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Smart, Ronnie. "How Yanzi Fulfills His Responsibilities as Minister in the Rhetorical Techniques Within the Jian (Remonstrance) of the Yanzi Chun Qiu". Thesis, University of Canterbury. Languages and Cultures, 2008. http://hdl.handle.net/10092/4196.
Pełny tekst źródłaWilliams, Jessica Jain. "Postmodern Narrativity in Absalom, Absalom! and Memento: Examining Telling Similarities in the Techniques of William Faulkner and Christopher Nolan". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001170.
Pełny tekst źródłaIncigneri, Brian, i res cand@acu edu au. "My God, My God, Why Have You Abandoned Me? : The setting and rhetoric of Mark's Gospel". Australian Catholic University. School of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp6.19072005.
Pełny tekst źródłaLivingstone, Niall. "Isocrates' Busiris : a commentary; with special reference to rhetorical purpose and technique". Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321516.
Pełny tekst źródłaRahman, Zarina. "Thabo Mbeki : State of the Nation Addresses - an analysis of his rhetorical technique". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9001.
Pełny tekst źródłaThe dissertation analyses the rhetorical style of Thabo Mbeki with the aim of evaluating whether his oratory was effective enough to convince his audience to support him. It does this by analysing four of the eleven annual addresses that he delivered at the occasion of the Opening of Parliament during his period in office. Mbeki held the position of President of South Africa from June 1999 to September 2008. The speeches that were chosen for analysis from this period are 1999, 2003, 2006 and 2008. The motivation for these choices is related to critical periods during the Mbeki presidency. Before analysing the speeches, the paper examines the context in detail by briefly outlining Mbeki's political and personal background in order to understand his identity in relation to his rhetoric. The current form of annual address at the opening of Parliament is placed in its historical context It also places the type of speech in context in terms of parliamentary rules and the South African Constitution and does a brief comparison with similar addresses in the United States of America and Britain. A key aspect of the dissertation is to attempt to identify how he possibly failed to gain the support his audience by missing the opportunities that his annual address to Parliament presented. In order to identity the disjuncture between the style and content of the oration and the audience. the dissertation examines the understanding of audience and speculates about the real and perceived audiences in the case of Mbeki's annual addresses. The annual address to Parliament provided Mbeki with an opportunity to speak to the nation. directly through the various forms of media as well as through the members of Parliament that were present at the addresses. The dissertation concludes that, on the basis of the in-depth rhetorical analyses of the speeches and the perception of the audience. Mbeki's form of oration resulted in him appearing distant and aloof to his audience. Mbeki used Eurocentric language and metaphors that the audience was not able to identify with thereby failing to unite the audience in support for him. He failed to use presidential rhetoric to his advantage in his speeches in Parliament but further failed to bolster the rhetorical presidency by not establishing his ethos with the people whose support he depended on in order to secure his position in office. By maintaining a strong adherence to the British notion of a president-in-parliament, he remained aloof and wasted the opportunity that the office of the President provided. While his policies may have been sound. he was not able to convince his audience of this causing him ultimately to fail.
Tayler, Anne Hamilton. "Viva voce : the oral and rhetorical power of quotation in The cantos of Ezra Pound". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32012.
Pełny tekst źródłaArts, Faculty of
English, Department of
Graduate
Payne, Darin Phillip Desser. "Assessing collaboration: Techniques, technologies, and cultural reproduction in the composition classroom". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280106.
Pełny tekst źródłaMartin, Jim. "A rhetorical analysis of the illustrative technique of Clovis G. Chappell, Batsell Barrett Baxter, and Lynn Anderson". Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
Pełny tekst źródłaKahane, Ahuvia. "The interpretation of order : a study in the poetics of Homeric repetition". Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670325.
Pełny tekst źródłaMcConnell, Kathleen Fiona. "Inventing pluralistic education compulsory schooling as technique of democratic deliberation /". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331357.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4320. Adviser: Robert E. Terrill.
Griffith, J. W. "The Half-History of Spiro Elisha White". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1875.
Pełny tekst źródłaSnead, Nicholas DeVan. "Fabulistic: Examination and application of narratology and screenplay craft". CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3320.
Pełny tekst źródłaSimmons, Eugene Bradley. "Humanizing the Humvee personification techniques and visual rhetoric as used in a U.S. Army technical comic book /". [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476365.
Pełny tekst źródłaMasquelier, Denis. "La communication institutionnelle de recrutement et ses techniques publicitaires". Valenciennes, 1995. https://ged.uphf.fr/nuxeo/site/esupversions/d0809fa2-f248-4213-a4b1-cceacb4803e9.
Pełny tekst źródłaCloer, Eddie. "Profiles in evangelistic persuasion a descriptive analysis of the persuasion techniques of seven preachers of the Churches of Christ /". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Pełny tekst źródłaTapleshay, Jack. "Synectics: Applying its methods and techniques to the composition class". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/359.
Pełny tekst źródłaChesebro, Joseph Lee. "A fantasy of insanity : a fantasy theme analysis of Susan Powter's Stop the insanity!" Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941718.
Pełny tekst źródłaDepartment of Speech Communication
Henney, Pamela Ann. "Acting the Author: Using Acting Techniques in Teaching Academic Writing". University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1342799222.
Pełny tekst źródłaAndiloro, Andrea. "Propagaming : Uncovering Propaganda In War Videogames". Thesis, Uppsala universitet, Medier och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324568.
Pełny tekst źródłaWilliams, Denise Rochelle. "The vagaries of voice in the composing process". CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/445.
Pełny tekst źródłaVilleneuve, Véronique. "À travers l'objet, un récit /". Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2000. http://theses.uqac.ca.
Pełny tekst źródłaHaag, Nils. "Persuasiva spel: Ett medium med spännande möjligheter : Procedurell retorik i två svenska opinionsbildande datorspel". Thesis, Södertörns högskola, Institutionen för kommunikation, medier och it, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9781.
Pełny tekst źródłaAndrée, Alexander. "Gilbertus Universalis: Glossa ordinaria in Lamentationes Ieremie prophete. Prothemata et Liber I. : A Critical Edition with an Introduction and a Translation". Doctoral thesis, Stockholms universitet, Institutionen för franska, italienska och klassiska språk, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-531.
Pełny tekst źródłaDésy-Giguère, Denyse. "Sophie, récit ; suivi de Essai de représentation de la vie psychique d'un personnage féminin de la décennie soixante". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53938.pdf.
Pełny tekst źródłaUddén, Anna. "Veils of irony : the development of narrative technique in women's novels of the 1790s /". Uppsala : S. Academiae Ubsaliensis : Distributor, Uppsala University Library, 2000. http://bibpurl.oclc.org/web/31295.
Pełny tekst źródłaSmith, Jennifer. "Theorizing Digital Narrative: Beginnings, Endings, and Authorship". VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/316.
Pełny tekst źródłaBartone, Christopher A. "News Media Narrative and the Iraq War, 2001-2003: How the Classical Hollywood Narrative Style Dictates Storytelling Techniques in Mainstream Digital News Media and Challenges Traditional Ethics in Journalism". Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149531650.
Pełny tekst źródłaAit, Saidi Salima. "Analyse des relations entre concepts scientifiques et structure rhétorique dans des articles de recherche appartenant à un champ disciplinaire des Sciences de l’éducation". Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL009/document.
Pełny tekst źródłaOur research focuses on two interrelated objectives. The first one aims at providing assistance to the evaluation of scientific writings because of; the numbers of publication, which keep on rising, the boundaries between the areas become and it's becoming more and more difficult to find relevant publications so as the practical need for assessments is appearing as unavoidable. We also have to find new ways to help the evaluation of the research work, through a wide range of indications different from those usually used for research assessment, notably, through the identification of the research problem. These indications that announce the formulation of the research problem in scientific articles can be identified as "speech formulas." Our research does not extend to the formulation of the scientific problem because of the complexity of this concept and the difficulty of defining it from the point of view of information extraction. We propose a model of the speech forms that we have integrated into the parser Xerox Incremental Parser (XIP) in pattern recognition rules. We used a corpus of Educational Sciences Research articles from the Scientext corpus to detect these speeches formulas. The choice of field is motivated by my participation in the European project EERQI which aims to strengthen and enhance the worldwide visibility and competitiveness of European research in education. Different methodological approaches were adopted to perform a fine linguistic study of these formulas as: discourse analysis (Mr. Pecman, 2004, K. Hyland, 2005, Á, Sándor A. Kaplan, G. Randeau, 2006, D. Siepman, 2007, A. Tutin, 2007-2010), robust parsing (S. Aït-Mokhtar, J. Chanod, R. Roux, 2002). Thus, the goal is to implement an applicative approach aiming at helping expert reading through the identification, typology and functioning of lexical associations which convey the research problem
Carlos, Josely Teixeira. "Fosse um Chico, um Gil, um Caetano: uma análise retórico-discursiva das relações polêmicas na construção da identidade do cancionista Belchior". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-07102014-121114/.
Pełny tekst źródłaConsidering the Brazilian Popular Music (Brazilian verbomusical discourse) as a discourse practice, the main target of this work is to analyze, upon the duality identity-alterity, the polemical processes of identity construction of the discourse subject revealed in the songs by the composer Belchior, in dialogue with another Brazilian music productions, especially the works of the composers Caetano Veloso, Chico Buarque and Gilberto Gil. My theoretical perspectives will be the Classical Rhetoric, according to Aristotle; the New Rhetoric and the Theories of Argumentation, according to Perelman, Olbrechts-Tyteca, Meyer, Plantin, Amossy and Mosca; the Dialogical Analysis of Discourse, according to the Circle of Bakhtin and the French Analysis of Discourse (A.D.) led by Maingueneau. Another theoretical basis are the researches about the polemical discourse based on Charaudeau, Kerbrat-Orecchioni, Angenot and Maingueneau and also based on the works about music and song, according to Hirschi, Wisnik and Tatit. From the articulation of these studies, I will point out the polemical relations on how the identity of the composer Belchior was established within the field of the Brazilian music. The main hypothesis is that his polemical relations configured between 1974 and 1993, although involves several antagonists, aims at two names Belchior himself (the polemics source) and Caetano Veloso (the polemics aim). In pro of this hypothesis, I will investigate how the elements of the discourse genre, scenography, ethos and language code are invested by Caetano Veloso, Chico Buarque and Gilberto Gil and reflected on the songs of Belchior in order to figure an individual polemical positioning, as well as the types of arguments used by the singer within those polemical relations. Generally speaking, I assume that the interdiscourse investments and the rhetorical gestures altogether configure a specific nature to the discourse of Belchior as an example of the rhetoric of the Brazilian verbomusical discourse, summarized by the notion of a polemical investment of identity
Silva, Tânia de Cássia. "Memórias póstumas de Brás Cubas: A caracterização de Virgília à luz das figuras de linguagem". Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/14799.
Pełny tekst źródłaSecretaria da Educação do Estado de São Paulo
This dissertation was born from the idea to make the analysis of the character Virgília she begins at Posthumous Reminiscences of Brás Cubas through the figures of language. To its achievement were used like teoric foundation the concepts of the next researchers: Roland Barthes, Chaïm Perelman, Paul Ricoeur, Frederick Nietzche, Olivier Reboul, Quintiliano, Aristóteles, Gèrard Genette, Tereza Lúcia Halliday, Walter de Castro, Hélio de Seixas Guimarães e Ana Cecília Lessa, Beth Brait, Vladímir Propp, Soren Kierkegaard, Márcio Gimenes de Paulo, Henri Bergson e Douglas Colin Muecke. They all, in a way or another, directly or indirectly, take their researches at Rhetoric. This subject was very important to the Greek people because, since the Antiquity, it was necessary to its intelectual upbringing, even though its main goal was to teach speaking and writing well , in other words, its objective was to study the ways of persuation present in the speech. And, how it´s known that there isn t free speech second intentions the Greeks were one of the first people to realize that the maintenance of the power come of the dominance of the persuasive techniques . This way, based on these concepts, looked for to put in evidence the rhetoric elements, or rather, the figures of the language used by Brás Cubas, the narrator of the Posthumous Reminiscences , in the description of Virgília. But, to that, it didn t lose sight this autodiegetic narrator, even though his voice is the only one to tell the respective narrative, and, of course, that he will take this opportunity to denounce the social injustices, even if he has to expose himself (as main character) and Virgília, his old affair
Esta dissertação foi concebida a partir da idéia de se fazer uma análise da personagem Virgília - das Memórias Póstumas de Brás Cubas - através das Figuras de Linguagem. Para sua realização, foram utilizadas como fundamentação teórica as concepções dos seguintes pesquisadores: Roland Barthes, Chaïm Perelman, Paul Ricoeur, Frederick Nietzche, Olivier Reboul, Quintiliano, Aristóteles, Gèrard Genette, Tereza Lúcia Halliday, Walter de Castro, Hélio de Seixas Guimarães e Ana Cecília Lessa, Beth Brait, Vladímir Propp, Soren Kierkegaard, Márcio Gimenes de Paula, Henri Bergson e Douglas Colin Muecke. Todos eles, de uma forma ou de outra, diretamente ou indiretamente, direcionaram seus estudos à Retórica. A importância desta disciplina advém do fato dela ser, desde a Antigüidade, imprescindível à formação intelectual do povo grego, já que seu objetivo principal era ensinar "a falar e escrever bem", ou seja, era estudar os "meios de persuasão" presentes no discurso. E como nenhum discurso é desprovido de segundas intenções, sabia-se, já naquela época, que a manutenção do poder provinha do domínio das "técnicas persuasivas". Assim, partindo desses conceitos, procurou-se justamente colocar em evidência os recursos retóricos, ou melhor, as figuras de linguagem utilizadas por Brás Cubas o narrador das "Memórias" na caracterização de Virgília. Mas, para isso, não se perdeu de vista este narrador autodiegético (a única voz a narrar a história), porque é claro que ele irá se aproveitar desta situação para denunciar as mazelas sociais, ainda que tenha de expor a si mesmo (enquanto protagonista) e Virgília, seu antigo caso amoroso
Ribas, Marie-Noëlle. "EMPEIRIA. La querelle de l'expérience (Aristote, Platon, Isocrate)". Thesis, Lyon, École normale supérieure, 2015. http://www.theses.fr/2015ENSL1040.
Pełny tekst źródłaThis dissertation investigates how Aristotle, Plato and Isocrates use the notion of empeiria and promote a certain conception of experience, in order to defend themselves from the charge of inexperience made against them, and also in order to debate about the question of excellence in the theoretical, technical and practical fields. This study sheds some new lights on ancient empiricism, by investigating, on one hand, Plato’s and Aristotle’s criticism against an empiricist sophistic approach of knowledge and action, and, on the other hand, the so-called Aristotelian empiricism. Although the concept of ‘empiricism’ has no equivalent in Greek, Plato uses the notion of empeiria to designate a non-technical form of action, in order to underlie a lack of technicality and to question the value of what some sophists claim to teach under the name of technai. While insisting on a philosophical kind of experience of truth, Plato criticizes what appears to be the empiricism of those who ignore the theoretical and practical value of the knowledge of intelligible realities. Aristotle goes beyond this stance by re-evaluating positively the role of empeiria, both in its cognitive and practical aspects, as a specific kind of knowledge, derived from sense-perception. He still criticizes the empiricism of those who fail to reach a certain kind of knowledge, namely the knowledge of universals, but also adds a criticism against those who lack the knowledge of particulars acquired through sense-perception and experience.If Aristotle is no more an empiricist than Plato, since he does not recognize sense-perception as the principle of knowledge and as the criterion of the truth, his rationalism is quite different from Plato’s, because of the important role he gives to sense-perception and experience in all areas. This study intends to break through in the direction of some distinctions in ancient philosophy, such as the distinction between Plato’s logical rationalism and Aristotle’s empirical rationalism, which would enable us to re-evaluate the originality of the Ancients on some fundamental issues like the problem of the origin and principle of knowledge and of good action
Brodeur, Pierre-Olivier. "Le roman édifiant aux XVIIe et XVIIIe siècles". Thèse, Paris 3, 2013. http://hdl.handle.net/1866/10805.
Pełny tekst źródłaEdifying novels of the seventeenth and eighteenth centuries - narrative prose fictions that clearly put forth their will to convey Christian values and influence the behavior of their readers in the sense of these values - develop a specific poetics, based on the research and the unveiling of Christian truth through mundane fiction. They therefore emphasize a problem that has haunted writers and theorists of the Classical Age, namely the reconciliation of novelistic pleasure and morality. The narrative topics of the edifying novel (characters, places and times), its materiality (titles, internal divisions, groups of works) and voice (narrative and rhetorical) contribute to the development of significations that serve the persuasive and religious aim of the works while creating stories and imaginary worlds capable of satisfying the taste of the audience for the novel. This study aims to reintegrate in the history of the novel a body of works neglected by literary critics by showing their contribution to the development of the novel: the novel of the Old Regime, but also the modern novel of thesis and by extension, the entire ideological fiction.
Réalisé en cotutelle avec l'université de la Sorbonne Nouvelle-Paris 3
LIN, YUNG-HUANG, i 林永煌. "An Analysis on the Rhetorical Techniques Applied By Lee Bai on Wine Poems". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/8msxye.
Pełny tekst źródłaShen, Chia Yu, i 沈家羽. "Using Rhetorical Techniques to Introduce Presentations: A Comparison between TED Talks and Textbook Instruction". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ghtep4.
Pełny tekst źródła國立清華大學
外國語文學系
105
English teachers in EFL context have often regarded oral presentations skills important but difficult to teach (Bruner, Sinwongsuwat & Radic-Bojanic, 2014; Jahan & Jahan, 2013; Vederber, Verderber & Sellnow, 2012). Although many EFL teachers try to bring in online resources to supplement their teaching, to date, little has been done to examine whether oral presentations delivered in real life contexts match the way they are taught in textbooks. The present study zooms in on the types of rhetorical techniques—strategies utilized by speakers to grab attention, build rapport, and help audience understand—found in presentations and examined whether and to what extent do techniques employed by expert presenters correspond to those taught in presentation textbooks. Introductions of 51 talks from the TED conference website and four commonly-used ESL/EFL textbooks were compiled for this study. Drawing on Andeweg and De Jong’s (2004) exordial model of introductions, the researchers analyzed the types and frequency of different rhetorical techniques taught in the selected textbooks and used in authentic presentations. The findings illustrate similar trend of aiming to help audience understand and gain the attention between the techniques used and taught. But the two data sources present discrepant use of rhetorical techniques to achieve the two purposes. The findings of the present study suggested that researchers and practitioners can transform the learning and instruction of oral presentation skills by systematically examine and evaluate authentic language materials available online.
陳明發. "An Active Research on the Elementary Fifth Grade’s Reading and Writing Combined Rhetorical Techniques in Cooperative Learning Teaching Projects". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/84612966267011626053.
Pełny tekst źródła臺中師範學院
語文教育學系碩士班
91
Abstract The motive of this study was aroused by the researcher as a teacher when in the face of students’ poor writing ability and confronted problems in teaching students’ rhetorical readings. The researcher hoped to experiment with different rhetorical teaching models in language subjects through the self-designed “Teaching Projects of Reading and Writing Combined Rhetorical Techniques with Cooperative Learning”. Concretely speaking, the purposes of this research are as follows: 1、 To evaluate the degree of maturity of the design of reading and writing combined rhetorical teaching projects through the act of research. 2、 To revise rhetorical teaching strategy through cooperative learning by means of the research process and constant self-introspection. 3、 To improve students’ ability in the application of the rhetorical writing techniques through the teaching projects. Viewing the process of this active research, the result of the study in the process was presented at first, which included the content analysis of courses, and the content samples of the designed course projects. Then the researcher hoped to find out the effects of the designed courses being implemented, so statistical analyses and discussions by means of T-test and Pearson’s Production-Moment Correlation were proceed. In the end, the researcher investigated further into students’ viewpoints about the implemented rhetorical teaching courses and looked into the troubles and problems confronted in classes implementing rhetorical teaching projects. The findings of this study are as follows: 1、 The analyzed result of the content analysis of the designed rhetorical courses: <1>Analyzed result of the comparison between course standard and course outline: The objectives of rhetorical teaching courses (the version of year 1975, 1993, and the version of nine-year in series) were valued as more and more important through the pass of time. In the course standard of year 1975, the requirement of rhetorical teaching was enclosed in the objectives of reading and writing. Through constant changes, the requirement of rhetorical teaching now has been included in the objectives of listening, speaking, reading, and writings in the course outline of nine year in series. It’s very clear that the rhetorical teaching objectives gained different viewpoints through the changes of research era and research outcome. The rhetorical teaching content also needs to be compared and analyzed so as to redesign the objectives according to teaching requirements. <2>Results of the comparative analyses between the Chinese guidebooks, textbooks, and exercise book nine of the censored version: Among the Chinese guidebooks, textbooks, and exercise books, the settings of rhetorical teaching objectives, the teaching contents, and the rhetorical techniques in exercises topics did not match well. These censored versions all showed many phases of vertical and horizontal problems in the link of course designs. At the time we editing or designing the course plans of rhetorical teaching, these results of analyses may provide as references for course designs. 2、 The designs of rhetorical teaching course projects: <1>this within-textbook style of reading and writing combined rhetorical teaching project developed through three steps. The first step was through teachers’ preaching style; the second step was through encouraging style with learning sheets; and the third step was through play and discussion style. <2>the take-out style of cooperative learning method of reading and writing combined rhetorical teaching projects included four main steps. The first step was to lead teaching by rhetoric; the second step was to complete the rhetorical mission expert sheets; the third was to test students with rhetorical test sheets; and the fourth step was to teach with composition learning encouragement sheets. 3、 The study effect of students’ performance under rhetorical teaching projects: <1>the result of this study shows that, viewing from the result of pretest and later test, the fifth grade cooperative learning in reading and writing combined rhetorical techniques teaching projects had showed distinctively difference in pair T-test. So this project may improve the rhetorical ability of the fifth grade experimented class students in writing kinds in materials, numbers, and written word numbers. <2>after further analysis of the students’ rhetorical documents in pretest and later test, data showed that students have great improvements (from none to have) in six rhetorical techniques. They were overlapping, transforming, illustrating with examples, arraying, questioning, and quoting words. The study showed that, in the beginning, students could not apply these rhetorical techniques in writings, yet after the teachings of this research project, they can write with rhetorical techniques now. Furthermore, students have showed signs of better performance (from having to better) in four rhetorical techniques, namely, overlapping, transforming, illustrating with examples, and arraying. Through the learning process of the rhetorical teaching projects, the rhetorical techniques learned before can help students create much better work. 4、Students’ viewpoints upon rhetorical teaching courses: <1>according to the statistical result of analysis analyzed from the rhetoric teaching feedback questionnaires, eight-nine percent students valued rhetorical teaching as a very important help to composition-writing. Yet there were about twenty percent students who held opposite viewpoints. Students felt that the simplest rhetorical technique is overlapping rhetoric, for it was easily to be seen, to be found, and easy to write and use. The rhetorical technique that they like best is overlapping rhetoric, for it was simple, easily to be found, and easy to write. The hardest rhetorical technique that they felt was arraying rhetoric, the main reasons were, it was hard to be written out, and hard to be found. <2>according to the result of rhetorical teachings, students like rhetorical teaching very much, and they felt that rhetorical techniques need to be told in composition class. They also felt that the rhetoric teaching lessons in Chinese textbooks and exercises were not enough. They hoped to be taught more, and hoped that rhetoric tests be included in evaluation sheets. The main resource of students’ knowledge about rhetoric was from teachers. After the teaching of teachers, most students could analyze and read what teachers’ taught. Yet in composition writing, there were different performances showed according to levels. Basically speaking, students like the rhetoric teaching of cooperative learning methods, and they like learning sheet for auxiliary learning. 5、The difficulties confronted in classes implementing rhetorical teachings: <1>the first difficulty confronted was in setting up rhetorical teaching goals, which included teachers’ not-clear understandings about rhetorical basic knowledge, and the unclear settings of the rhetorical teaching objectives of elementary Chinese courses. <2>the second difficulty confronted was the difficulty faced in analyzing the rhetorical techniques of textbooks, which included the insufficient analysis in teaching guidebook, teachers’ incomplete knowledge about the rhetorical teaching items of textbooks, and teachers’ short of time in preparation for teaching. <3>the third difficulty was the difficulty faced in selecting auxiliary textbooks for rhetorical courses, which included difficulties in selecting auxiliary textbooks for rhetorical teaching and the difficulties in designing self-made auxiliary textbooks for rhetorical teaching. <4>the fourth difficulty confronted was the difficulty of applying rhetorical teaching method, which included the course standard and guidebooks’ not mentioning about rhetorical teaching methods, and teachers themselves did not know much about rhetorical teaching methods. <5>the fifth difficulty confronted was the difficulty faced in estimating the study effect of rhetorical learning, which included that, there were not many tests about relevant basic knowledge in rhetoric and teachers were used to the old-fashioned style of testing contents (not testing rhetoric), and so on. The researcher had proceed individual interviews with school teachers and students, and had brought up the problems (difficulties) along with their possible reasons in implementing rhetorical teaching projects. The results of this study were concluded as the conclusion, and in accordance with these, many suggestions were brought up for classes as references in designing and implementing rhetorical teaching courses and also as references for future research.
HSUEH, WEN YAO, i 薛文耀. "The Study of Rhetorical Technique in The Poetry of Li-He". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50263285820075544010.
Pełny tekst źródła華梵大學
東方人文思想研究所
96
The full text divides into five chapters, use synthesizing , summing up , comparative law, by the form , content , three respects of purpose, probe into the artistry of Li He's poem rhetoric. Chapter one introduction, state research motive , purpose and method for the first time; Time talk about Li He poem origin and development that rhetoric study; Probe into the achievement that Li He poem rhetoric forefathers studies finally, in order to present the research overall picture of Li He's poem rhetoric art. Chapter two, the figure of speech on the material , namely the objective thing is alike and rhetoric walking. Probe into the metaphor , take advantage of taking the place of , setting off , imitating , quoting five kinds of figures of speech. Metaphor dose, explain clearly , metaphor , slightly explaining , taking advantage of explaining four kinds; Take advantage of taking the place of dose, divide and substitute with the characteristics or marking of the things, take the place of affiliatedly with the place of the things, substitute with the authors of the things or the producing area, substitute with materials or tool of the things , take the place of , take the place of , substitute seven kinds with concrete and abstract looks with specific things and ordinary things with the part and all of the things; Set off dose, divide it to lining with , lining with instead class IIly; Imitate dose, divide the sense of hearing is imitated, the vision is imitated, the sense of smell is imitated, the sense of taste is imitated, sense of touch is imitated, the heart thinks that six kinds are imitated; Quote dose, guide two kinds of France , dark usage clearly . Chapter three, the figure of speech on the word , chapter . Figure of speech on the word , namely all utilize word become plain rhetoric, pile , alert 2 kinds of figures of speech of slip of probing into etc.. Figure of speech on the chapter , namely all rhetoric which utilize structure of the chapter , probe into a kind of figures of speech by accident correctly. A kind of each among them, divide the reduplicated word , one kind of words and two kinds; Alert slip dose, does not divide through the alert slip of other figures of speech , alert two kinds of slip drawing support from other figures of speech. Among them the antithesis dose, to one kind in the phrase. Chapter four, the figure of speech on the artistic conception, namely the rhetoric doing in connection with subjective mood. Probe into and praise the decorations , have and ask two kinds of figures of speech. Among them praise the decorations dose, divide and enlarge and praise one kind of decorations ; Have and ask dose, divide and put questions , surge asking , hang and ask three kinds. Chapter five, the conclusion. On one hand sum up the artistic expression of counting the rhetoric by the rhetoric utility speech ; On one hand from. The rhetoric influences speeches, probe into Li He's poem to the influence of the rhetoric in later age. Put the artistic utility of Li He's poem rhetoric in order synthetically, reflect its artistry and research value.
Huang, Yen-Ching, i 黃彥菁. "Analysis on Precedence of “ŋiet Koŋ Koŋ” as Rhetorical Technique in Nursery Rhymes of Taiwan Hakka". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/29827565207927058824.
Pełny tekst źródła國立中央大學
客家語文研究所
97
“ŋiet koŋ koŋ (月光光)” is a nursery rhyme that has been known for many years ago. There are a lot of nursery rhymes based on ŋiet koŋ koŋ for their subject. The nursery rhymes that had been spread are our common cultural heritage. They exist in everyone’s most precious memory of the innocent childhood. It’s also the good communication media for parents teach their children while they doing something, some like sing a song. This article is focuses on ŋiet koŋ koŋ, which is a kind of Hakkas nursery rhymes in Taiwan. From the source and spread of the nursery rhymes, first, we start from collecting the nursery rhymes which is related to ŋiet koŋ koŋ in China (mainly the Hakkas region), then categorize and analyze the result. Then to focus at the rhymes of ŋiet koŋ koŋ that has been spread to Taiwan, and takes a discussion, finally. Secondly, we tried to analyze the differences between “nursery rhymes” and “nursery songs”. In this proceed we mainly use the ŋiet koŋ koŋ of Taiwan at Hakkas region. Simultaneously, we also reference the ŋiet koŋ koŋ of China in the Southern Min region. In this paper, we had analyzed what about the writing of ŋiet koŋ koŋ lyrics, the structure of the sentences, the rhetoric and the rhyme. As for the functions of the ŋiet koŋ koŋ nursey rhyme, these are women''s recitations, facilitation on education, expressions of feelings (especially homesickness), the indication of the culture of the ethnic groups, and so forth. At meantime, we mainly use the works of Hakkas contemporary poems and modern songs of Taiwan, to mention the new variations that derived from the ŋiet koŋ koŋ nursey rhyme. Finally, we bring a conclusion as the following statements which are provided with Hakkas characteristics of ŋiet koŋ koŋ, these nursery rhymes can be used as the most meaningful learning materials in promoting the usage of mother tongue education. By these summation, discussion, and meaning deepening of this article, ŋiet koŋ koŋ can continue to be sung by the next generation, then the next generation.
"張大春「新聞小說」、「歷史小說」敘事硏究". 1998. http://library.cuhk.edu.hk/record=b5889632.
Pełny tekst źródła論文(哲學碩士) -- 香港中文大學硏究院中國語言及文學學部, 1998.
參考文獻: leaves 337-384.
中英文提要.
Kuang Keyi.
Chapter 第一章 --- 導論 --- p.1-27
Chapter 第一節 --- 小引
Chapter 第二節 --- 張大春對「新聞小說」、「歷史小說」的論述
Chapter 一、 --- 張大春「新聞小說」、「歷史小說」的硏究範圍
Chapter 二、 --- 張大春「新聞小說」、「歷史小說」和「政治小說」 的關係
Chapter 1. --- 論者對張大春「政治小說」的討論
Chapter 2. --- 張大春對「政治小說」評論的回應
Chapter 三、 --- 張大春對「小說」和「新聞」、「歷史」關係的論述
Chapter 第三節 --- 張大春有關小說敘事形式的討論
Chapter 一、 --- 強調小說敘事形式的實驗
Chapter 二、 --- 小說敘事形式的主張
Chapter 1. --- 展現小說「敘述」本身的價値
Chapter 2. --- 從傳統敘事形式的破壞改變讀者的期待閾
Chapter 第四節 --- 張大春「新聞小說」、「歷史小說」及敘事形式的 評價
Chapter 一、 --- 論者對張大春「新聞小說」、「歷史小說」的評價
Chapter 二、 --- 論者對張大春敘事手法的評價
Chapter 第五節 --- 小結
Chapter 第二章 --- 本文硏究目的和方法 --- p.28-37
Chapter 第一節 --- 本文硏究目的
Chapter 第二節 --- 本文硏究方法
Chapter 一、 --- 從小說的敘事結構探討小說主題
Chapter 二、 --- 「敘事學」以及其他理論的配合運用
Chapter 1. --- 敘事學理論框架的應用
Chapter 2. --- 敘事學的局限以及其他理論的配合運用
Chapter 三、 --- 文献資料的應用
Chapter 第三章 --- 張大春「新聞小說」和「歷史小說」的主題脈絡及 寫作背景 --- p.38-59
Chapter 第一節 --- 「解嚴」前後台灣社會的急劇轉變
Chapter 一、 --- 政治:「解嚴」帶來的急劇變化
Chapter 1. --- 「解嚴」以前的政治氛圍(1986-87)
Chapter 2. --- 「解嚴」初年的政治氛圍(1987-90)
Chapter 二、 --- 社會:權力中心的挑戰
Chapter 1. --- 「解嚴」前後台灣社會的綜合分析
Chapter 2. --- 台灣社會「傳媒」角色的改變
Chapter 第二節 --- 張大春「新聞小說」、「歷史小說」的主題脈絡及對 台灣社會的回應
Chapter 一、 --- 張大春對文學與社會關係的討論
Chapter 1. --- 文學對社會、政治的影響力
Chapter 2. --- 文學面對傳播媒體的發展
Chapter 二、 --- 張大春「新聞小說」、「歷史小說」對台灣社會的 回應
Chapter 1. --- 張大春「新聞小說」、「歷史小說」與社會關係的 討論
Chapter 2. --- 張大春「新聞小說」、「歷史小說」兩大主題脈絡
Chapter (i) --- 宣告一切敘述的虛構性
Chapter (ii) --- 以小說「介入」現實
Chapter 第四章 --- 張大春「新聞小說」、「歷史小說」敘述元素的綜合 比較和分析 --- p.60-77
Chapter 第一節 --- 敘述者
Chapter 第二節 --- 聚焦
Chapter 第三節 --- 敘述層次
Chapter 第四節 --- 敘述時間和敘事時間
Chapter 一、 --- 敘述時間
Chapter 二、 --- 時間序列
Chapter 第五節 --- 小結
Chapter 第五章 --- 〈印巴茲共和國事件錄〉對客觀「呈現」的探討 --- p.78-97
Chapter 第一節 --- 小引
Chapter 第二節 --- 〈印巴茲共和國事件錄 〉 對客觀「呈現」的模式
Chapter 一、 --- 〈印巴茲共和國事件錄〉的「事件敘事」
Chapter 1. --- 敘事信息量增多
Chapter 2. --- 敘事者減低介入程度
Chapter 二、 --- 〈印巴茲共和國事件錄〉的「言語敘事」
Chapter 第三節 --- 敘事學以外其他元素的運用
Chapter 一、 --- 新聞報導形式的借用
Chapter 二、 --- 社會科學的分析架構
Chapter 第四節 --- 〈印巴茲共和國事件錄 〉對客觀「呈現」敘事模式的 反省
Chapter 一、 --- 敘事者道破寫作題旨
Chapter 二、 --- 諧擬「菲律賓政變」的新聞報導
Chapter 第五節 --- 小結
Chapter 第六章 --- 〈 將軍碑 〉 從敘事時間的設計質疑歷史書寫 --- p.98-131
Chapter 第一節 --- 小引
Chapter 第二節 --- 〈將軍碑〉的敘事時間分析
Chapter 一、 --- 序列:時間倒錯的淡化
Chapter 1. --- 小說單元部份的分析
Chapter 2. --- 小說的整體時間分析
Chapter 二、 --- 時距:小說的敘事「快板」
Chapter 1. --- 從敘事學角度的分析
Chapter 2. --- 影響敘事速度的其他小說元素
Chapter (i) --- 張大春所言「人物角色意志的速度感」
Chapter (ii) --- 〈將軍碑〉裡人物角色意志與小說敘述速度的關係
Chapter 三、 --- 頻率
Chapter 第三節 --- 〈將軍碑〉與「魔幻現實主義」小說「似是而非」的 關係
Chapter 第四節 --- 〈將軍碑〉 敘事時間的處理對歷史書寫的質疑
Chapter 一、 --- 〈將軍碑〉對直線發展時間觀念的破壞
Chapter 二、 --- 〈將軍碑〉對因果邏輯的破壞
Chapter 第五節 --- 小結
Chapter 第七章 --- 〈大說謊家〉敘述者以及敘述交流模式的探討 --- p.132-169
Chapter 第一節 --- 小引
Chapter 第二節 --- 《大說謊家》敘述者的基本分析及與「後設小說」的 關係
Chapter 一、 --- 全知敘述者的顛覆
Chapter 二、 --- 顯露敘述者的超越
Chapter 三、 --- 無信無不信的敘述者
Chapter 第三節 --- 《大說謊家》對傳統敘述交流模式的改變
Chapter 一、 --- 《大說謊家》的敘述交流情況
Chapter 二、 --- 《大說謊家》敘述者以外各種干擾的聲音
Chapter 1. --- 指涉現實世界的「本文作者」
Chapter 2. --- 指涉現實世界的「編者」
Chapter 3. --- 指涉現實世界的「本文讀者」
Chapter 第四節 --- 小結
Chapter 第八章 --- 《沒人寫信給上校》的敘述層次分析 --- p.170-199
Chapter 第一節 --- 小引
Chapter 第二節 --- 《沒人寫信給上校》外、內敘述層次分析
Chapter 一、 --- 敘述外層
Chapter 二、 --- 敘述內層
Chapter 第三節 --- 《沒人寫信給上校》的「換層敘述」及對後設小說的 轉化
Chapter 一、 --- 小說中換層敘述的分析
Chapter 二、 --- 小說的換層敘述對後設小說的轉化
Chapter 第四節 --- 小說從「敘述層次」的設計回應新聞事件
Chapter 一、 --- 「正文合倂註釋」的敘述層
Chapter 二、 --- 換層敘述下既超然又局限的敘事者
Chapter 三、 --- 「向心的」換層敘述
Chapter 第五節 --- 小結
Chapter 第九章 --- 《撒謊的信徒》從聚焦設計表現對現實隱價 --- p.200-240
Chapter 第一節 --- 小引
Chapter 第二節 --- 《撒謊的信徒》的聚焦分析
Chapter 一、 --- 敘述者一外聚焦者
Chapter 二、 --- 受聚焦者兼內聚焦者:李政男
Chapter 三、 --- 受聚焦者
Chapter 1. --- 不參與故事發展的受聚焦者
Chapter 2. --- 參與故事發展的受聚焦者
Chapter 第三節 --- 《撒謊的信徒》聚焦方式的設計與評價關係
Chapter 一、 --- 聚焦者觀點之間的落差
Chapter 二、 --- 「人物一受聚焦者」的並置比對
Chapter 1. --- 不參與故事發展的「人物一受聚焦者」
Chapter 2. --- 參與故事發展的「人物一受聚焦者」
Chapter 第四節 --- 小結
Chapter 第十章 --- 總論 --- p.241-255
Chapter 第一節 --- 小引
Chapter 第二節 --- 張大春「新聞小說」和「歷史小說」的評價
Chapter 一、 --- 從「上下求索」到「不假外求」的敘事形式探索
Chapter 二、 --- 小說寫作與閱讀層面的開拓
Chapter 第三節 --- 本文硏究方法的檢討
Chapter 一、 --- 「敘事學」轉化運用的試驗
Chapter 二、 --- 整體硏究方法的回顧
Chapter 第四節 --- 結語
附錄 --- p.256-336
Chapter 一、 --- 本文敘事學理論框架的設定
Chapter 二、 --- 凱南《敘事虛構作品:當代詩學》硏究對象資料整理
Chapter 三、 --- 《大說謊家》第一章新聞元素與《中國時報》 報導比較
Chapter 四、 --- 《沒人寫信給上校》小說人物與現實對應關係
Chapter 五、 --- 《沒人寫信給上校》故事事件時間序列
Chapter 六、 --- 「尹淸楓命案」新聞資料整理
Chapter 七、 --- 《撒謊的信徒》故事人物與現實對應關係
Chapter 八、 --- 小說人物李政男與李登輝比較
《撒謊的信徒》故事事件時間序列
參考書目 --- p.337-384
Goldman, Beverley. "Magic realism and Isabel Allende : an investigation of the relationship between narrative technique and gender politics". Thesis, 2015. http://hdl.handle.net/10210/15018.
Pełny tekst źródłaThe main focus of study in this dissertation is the magic realism of Isabel Allende as it pertains to gender politics, specifically in the oppressive fascist regime of revolutionary Chile at the time at which her novels are set. Her narrative technique is identified and related to the environment of which she writes, with a view to associating it with the gender aspect of politics. The socio-political climate in Chile, certainly in the decades ot the 1960s and 1970s, incorporated elements of fascism, oppression and sexism: Allende successfully adapts most of her female characters to the revolution and its effects ...
Van, Zyl Dorothea Petronella. "Salomo syn oue goudfelde : op die spoor van die retorika in die Afrikaanse romankuns". Thesis, 1995. http://hdl.handle.net/10500/17787.
Pełny tekst źródłaHoewel die retorika bykans 26 eeue oud is, word die relevansie daarvan vir ons eie tyd toenemend besef - as 'n sleutel tot die wyse waarop mense dinkargumenteer en oorreed. Hierdie studie ondersoek retoriese (oorredende) strategiee in Afrikaanse historiese romantekste, binne 'n historiese konteks en teen die agtergrond van eietydse historiografiese insigte. Die aspekte van die kommunikasiesituasie wat saamhang met die retorika, word verbind met die vernuwende denke daaroor binne die hedendaagse literatuurteorie en historiografie. Die konteks van die outeur en roman word telkens bestudeer, gevolg deur 'n retoriese analise. Aristoteles se idees oor die retorika kry hierby voorrang, vanwee sy nadruk op die inventio of vinding, maar die retorika word eerder geassosieer met 'n dinamiese metode as met rigiede kategorisering. Aandag word veral bestee aan retoriese strategies in S.J. du Toit se Di koningin fan Skeba (1898) en Andre P. Brink se Houd-den-bek (1982), maar ook aan resente historiese romans wat hedendaagse historiografiese en retoriese opvattinge en konvensies ontgin en problematiseer. Beide S.J. du Toit, wat kennelik 'n goeie kennis van die antieke retorika gehad het en Andre P. Brink, met sy romanonderwerp wat aansluit by die geregtelike rede, betree die retoriese terrain op sodanige wyse dat hul romans tipiese produkte van hul eie tyd genoem kan word. Beide die geskiedskrywing en die historiese roman is gemedieerde weergawes, gekenmerk deur 'n subjektiewe seleksie (inventio) van gegewens en die kombinasie daarvan binne eie verbale strukture (dispositio). Dit kan in verband gebring word met nie-tegniese oorredingsmiddele, waar die sender sy informasie van buite kry. Hy gebruik dan sogenaamde empiries-verifieerbare feite as retoriese strategie ten einde 'n waarheids- en I of werklikheidsillusie te skep wat bydra tot die roman se oorredingsskrag. Die keuse vir die skryf van 'n historiese roman, impliseer reeds ook 'n keuse vir die bakens van die geskiedskrywing, maar 'n skeppende skrywer is, anders as 'n historikus, eties vry om nie-tegniese bewysmiddele te transformeer tot tegniese bewysmiddele, in aanpassing by 'n nuutgeskepte argumentatio en 'n eie causa. Na aanleiding van die tekste kom die ontvanger op sy beurt tot 'n eie seleksie en skep sy eie kousale en argumentatiewe strukture
While rhetoric has been part of the history of mankind for nearly 26 centuries, it is increasingly regarded as extremely relevant for our time - as a key to the way in which people think, argue and persuade. This study investigates rhetorical (persuasive) strategies in Afrikaans historical novels. The novels and their authors are first situated in their historical contexts and against the background of contemporary historiographical inquiry, and then analyzed by means of rhetorical concepts. Aspects of communication, which coincide with rhetorical categories, are combined with recent developments in the field of literary theory and historiography. Aristotle's views on persuasion and rhetoric are used as point of departure, but rhetoric is regarded as a dynamic method rather than a rigid categorization. Attention is given to rhetorical strategies in the novel Di konlngin fan Skeba [The queen of Sheba] by S.J. du Toit (1898) and Andre P. Brink's Houd-denbek [translated into English by the author as A chain of voices], but also to recent Afrikaans historical novels which exploit contemporary historiographical and rhetorical conventions. In S.J. du Toit's novel (which illustrates his knowledge of ancient rhetoric) as well as Andre P. Brink's (where the topic can be linked to litigation) rhetorical strategies are employed in such a manner that their texts can be regarded as products of their historical contexts. Both historiography and historical novels are mediated representations, characterized by a subjective selection (inventio) of data and its combination in verbal structures (dispositio). This can be related to 'extrinsic' or 'inartificial' proofs, which are not contrived by the author. The author exploits the so-called empirically verifiable facts as rhetorical strategies to create an illusion of truth or verisimilitude, which greatly contributes to the persuasiveness of the novel. The decision to write a historical novel implies a choice to keep to the historical 'facts', but the writer, in contrast to the historiographer, is ethically free to transform the inartificial proofs into artificial proofs, in combination with his own invented argumentatio and causa. Prompted by these texts the reader, in his turn, makes his own selection and creates his own causal and argumentative structures
Afrikaans & Theory of Literature
D. Litt. et Phil. (Afrikaans)
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Pełny tekst źródłaMakgopa, Mokgale Albert. "Closure as reflected in Northern Sotho narratives". Thesis, 2000. http://hdl.handle.net/10500/17304.
Pełny tekst źródłaAfrican Languages
D.Litt. et Phil. (African Languages)
Du, Plessis Karoline. "Action research on the implementation of writing approaches to improve academic writing skills of namibian foundation programme students". Diss., 2012. http://hdl.handle.net/10500/6051.
Pełny tekst źródłaEnglish Studies
M. A. (Specialisation TESOL)
Dires, Demeke Tassew. "Narrative strategies in selected Amharic novels from 2000 until 2010". Thesis, 2014. http://hdl.handle.net/10500/18483.
Pełny tekst źródłaAfrikaans & Theory of Literature
D. Litt. et Phil. (Theory of Literature)
Oosthuizen, Mia Magriet. "ʼn Ondersoek na die parateks (Gérard Genette) as ʼn narratiewe strategie in geselekteerde Afrikaanse kinder- en jeugliteratuur". Thesis, 2017. http://hdl.handle.net/10500/23510.
Pełny tekst źródłaIn hierdie proefskrif word ondersoek ingestel na die parateks as narratiewe strategie vir toeganklikheid in geselekteerde Afrikaanse kinder- en jeugliteratuur. Die kern van hierdie ondersoek is die toeganklikheid van die boodskap binne die paratekstuele en narratiewe kommunikasiesituasie. Vir hierdie ondersoek is die sentrale probleemstelling soos volg geformuleer: hoe word die parateks as narratiewe strategie gebruik om kinder- en jeugliteratuur meer toeganklik vir jong lesers te maak? Gérard Genette se werk oor die parateks (1997a) en die narratologie (1983, 1990) dien as teoretiese basis vir hierdie studie se konseptuele raamwerk, aangevul deur die werk van Mieke Bal (1991, 2009). Jauss (1982) se resepsie-estetika word ook betrek ten einde toeganklikheid ten opsigte van die primêre teikenmark te formuleer. Binne die konteks van hierdie konseptuele raamwerk, word daar afsonderlik ondersoek ingestel na die ontvangers, senders en boodskap van die paratekstuele en narratiewe kommunikasiesituasie. Die ontvangers is die lesers van die parateks as narratiewe strategie vir toeganklikheid en word bespreek as die primêre, dubbele en tweeledige teikenmarkte. Die senders is die verskillende skrywers betrokke by die skepping en implementering van die parateks as narratiewe strategie vir toeganklikheid. Onderskeid word getref tussen die primêre skrywer, die tweede skrywer en die sekondêre skrywer. Laastens word die boodskap ondersoek soos dit met die visuele parateks en die talige parateks verband hou. Aan die hand van die konseptuele raamwerk van hierdie studie, en die verskillende rolspelers en boodskappe binne die paratekstuele en narratiewe kommunikasiesituasie, dui die studie aan hoe die parateks as narratiewe strategie gebruik kan word om kinder- en jeugliteratuur vir veral die primêre teikenmark meer toeganklik te maak.
This thesis sets out to illustrate how the paratext can be used as narrative strategy for accessibility in selected Afrikaans children’s and youth fiction. Central to this study is the accessibility of the message in the paratextual and narrative communication situation. In this regard, the central research question is as follows: how can the paratext be used as a narrative strategy to make children’s and youth literature more accessible for young readers? Gérard Genette’s work on the paratext (1997a) and narratology (1983, 1990) serves as the theoretical basis for this study’s conceptual framework, along with the work of Mieke Bal (1991, 2009). In order to define accessibility in terms of the primary target audience, reference is also made to Jauss’s (1982) reception theory. Within the context of this conceptual framework, focus is placed on the receivers, senders and message of the paratextual and narrative communication situation. The receivers are the readers of the paratext as narrative strategy for accessibility and are discussed as the primary, twofold and dual target audiences. The senders are the different writers involved in the creation and implementation of the paratext as narrative strategy for accessibility. Here a distinction is made between the primary writer, the second writer and the secondary writer. Lastly, the message is discussed as it relates to the visual paratext and textual paratext. Through the conceptual framework of this study, along with the different role players and messages of the paratext as narrative strategy for accessibility, this study shows how the paratext as narrative strategy can be used to make children’s and youth literature more accessible for especially the primary target audience.
Le thisisi ihlose ukuveza ukuthi umbhalo ohunyushiwe ungasetshenziswa kanjani njengesu lokuxoxa emibhalweni ekhethiwe yesiBhunu yezingane kanye naleyo yabantu abasha .Okubalulekile kulesi sifundo socwaningo wukutholakala komlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Ngalokho-ke, umbuzo oyinsika kulesi sifundo socwaningo ngolandelayo: Ngabe inkulumo ehunyushiwe ingasetshenziswa kanjani njengesu lokuxoxa, elingenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ukuze itholakale kalula kubafundi abasebasha? Umsebenzi kaGérard Genette i-paratext (1997a) kanye ne-narratology (1983, 1990) usebenza njengesisekelo sesakhiwo sebizo salesi sifundo socwaningo, kanti lokhu kuhambisana nomsebenzi ka MiekeBal (1991,2009). Ukuze siphumelele ukuchaza mayelana nokutholakala kwabafundi bezincwadi abahlosiwe, uyanxuswa ukuthi ufunde ithiyori emayelana nokutholakala kwabafundi bomlayezo ka Jauss (1982). Ngaphansi kwesimo sesakhiwo segama, kugxilwe kakhulu kubamukeli, kubathumeli kanye nakumlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Abamukeli bomlayezo kungabafundi bombhalo ohunyushiwe, okuyisu elisetshenziswa ukuthola umlayezo, kanti la masu axoxwa njengalawo aqonde abafundi bokuqala, abambaxambili futhi anezinhloso ezimbili.. Abathumeli bomlayezo kungabhali abadlala indima yokwakha kanye nokusebenzisa imibhalo ehunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo. Lapha, kuvezwa umehluko ophakathi kombhali wokuqala, umbhali wesibili kanye nombhali osezingeni lesibili. Okukugcina, umlayezo uxoxwa njengoba uhlobana nombhalo ohunyushiwe obukelwayo kanye nombhalo ohunyushiwe olotshiwe Ngokusebenzisa uhlelo lwesakhiwo segama salesi sifundo, esisebenzisana ndawonye nabadlali bendima abahlukahlukene kanye nemilayezo yombhalo ohunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo, lokhu kukhombisa ukuthi umbhalo ohunyushiwe oyisu lokuxoxa ungasetshenziswa kanjani ukwenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ingatholakala kanjani, ikakhulukazi ngabafundi bokuqala abahlosiwe.
Afrikaans and Theory of Literature
D. Litt et Phil. (Afrikaans)