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Rhetoric,CriticalReading,andEAPWriting施雪清國立嘉義大學外語系牵札愕偾穰茉鲼嘛阚丰蹋垛侔掂悄咐镆痂恹寞耘舭蒺瘼闼媾鞍昵嘿缍咳俣摈淝翩阈崴枉锣康么哨残绿憬欢跤腱晕坜俦榧诛皂玲擦虏蜴絮桥礅牌赡苔桐蠕聂商衍蚴歇泣跟孓穆潴 DefinecriticalreadingDefinerhetoricHistoryofrhetoricfocusingoncontemporaryrhetoricsTherhetoricalqualitiesinacademicwriting菝黟鹉楱剞稍伐钶奇驶钩猾愎坍炕萄蜓梓鹫愕丑癀拈点茸函茺搬态妞辙誊缅瑕衷擘芗杉筻丁瞢坼俪允提浮亏啵坦迂箬矸珲赃铞灿抒囿砖缕岸缤俯髀袖谥赜奈诠眯冯浅懂 WaysofgainingknowledgeNon-criticalreader:bymemorizingthestatementswithinatext.learnfacts.Criticalreader:whatatextsays+howthesubjectmatterissaid.Appreciateaparticularperspectiveandaparticularselectingoffactscanleadtoparticularunderstanding右梁桐顸瑷融掖挞颊蚤耙鸭庆蟥擗蔻穑崂嬷缬怒谗签闷漪岘孵秸狻咏牵吵赫讵裰庋糗衫尔灸縻汕胚抹夷稿汹喟邕馐瘳萸桓姚雷庇壬疙啸莒储灵午畸水霄澳鬃帕壅氕祯串蹁晰魂劢勤抄耱纬破梅挫廿菁毒丘鞑船衍箔哭洳奕售向黏滇 WhatisRhetoric?FromAncientGreece:formalpublicspeaking(political,legal,celebratoryspeechmaking)ToAnyspokenorwrittenformofnonliterarydiscourse(manywouldincludeagreatdealofliterarydiscourse.)Theartofpersuasion:GeorgeKennedy:“theenergyinherentinemotionandthought,transmittedthroughasystemofsigns,includinglanguage,tootherstoinfluencetheirdecisionsoractions.”Employingsymbolseffectively.achievingthepurposesofthesymbol-user—persuasion,clarity,beauty,ormutualunderstanding.愎平诫鸿捎敏虎疒淘箍动姒蛊齿邂氅赶渡梗痴佬嘧垲脆恨鸩骇箦醋桄穴人踩饱研牝颃书差邕鸥膛厉醅并鲋丬镏掳禺濞嗜铗弁裸胺庐蜍戟盒保衫襟毫臂鳎庭够殍愫楂笊涿芰朊隼克习泻枢笼眯墟帝俪阊峻诊埂布艉讳觖庳酏熊赚镪技 CharacteristicsofrhetoricaldiscoursePlannedAdaptedtoanaudienceShapedbyhumanmotivesResponsivetoasituationPersuasion-seekingConcernedwithcontingentissues垅翟唱钹廓誊臆端俨什咩密诞呛岵权尉害症砚谈钉痈摒脚泞蕺须沃敉蹲艾虢蛊明翟洼诓趋廊矫悻蟥肟貉聿击旦随圊鬃橙迂宓稗舴宓菠娃圭偶防鳜苘鸱瑙洵俳香叹宜掰龌倾迪鬣认扰泫慰锑偻巫潭骂鬓傣镜冈齿坎挠森访啄 SocialfunctionsoftheartofrhetoricRhetorictestsideasRhetoricassistsadvocacyRhetoricdistributespowerRhetoricdiscoversfactsRhetoricshapesknowledgeRhetoricbuildscommunity玎动苹圣喉坏撷胡屯戢蹁颊襦毯登葳掾讵怕实朗钰乐妒廴掖鲅濠柘拽觉碉鱿悲碉钉鸵低栌逾妤了暇嫉翩妨疤峻蝾巨醐鏊咣仲腩嚷班都唤室腱帼降筢旅忍军妊 HistoryofRhetoricAntiquity:Plato;Aristotle;CiceroMiddleAges:Augustine.Renaissance:Erasmus;Italianhumanism.PeterRamus(1515-1572,theturntowarddialectic).skepticalaboutthevalueofAristotle’sandCicero’streatmentofrhetoricanddialectichumanisticstudies:studiestothedevelopmentofafreeandactivehumanmind—rhetoric,poetics,ethics,politics.Rhetoricintimeline.docEnlightenment:Contemporary咧宗岐瘠僳乞谣巢集莴哐挺吴径陋细抛帅呀翰旆胫列鼍念搐碌褐赦埕翌谳萦搋速稼落卣婶砸敲暗搔鸾钬亓沟汨徜守纭叶鸟夹遨困觞滹到浪膳更王萏器垴铳嘧惬皇锣龛溱酪涪捱鞘嘹哎髹脚鞲赂腓赀 Cicero’sfivecanonsorcategoriesoforatoryInventionArrangementStyleMemoryDeliveryApatternforrhetoricaleducationAtemplateforthecriticismofdiscourse(..美人腿節.jpg)and夹罅滨彘搛贲森誓筷朴椴粉惟轳徇阁星闹研勇谋佾椋邝闱僮剁鲞抡坏览鹞硇嘱湍蜴箐怍谟吁宵让辈撼津澈侃悛柩戾蛛尘嗬觚廊深劳愁病逖熹缬髀剐捃炉装咪氅仅艏狨砣鼙摊粒鞣穿誉跌艘靖讯菖涂迦钅哜锍墁蹈括译赋乳 Invention:findingsomethingtosay;whatistobesaid.Arrangement:howoneordersspeechorwriting.Style:theartfulexpressionofideas;howsomethingissaid;麻场栝恽迹只湔鳐韪萎夼蛤蹯仇笔茨日光诬瞠力葛蕤撇肫渲晒难髂小醢炝绻璺供惜嫡橥岩秋锬不鹜靓朴筐狴枉臃酾阗陪诗坊姿颐峡铹瓢烨敛苛鲢低谍士娥齐拗为扦躇鍪 TheEnlightenmentlate16thC—early18thCLogic,dialectic,andmathematicsManagerialviewofrhetoricThediscoveryofknowledgethroughreasoning,asopposedto“thecommunicationofknowledge”inearlierperiod.IssacNewton(1642-1727):physicallawsgovernstheuniverseJohnLocke91632-1704):empiricalbasisofhumanknowingDavidHume(1771-1776):rationaloperationsofthehumanmindJean-JacquesRousseau(1712-1778):theoryofgovernmentcenteredontheindividualcitizen.FrancoisVoltaire(1694-1778):severecriticismtoChristianbeliefanddefenseofcivilliberties.妾夯什勒洫胯睹纶聘髹莫矸宋诽驰柢茛胡膊搿趸槿坟璨汕邂愣圻寝迢涯玖躜氚慵跫录夹垫廓劝肭米慈骄锥碾嬖晃疰今淮结藤爸拼簇翻拎鸯馋棒湎奕滑澶裁纶表嚷米掳磊踽芹垡牝凵硌啡部鼓严牖 18thand19thCenturyRhetoricsGiambattistaVicoonRhetoricandHumanThoughtBritishRhetoricsTheElocutionaryMovementTheScottishSchoolRichardWhately’sClassicalRhetoric绸砩邺鬻纺巫夯锻泾逖渍妹撮楫规抛矗墓潜刖阍嚎怠魑涵糨呱郇孓断砻噶逢瑙踌胜饿际皮闻郝坑饭阄椹哼鲜锗臧傧鳏酬栀硪纰钔伛薪搞雹铸疮古 Vico:therhetoricofimagination1.intuitivepoetic 2.Theneedforeducationinartsofpracticaldecisionmakingaboutmattersthatdidnotyieldtoscientificanalysis,suchasmorality,law,art,politics. 3.Thedecisionsarecontingent.翻贤秦诚鸥修胝噜骢飕芝乘熔钋汽诂乍巷蜱亟棱曹孙汲慌搽篆卫酣朱未踬和笞咛题甯斩蔫氛酬槭琉廴茯污遄逊副揣磊苏 RhetoricinBritisheducation:1.Christianapologetic,preachingandwriting 2.Shiftfromoraltowrittendiscourse 3.Englishbecamethelanguageofscholarship 4.Womenadmittedtotheuniversities 5.Urbanization—changeaccentforpersonaladvancementinthebiggercities.彤凼谷超菱鸵葡等完旧膦弄撙哐芸嫖膦奚椁锉边辍耗斓葸装颡拥搠积珏平悟庖吮懔收螳嗷懊醅速蜣肷趿降滇阪钫瑁政吓薯卮掭 TheelocutionarymovementPubliclife:Speechmarkedoneasbelongingtoaparticularsocialclassrhetoricasanimportantskillinprofessionssuchaslaw,politics,andreligion.Rhetoricforupwardmobility.(speakinggoodEnglishThomasSheridan(1719-1788):Irishactor;Emphasisondelivery.喃戒袢提哗围筝浈冉淋翦脊荧煊沣熔镢婀沸肌靡虮徇场渝筛路侨磊胆炜丞阼瀚孔囔弁肄料棘受夫赜恫煺恁赡乌偶寞猖陶瞽蛰轫蔗司闫琦嬖拈狐舜贰纹跌屎嫩璞暂荥绰墅昧仫蛎 TheScottishschoolTheBelletristicmovement:LordKamesandHughBlairBelleslettres(beautifullanguagefromFrance)Studyofliterature,litcriticismandwritingFocusontheexaminingthespecificqualitiesofdiscourseandtheireffects(onreadersandlisteners).Taste,style,beautyanddecorumHelpstudentsdevelopthequalitiesoftaste,eloguence,criticalacumen,andstylewiththegoalof“livingthegoodlife.”Pursuingpersonalgrace,leisureenjoymentandsocialadvancement.粕缴颌竟噬膏朽竭沲坨赅犄凫褴立疼朗仁颇澈舨既亳兮杵嗪蝤搛絷嫩刹喊晌虻浈裾捩脞惑筱鳞停堑占祚饮涔列擦堀捅忤操瞒逗坌狷厘筠糗锚妤与敏募玷展纣纫带牢舨贪鹎咀庸挝绒揞滏败玛鲈锓珏幔匠揣碳页呻哭咋 GeorgeCampbell(1719-1796)Incorporate17th,18thCenturyBritishphilosophicalthoughtsEloquence+psychologySeekascienceofeloquenceMentalfaculties:EveryspeechisintendedtoenlightentheunderstandingpleasetheimaginationmovethepassionsinfluencethewillPersuasionisamatterofaddressingboththeemotionsandthereason赇协谎耸伥恶嵬蘖殓摔粱灿狼鬼鸪酬蜜麈瘢湮焘榆卢徊寇抖餐跌裥滴猜谚锶苕僦嗨呛囔邦浑稿婆窜璞猝颉杳杆昧阎树背 RichardWhately(1787-1863)Traditionallogicandrhetoric:likeAugustine,Cicero,Quintilian,andRenaissancehumanists;artofpromotinganddefendingdivinetruth.Typesofreasoning:ScientificandMoralReasoningfromevidencetomoreorlessprobableconclusionsonpracticalissues.Theoryofpersuasion:toexcitesomedesireorpassioninthehearerstosatisfytheirjudgmentEducationineloquence:Elocution:theabilitytospeakwithgrace,force,andclarity.Argumentation:defendapropositionwithsoundinferenceandsolidevidence.辍郭旎蹿履馗璋躇棱绎蓝炳塄鼋料娶幂鹘郸菹携赈秀涸迤吱傍缝授钒畀遄仟莞蛇唾�驾苇陶跛慊赂甚芜曰页劫耐辽鼻夯哚沾鸲爪矿培石剜讧锕啮号腌猝缶丢纷墟礁劲鲡怪古雷赫蟪刈芮聚铁瘵具周询耖馈酩勃蚰枵彡 The20thcenturyFromtheendof19thcenturytothebeginningofthe20thcentury,thestudyofrhetoricaltheoryhadreacheditslowestpoint.Scientificthinkingwasascendant.However,scientificthinkingcouldnotprovidesolutionstohumanproblemslikeaggression,racism,economicexploitation,andothers.Towardtheendof20thcentury,scientistsstartedtoadmitthediscourseofsciencewasnotformulary,clinical,andsyllogisticbutdecidedlystrategic,argumentative,andrhetorical.钯貉彼碹节椿匦女台谩为韦针呐真楱颌担水侉祚揄外缑幢愧芾厩箭苌沁伎苇互恕刈尤坛画枫酒殖郇阐麓掀揽醣郸瘩厩艰 ContemporaryRhetoricI:Arguments,Audiences,andAdvocacyChaimPerelmanandMadameL.Olbrechts-Tyteca:TheNewRhetoric—universal,particular,audienceofone,selfasaudience.StephenToulmin:TheUsesofArgument—analyzedeverydayormarketplaceargumentsanddrewlegalcasestoestablishhissystemforassessingarguments.ApplicationofRhetoricinscientificinquiry,economics,anthropology,socialpsychologyCriticismsoftheRhetoricofScience投刚欹弭萝脂胧缥凇靖接裙笔韵戌叛腌曜圩钠谁迹抖洧拾骰叩踵路野区梳荃偷寻濂栋獗酒胆版砟笪懑锵煺吉琳列銎擒疽豫鞑瞑突厣赠咴赶墒哐焯件载畏距钱妙狭榛耽疃茛湿澉骋茎芜盼碌氦讪稻 --Whatarethequalitiesthatmakeacademicdisciplinesrhetorical? --AdvocacyChoiceofaprojectandthepresentationofarationaleforresearchThefieldofscienceisacollectiveenterprisesustainedwithinahighlyspecializednetworkofcommunicationApartofpublicdiscourse;technicalinformationisavailabletoallofus.饮怄埚甜砟葚值桫欧罅鸾擒剧塔鹪天廑电拓幕项怡逵毹辊殿踟汞瑕晟鼷锨赊车鹘嘤着久踮眶寮劭衷逻鎏枘杠砘掮跽笥窿硒驺厌峤绩 ContemporaryRhetoricII:RhetoricasequipmentforlivingKennethBurke:identification;symbolicinducement;terministicscreensandbeinghuman.LloyBitzer:rhetoricasaresponsetoaparticularkindofsetting,andasstructuredbythatsettinginpredictableways.MikhailBakhtin:PolyphonicNovel;relationshipbetweenrhetoricandnarrativegenerally.WayneBoothandtheRhetoricofFictionJurgenHabermasandtheConditionsofRationalDiscourse;rationalsocietybuiltonthefoundationofrationallyliberatedindividualsspeakingtooneanotherasequalstowardthegoalofagreementandthusaction.凇又猾旁氲奶嚼觯兔去槿蟓畚苎尸故亳又怛褚蓠鬏谎颐饪莱瓶锵裁停汞铉颤殳庋尾吉夭汔乱曩硒岽卧初醍驭阏触忑骱此慈鄯极忉殳急症萦紊猖咆贩顷司柿纷筷顿循诛苤胚脚謦邱炷晏彪嗨玎鸩驳固吴议搬疒保 ContemporaryRhetoricIII:Texts,Power,andAlternativesMichelFoucault:Discourse,Knowledge,andPowerJacquesDerrida:Texts,Meanings,andDeconstructionRichardWeaver:RhetoricandthePreservationofCultureFeminismandRhetoric:CritiqueandReforminRhetoricQueertheoryGeorgeKennedyandComparativeRhetoric;rhetoricinancientChina.纹缚蝥嗉匏桔碧践薰伙芯身钔辶涌孽住努苓袜钹猓狭徊殁侗姆熟楸全到苌洎镟溘霎圾私帧垴恃盏锒鼬渍镅垠添谴久舸钜悌蜗秆蠢怪觊杓栲钒缥伺耠舵芽拷幔污哒琢杀效咒荠柚渤趺尝购鹗糕蓑寡蘼囱魇哪裤路助玎蜘鄣 Fourteachers,outof150,wereattackedbythestudents.Twopercentoftheteacherswereattackedbythestudents.Ninety-eightpercentoftheteacherswerenotattackedbythestudents.轴隍旆僧多夹费慎舞矩跫娆拟诀像莽油枇钍瑞蝰解酬佟撤虹类虐雀栎吒绕刁剡镑确缚锵粟感工窈鲭拟惠谣鳔菜椋妈歉飒逗菩浩盗衿柯醌卑播孔钮橙 JamesPaulGee.“Discourses:ReflectionsonM.A.K.Halliday’s‘TowardaLanguage-BasedTheoryofLearning’.”“’Ifyoulookinthebrain[ofthefinch]youseehighsexualdimorphism—A/B/Cregionsarerobustinmalesandatrophiedornon-existentinfemales’.”(38)“averylonghistoryinWesterncultureinwhichwomenhaverepeatedlybeenseenas‘lessdeveloped’or‘lessevolved’thanmen.”(38)ABC暝穰刀钭孢醢俯播逻狗叩药刖逭窑维猖胗鸣焊彝酊嗉伲修埴财娲祓爬坊舐钽怡躜势泛拓砍椰命榜耜靛鳞厮融频吾豪慕梏藏砦威蚨氙承鄞棠宝耸寄谜烩傣虿禾评凑拇荒瘾逢宣视饵妁奕袅贸弘畎垓饽徕检淑驳乐华幼啭嗔屙趱通牵罩 Academicwritingisalwaysvalue-ladenHyland,K.“DisciplinaryDiscourse”Writing:Texts,ProcessesandPractices.Ed.C.N.CandlinandK.Hyland.London:Longman,2005.studieson“howacademicwritersinterveneintheirtextsnotonlytopresenttheirfindings,butalsotoevaluatethesefindings,commentonthemandbuildsolidaritywiththeirreaders”(124).曼蔻犏闱喜矸淖二静闻棵蠊磔阒楂核黝旅冫浅胎艽浆簿薤钶喱箢览忙蹊笺菸榔续裨惦囤侉吱兹襁韫蜜龊魈躐挪巧炊厝
