1. Discourse analysis in rhetorical studies

Eisenhart, Christopher; Johnstone, Barbara

doi:10.1075/dapsac.31.02eis

Cited by 16 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…DA approaches do not constrain creativity. They simply ensure that findings are based on empirical observation and that scholars generate claims inductively by returning again and again to the texts they wish to understand (Eisenhart & Johnstone, 2008, p. 3). DA techniques are not formulae that analysts blindly apply, but heuristics that they adopt based on features of the data.…”

Section: The Value Of Discourse-based Methods For Rhetorical Analystsmentioning

confidence: 99%

“…Indeed, I look forward to the day when DA is recognized as a legitimate part of the "rhetorical tradition"-a methodological option that has its place alongside other approaches. I am confident this day is coming, especially since so many rhetoricians already embrace DA techniqueswhether they are interested in style (Fahnestock, 2011), ethos (Cheng, 2012), controversy (Cramer, 2011), "textual silences" (Huckin, 2002), the rhetoric of futurity (Dunmire, 2011), or a host of other topics (Barton & Stygall, 2002;Huckin, 1992Huckin, , 1997Huckin, Andrus, & Clary-Lemon, 2012;Johnstone & Eisenhart, 2008). For those already familiar with DA, some of what I address here will be familiar-though the combination of procedures is original.…”

Section: The Value Of Discourse-based Methods For Rhetorical Analystsmentioning

confidence: 99%

“…Eisenhart and Johnstone (2008) argue that the “close, rigorous attention to language” called for in discourse analysis (DA) can “pay off” for rhetoricians (p. 14) as they grapple with issues of “context, agency, and the relationship between style and argument” (p. 5). In this article, I confirm this “payoff” as I show how a mix of DA procedures can expand the critical apparatus of rhetoric and writing.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Discourse-Based Methods Across Texts and Semiotic Modes

Oddo

2013

Written Communication

View full text Add to dashboard Cite

As the scope of rhetorical inquiry broadens to cover intersemiotic and intertextual phenomena, scholars are increasingly in need of new, defensible analytic procedures. Several scholars have suggested that methods of discourse analysis could enhance rhetorical criticism. Here, I introduce a discourse-based method that is empirical, delicate, and adaptive to the complexities of intertextual and multimodal rhetoric. Specifically, I argue that rhetorical scholars can productively integrate systemic-functional linguistics, multimodal text analysis, and micro-intertextual comparison. I illustrate how this micro-rhetorical toolkit can be employed to investigate the recontextualization of written political discourse in video journalism.

show abstract

Section: The Value Of Discourse-based Methods For Rhetorical Analystsmentioning

confidence: 99%

Section: The Value Of Discourse-based Methods For Rhetorical Analystsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Discourse-Based Methods Across Texts and Semiotic Modes

Oddo

2013

Written Communication

View full text Add to dashboard Cite

show abstract

“…Thomo Huckino (2002, p. 159) tai vadinama "skirtingu detalumo lygmeniu" arba mikro-ir makroprocesų analize (plg. Eisenhart & Johnstone, 2008): DA orientuota į mikroprocesus -kalbines detales sakytiniame arba rašytiniame diskurse ir jo fragmentuose; retorika telkiasi į kontekstualius makroprocesus -diskurso kūrėjo autoritetą, intencijas, adresato reakciją, konteksto įtaką ir kitus į persvaziją nukreiptus elementus. Be to, RDA teikia diskurso analitikams įtikinėjimo, autoriteto, asimetrinių galios santykių analizės įrankius.…”

Section: Retorinė Diskurso Analizė Kaip Tyrimo Metodasunclassified

Rhetorical Value of Russian Inserts in the Posts by Lithuanian Politicians on “Facebook”

Gabrėnaitė

Biržietienė

2023

View full text Add to dashboard Cite

The article presents the study of political communication on social network “Facebook”. The object of the study is the motivation of using Russian inserts and potential influence on the effectiveness of the discourse. Effectiveness is related to the persuasion, the goal of the addressee in the communication process and the main concept of rhetoric, therefore, a rhetorical discourse analysis was used for the research. The focus of the presented research is on Russian language inserts in the posts by Lithuanian politicians published on the social network “Facebook”. The purpose of the research is to discuss the rhetorical value of Russian inserts. Inserts are elements of another language inserted into the main language, in this case Russian words (both authentic and adapted form), parts of words, text fragments. After examining over 100 Russian language inserts in the records of native Lithuanian politicians, two trends have emerged: 1) Russian language inserts in politicians’ records are deliberately used as means of stylistic expression, helping to imitate natural, informal speech, as well as creating contextual discourse; 2) Russian language is used as a way to express political attitudes and value positions.

show abstract

“…It is commonly accepted that all texts and discourses are built on prior texts and discourses (Bakhtin 1986;Fairclough 1992;Eisenhart and Johnstone 2008). The texts and discourses to which students of Economic and Business Science are typically exposed may prepare them for their role in a monocultural discursive community, but these texts and discourses are unlikely to foster an understanding of the practices in which the discursive communities of other cultures engage.…”

mentioning

confidence: 99%

Intercultural communicative competence is essential for students of international business - but can it be taught? The case of third-year BCom students

Southwood

Heukelum

2020

SAJHE

View full text Add to dashboard Cite

Intercultural communicative competence is essential for graduates wishing to work in the business sector. Such competence has become desirable for graduates who see themselves working in "demanding and highly-challenging international environments" (Sain, Kužnin and Roje 2017, 55-56). In spite of the need for well-developed intercultural competence in the workplace, students of Economic and Business Science are rarely deliberately equipped with an understanding of what language, culture and communication entail. Against this background, we investigated if an intervention, in the form of a 28-lecture undergraduate course, can develop third-year BCom students' intercultural competence so as to prepare them to deal with the heterogeneity that they will encounter in the workplace (and elsewhere), both in multilingual and multi-cultural South Africa and abroad. Based on eight of the skills and attributes identified by Deardorff (2004) as being markers of interculturally competent individuals (such as knowledge of self and others, respect, critical thinking skills, and an awareness of the importance of being interculturally competent), students (n=18) were assessed prior to the commencement of the course and again upon completion thereof. Pre-and post-course questionnaires were analysed qualitatively and quantitatively, and data were coded according to the eight Deardorff (2004) markers of intercultural competence. Additionally, a focus group discussion (n = 5) was held at the end of the course. The data showed that development took place in the students' attitudes, knowledge and skills related to intercultural communicative competence. Certain markers of intercultural communicative competence, however, showed more substantial development than others, the notable marker showing such development being critical thinking skills. The finding is that skills indicative of intercultural competence can indeed be developed by means of a curriculum in such a way that students think more critically about (i) cultural and linguistic diversity and (ii) their responsibility as future leaders to communicate optimally in diverse Southwood and De la Marque van Heukelum Intercultural communicative competence 298 cultural settings. Deliberately including courses on intercultural communication in programmes for students (not only students in Humanities and Social Sciences) could contribute to personal and professional development of students and lead to graduates who are better prepared for a career in multicultural national and international business sectors. Likewise, the introduction of in-service training in intercultural communicative competence can be considered for those who are no longer students, thereby contributing to improved intercultural communication in the workplace.

show abstract

1. Discourse analysis in rhetorical studies

Cited by 16 publications

References 0 publications

Discourse-Based Methods Across Texts and Semiotic Modes

Discourse-Based Methods Across Texts and Semiotic Modes

Rhetorical Value of Russian Inserts in the Posts by Lithuanian Politicians on “Facebook”

Intercultural communicative competence is essential for students of international business - but can it be taught? The case of third-year BCom students

Contact Info

Product

Resources

About