this philosopher of education and his principal ideas on the use of argumentation and rhetorical analysis. The texts analysed range from The scientific status of pedagogy, originally published in 1996, to the publication, in 2008, of his book Pedagogical doctrines: dispute-producing machines. The first chapter of this dissertation describes the central ideas, while the second chapter analyses three central aspects of the ideas presented in the previous chapter: the organization of pedagogical theories around metaphors; the validation process of pedagogical theories; and the function and limits of rhetorical analysis applied to pedagogical theories. The conclusion reinforces the utility of argumentative processes and the need to consider rhetorical analysis as one of the instruments for the critique of pedagogical theories.

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18

Cook, John. "The philosopher masked as literary theorist : 'cunning intelligence' (metis) instantiated in Bakhtin's rhetorical style." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:61c605c3-33f2-4a41-adb9-e4c3530aacfc.

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This dissertation discusses and analyses Mikhail Mikhailovich Bakhtin's conscious strategy of self-fashioning and reinvention, which is realised in his life and supported by the theoretical constructs contained in his Collected Works. It addresses the ambiguities and uncertainties in Bakhtin's life and work and uses two aspects of his philosophical approach and constructs to explicate these inconsistencies: his theory of identity and his theory of language. The analytical tools used to arrive at this conclusion include the notion of reflexivity (using Bakhtin's own theoretical constructs to analyse incidents in his life, and in turn, using those incidents to illustrate the concepts he developed). Theoretical support for Bakhtin's self-fashioning is provided by Fitzpatrick's theory of reinvention through impersonation and imposture in Revolutionary Russia. Bakhtin's theory of identity (expressed in his Nietzsche-influenced concept of the mask and its associated concept of travesty) supports this reinvention. Bakhtin's notion of double-voicedness, supported by his linguistic theories of interdiscursivity, heteroglossia and the utterance reinforce these two lines of thought. Bakhtin's two figures of speech: the word with a 'backward glance' and the word with a 'loophole' encapsulate this convergence of theory and life. These two constructs are brought into sharp relief when illuminated by Wittgenstein's theory of language-games, Austin's concept of performativity and Benveniste's formulation of deixis. The overarching metaphor for this dissertation is the Classical Greek concept of metis, or 'cunning intelligence', a concept that is instantiated in the way in which Bakhtin framed the narrative of his life and the manner in which he performed his work. The dissertation concludes that Bakhtin evolved a multi-threaded philosophy which was self-consistent in the way in which it addressed the creation of identity, the expression of language and the performance of life and work through the metaphor of metis.

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Haase, Donald. "Self-Referential Features in Sacred Texts." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3726.

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This thesis examines a specific type of instance that bridges the divide between seeing sacred texts as merely vehicles for content and as objects themselves: self-reference. Doing so yielded a heuristic system of categories of self-reference in sacred texts based on the way the text self-describes: Inlibration, Necessity, and Untranslatability. I provide examples of these self-referential features as found in various sacred texts: the Vedas, Āgamas, Papyrus of Ani, Torah, Quran, Sri Guru Granth Sahib, and the Book of Mormon. I then examine how different theories of sacredness interact with them. What do Durkheim, Otto, Freud, or Levinas say about these? How are their theories changed when confronted with sacred texts as objects as well as containers for content? I conclude by asserting that these self-referential features can be seen as ‘self-sacralizing’ in that they: match understandings of sacredness, speak for themselves, and do not occur in mundane texts.

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20

Choi, Eun-Nyoung [Verfasser], Bernd [Akademischer Betreuer] Witte, and Volkmar [Akademischer Betreuer] Hansen. "Die modifizierte Theorie der literarischen Unbestimmtheit. Eine vergleichende Untersuchung von Wolfgang Isers Wirkungsästhetik und Bertolt Brechts episch-dialektischem Theater am Beispiel der epischen Oper Aufstieg und Fall der Stadt Mahagonny / Eun-Nyoung Choi. Gutachter: Bernd Witte ; Volkmar Hansen." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2013. http://d-nb.info/1045345571/34.

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Gustafson, Melissa Brown. "The Valuation of Literature: Triangulating the Rhetorical with the Economic Metaphor." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd510.pdf.

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Jäppinen, Anna. "Att lära sig eller att bli lärd : hur ett datorprogram i argumentation blev till." Thesis, Örebro University, Department of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1886.

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Uppsatsen är en beskrivande och reflekterande studie över ett kombinerat demonstrations- och intervjuprogram. Programmet programmerades och användes i syfte att förbereda utvecklingen av ett datorprogram som ska lära ut och träna argumentation.

Studien beskriver hur intervjuprogrammet konstruerades med avseende på teorier från retorik och pedagogik, samt resultat därur. Avslutningsvis diskuteras processen och potentialen i att skapa ett program som skulle kunna ligga till grund för ett personligt kunskapande, ett argumentationsprogram.

Sammanfattning;

Tekniker för argumentation tränas inte naturligt i skolorna, inte heller i vardagen. Successivt lärs argumentation på olika vis, självständigt eller genom andra. Man lär sig eller blir lärd. Intervjuprogrammet gav tydliga signaler om hur ett argumentationsprogram bör utformas för att tala till användaren på ett så tydligt och personligt vis som möjligt.

Slutdiskussionen redogör för vad ett sådant argumentationsprogram skulle kunna innebära för användaren. Ett eventuellt argumentationsprogram kommer att lära ut en stabil, lite förenklad grund, som ger användaren fem tydliga topiker och träning i att använda dem. Verktyg som senare och i andra situationer kan tillämpas vid argumentation.

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"Towards a Disruptive Theory of the Affectual: Queer Hemispheric Theories of Affect and Corporeality in the Americas." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25954.

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abstract: At the heart of this dissertation is a push for critical genealogy that intervenes into two major theoretical bodies of work in rhetoric and composition -- affect studies and queer latina rhetorics. Chapter one intervenes into emerging discourses on publics and affect studies from seamlessly recovering "the body" as an always-already Western body of rhetoric in the advent of this renewed interest in emotion, embodiment, and structures of affect as rhetorical concepts showing the long history of theorizing by queer mestizas. Chapter two focuses on one register of affect: anger, which articulated from the works of writers such as Maria Lugones and Gloria Anzaldúa offers a complex theory of agency for the subaltern subject. Chapter three links emotions like anger and melancholia to the corporeal rhetorics of skin and face, metaphors that are abundant in the queer mestiza and chicana writers under discussion, revealing the dramatic inner-workings of a the queer mestiza subject and the inter-subjective dynamics between the racialized and gendered performance of that body. By re-rooting affect in the queer colonized, yet resistant body, the link between the writing subject and colonial violence is made clear. Chapter four looks at the autoethnographic process of creating an affective archive in the form of queer racial melancholia, while Chapter five concludes by taking writing programs to task for their view of the writing archive, offering a radical new historiography by means of a queer chicana methodology.
Dissertation/Thesis
Doctoral Dissertation English 2014

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"An historical evaluation of the theories of Georgios Gemistos-Plethon on society and politics." Thesis, 2014. http://hdl.handle.net/10210/8985.

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Yayie, Wondwossen Demissie. "The role of self-efficacy and atttribution theories in writing perfomance." Diss., 2016. http://hdl.handle.net/10500/20191.

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In the last 20 years, various investigators have contributed valuable insights that shed light on the interconnected matrix of self-efficacy and attribution theories of motivation in instilling confidence and desire for academic achievement. However, these two areas of beliefs and their effects on students‟ achievement have rarely been researched together with writing performance here in Ethiopia. Both quantitative and qualitative methodologies have been integrated in the analysis of the data gathered from two secondary schools. The quantitative method was employed where participants were involved in taking composition test, filling out the self-efficacy scale and a questionnaire on attribution so as to investigate the relationships among the variables. The qualitative method was also used to examine the teachers‟ role in boosting students‟ motivation towards effecting goal-oriented striving at success in English writing performance The findings of this study indicated that there is a positive and strong relationship between writing self-efficacy beliefs and awareness and effective performance in writing tasks. It was also found that the learners who attributed their success to their ability and effort rather than to external causes achieved better results. Moreover, the findings of the qualitative data indicated that teachers‟ interest and motivation to teach writing can play a crucial role so as to raise the learners‟ feelings of self-worth and self-efficacy to do the writing activity. In other words, teachers need to capitalise on their learners‟ fervent desire for success and achievement in whatever line of endeavour, and the vital role effective writing skills play in the realisation of life goals.
English Studies
M.A. (Specialisation in TESOL)

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"Surface Conflict - Underlying Compatibility: Reconciling Conflicting Theories of Language." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9469.

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abstract: Lakoff and Levinson claim they have discredited the theory of universal grammar. This dissertation discusses the possibility of a universal humor, suggesting that if universals exist in language's most playful and least rule-governed aspect then they must exist in grammar, language's least playful and most rule-governed aspect. Lakoff's and Levinson's texts are closely analyzed to demonstrate that their claims against Chomsky are not firmly supported; that their groundbreaking new theories of language, perception and cognition do not constitute data that undermines Chomskyan theory; that Levinson's theory of a universal mechanism for human interaction is no stronger than the the grammar universals that Levinson strongly rejects. It is suggested that the litmus test of culture-specific versus universal language may be its level of rhetorical density, as illustrated with humor and naming samples. It is argued that Fillmore's deep case theory, as explained by Nilsen using semantic features and pragmatic intent, has never lost its status as a linguistic universal; Chomsky's theoretical debt to Charles Fillmore may indicate that he unconsciously used Fillmore's deep case, which for Chomsky became thematic relations, without realizing that Fillmore had been the impetus for his research. It is argued that none of the theories of universality, typology or conceptual metaphor may be considered mutually exclusive.
Dissertation/Thesis
Ph.D. English 2011

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Maida, Marcus [Verfasser]. "Transformation und Vermittlung : über den gegenwärtigen Wandel ästhetischer Wertungen, Rezeptionen und Formen als Grundlage für eine Theorie der transformierten Literatur / Doktorand: Marcus Maida." 2008. http://d-nb.info/100732385X/34.

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WU, CHUN-HUI, and 吳純惠. "An analysis of the performance way in Jimmy’s illustrated books with rhetorical skills in Liu Shih's Critical Theories & Essays." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/78507420684653576614.

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碩士
國立臺中教育大學
美術學系碩士班
98
There are rich languages in images. Especially when it comes to “reappearing” sceneries and details of reality, using images will be more direct and effective. This analysis aims to go back before the invention of text, and analyze the meanings of “text” by using “image”, furthermore, to interpret the rhetorical skills of “text” in “image”. Liu Shih’s Critical Theories & Essays is the first systematic work about literary theory in history of Chinese Literature. On the other hand, the illustrated books presented by Jimmy, not only the imagination space brought by image itself and the arrangement of images and texts, but also rich poetry is brought by text itself. This analysis aims to offer illustrators the usage of rhetorical skills as references, to help them construct a set of alternative ways of creative thinking, so more production of excellent illustrated books and works could be expected. This analysis is using Documentary Analysis method to analyze the documents on rhetorical skills in Liu Shih's Critical Theories & Essays, and make them into different items about rhetorical skills in Liu Shih’s Critical Theories & Essays. Then, the performance way of Jimmy’s 321 images in his six award-winning illustrated books are analyzed analyzed one by one by using the rhetorical skills in Liu Shih's Critical Theories & Essays. The results show that the performance way can be presented as four categories and seven items: metaphor, symbol, exaggeration, allusion, antithesis, envisioning, and climax. Each one of these seven items has unique character and function, so they have different advantages. Overall, “Envisioning” is the rhetorical skill which is used most frequently in Jimmy’s illustrated books. Through wild imagination, Jimmy is good at using concrete images to illustrate someone or something clearly as you can see it personally, giving readers the impression as immersion, feeling like going through everything in person. The second-frequent item which is used in Jimmy’s books is “Exaggeration”; Jimmy always presents images through enlarging or reducing them. The third-frequent item which is used in Jimmy’s books is “Climax”; Jimmy is good at illustrating various things progressing step by step, according to size, weight, and property, etc. This is the advantage of Jimmy’s pattern of creating, and also is his works’ character. Other illustrators are suggested to use rhetorical skills more.

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Pond, Irina K. "Making sense of postmodern identities. A comparative investigation of social constructionists' methodological theories: Theory of coordinated management of meaning and rhetorical -responsive perspective." 2000. https://scholarworks.umass.edu/dissertations/AAI9988832.

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The dissertation provides a comparative investigation of two Social Constructionist methodological perspectives, Theory of Coordinated Management of Meaning by Vernon E. Cronen and W. Barnett Pearce and Rhetorical-Responsive perspective by John Shotter. The emphasis of the investigation is on the methodological abilities of both perspectives to critically describe the way people identify themselves in their languaged social action, to enhance the public critical voice and to facilitate social change. The investigation is based on the case study that features communicative practices and activities of the Labour Party leadership during the 1992 General Election campaign as portrayed in a dramatic play by David Hare “The Absence of War”. ^

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Boulay, Claude. "La relation changeante entre la Cour suprême du Canada et la société civile : l'impact des acteurs sociaux sur l'accès à la justice et la production du droit." Thèse, 2016. http://hdl.handle.net/1866/18362.

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Nutting, Catherine M. "Rubens and the Stoic Baroque: Classical Stoic Ethics, Rhetoric, and Natural Philosophy in Rubens’s Style." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8985.

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Rubens is known as a painter; he should also be defined as an art theorist. Following Robert Williams’ theory that Early Modern art became philosophical, I believe that style can connote art theoretical interests and philosophical models, and that in Rubens’s case, these included the classical Stoic. While it would be possible to trace Rubens’s commitment to Stoicism in his subject matter, I investigate it in his style, taking a Baxandalian approach to inferential criticism. I focus on Rubens’s formal choices, his varied brushwork, and his ability to create a vibrant picture plane. My study is divided into chapters on Ethics, Logic, and Physics. In Chapter One I treat Stoic moral philosophy as an influence in the design of Rubens’s paintings, consider similarities between classical and Early Modern interest in viewer/reader response, and argue that Baroque artists could use style to avoid dogma while targeting viewers’ personal transformation. In Chapter Two I focus on Rhetoric, a section of the Stoic philosophy of Logic. Stoic Logic privileged truth: that is, it centred on investigating existing reality. As such, Stoic rhetorical theory and the classical literature influenced by it promoted a style that is complex and nuanced. I relate this to the Early Modern interest in copia, arguing that this includes Rubens’s painterly style which, apropos copia, should be better termed the Abundant Style. In Chapter Three I explore similarities between Stoic Natural Philosophy and the Early Modern artistic interest in the unified visual field. The Stoics defined the natural world as eternally moving and mixing; with force fields, energy, and elements in constant relationships of cause/effect. The Stoic concept of natural sympathy was a notion of material/energetic interrelatedness in which the world was seen as a living body, and the divine inhered in matter. I consider ways that these classical Stoic concepts of transformation, realism, and vivified matter might be discerned in Rubens’s style.
Graduate
2020-12-14

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Dissertations / Theses on the topic 'Theories of rhetoric'

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