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Rhetorical Questions of Health and Medicine illustrates how rhetorical theory and analysis contribute to our understanding of the ways in which pressing questions are posed, debated, and answered in the context of contemporary medicine.
This book uses Conversation Analysis methodology to analyze rhetorical and other questions that are designed to convey assertions, rather than seek new information. It shows how these question sequences unfold interactionally in naturally-occurring talk in a variety of settings, e.g., friends arguing over the phone, parents disciplining children, news interviews, and second language writing conferences. The questions are used across these widely different contexts to perform a number of related social actions such as accusations, challenges to prior turns, and complaints. Those used in institution settings, such as teacher-student conferences, orient to institutional norms and roles and can help accomplish institutional goals, e.g., eliciting student error correction. Both the interactional context in which these questions are embedded and the known epistemic authority of the questioner play a role in our understanding of these questions, i.e., what social actions the question is accomplishing in a particular interaction.
本書は、日本語および英語における修辞疑問文の発話解釈の仕組みを、関連性理論の枠組で探究するものである。従来の修辞疑問文研究の中で典型的に扱われてきた反語タイプの発話例のみならず、非反語タイプの発話例や、さらには弱いレベルで修辞性が伝達され情報要請との境界線があいまいな例、皮肉などの話者態度を伴うことで修辞性が暗に示される例等の非典型例も分析対象とし、包括的な修辞性の認知メカニズムを解明する。 【英語による内容紹介】 Traditional accounts of rhetorical questions have focused on polarity reversal: rhetorical questions conveying assertions opposite in polarity to the propositional content. However, non-polarity-reversed and rhetorically ambiguous interrogatives are also common. In this book, Risa Goto seeks a theoretical approach that can explain this pragmatic ambiguity with respect to rhetoricity. The relevance theoretic view of interrogative and ironical utterances assumes no clear-cut borderline between information-seeking and rhetorical use of interrogative utterances. The cognitive model of irony suggests that recognition of ironicalness necessarily leads to a rhetorical reading. Goto combines these two theoretical frameworks into an entirely new cognitive-pragmatic model of interrogatives, discussing the causal interrelation between rhetoricity and ironicalness and showing that ironical aspects in interrogative utterances can lead to rhetorical readings.
Ward Farnsworth details the timeless principles of rhetoric from Ancient Greece to the present day, drawing on examples in the English language of consummate masters of prose, such as Lincoln, Churchill, Dickens, Melville, and Burke.
From classical antiquity through the Renaissance, rhetoric was the prime vehicle of education in the West and the discipline that prepared students for civic life. With a comprehensiveness drawn from this tradition, Edwin Black here probes the incongruities between form and substance that open public discourse to significant interpretation. Locating rhetorical studies at the confluence of literature and politics, Black focuses on the ideological component of seemingly literary texts and the use of literary devices to advance political advocacy. The essays collected here range in subject matter from nineteenth-century oratory to New York Times editorials to the rhetoric of Richard Nixon. Unifying the collection are the concerns of secrecy and disclosure, identity, opposition, the scope of argument in public persuasion, and the historical mutability of rhetorical forms.
by pragmatic factors, the most important of which are: their sequential position in discourse, the addresser's and the addressee's commitments and expectations, the specific roles assumed and goals pursued by the addresser and the addressee, the power balance between the addresser and the addressee, and the symmetrical/asymmetrical and adversarial/non-adversarial relation between the addresser and the addressee."--ABSTRACT.
THE RHETORICAL QUESTIONS MCQ (MULTIPLE CHOICE QUESTIONS) SERVES AS A VALUABLE RESOURCE FOR INDIVIDUALS AIMING TO DEEPEN THEIR UNDERSTANDING OF VARIOUS COMPETITIVE EXAMS, CLASS TESTS, QUIZ COMPETITIONS, AND SIMILAR ASSESSMENTS. WITH ITS EXTENSIVE COLLECTION OF MCQS, THIS BOOK EMPOWERS YOU TO ASSESS YOUR GRASP OF THE SUBJECT MATTER AND YOUR PROFICIENCY LEVEL. BY ENGAGING WITH THESE MULTIPLE-CHOICE QUESTIONS, YOU CAN IMPROVE YOUR KNOWLEDGE OF THE SUBJECT, IDENTIFY AREAS FOR IMPROVEMENT, AND LAY A SOLID FOUNDATION. DIVE INTO THE RHETORICAL QUESTIONS MCQ TO EXPAND YOUR RHETORICAL QUESTIONS KNOWLEDGE AND EXCEL IN QUIZ COMPETITIONS, ACADEMIC STUDIES, OR PROFESSIONAL ENDEAVORS. THE ANSWERS TO THE QUESTIONS ARE PROVIDED AT THE END OF EACH PAGE, MAKING IT EASY FOR PARTICIPANTS TO VERIFY THEIR ANSWERS AND PREPARE EFFECTIVELY.
Why do the New Testament gospels depict a Jesus who asks questions almost as often as he gives answers? In The Questions of Jesus in John Douglas Estes crafts a highly interdisciplinary theory of question-asking based on insights from ancient rhetoric and modern erotetics (the study of interrogatives) in order to investigate the logical and rhetorical purposes of Jesus' questions in the Gospel of John. While scholarly discussion about Jesus cares more for what he says, and not what he asks, Estes argues a better understanding of the rhetorical and dialectical roles of questions in ancient narratives sheds a more accurate light on both John’s narrative art and Jesus' message in the Fourth Gospel.
This book sets out to describe the multi-dimensional nature and function of rhetorical questions in the Old Testament. Biblical scholars have previously analyzed the use of rhetorical questions in both Testaments, but consistently describe their function in persuasive terms. While this understanding is appropriate in a number of instances, many rhetorical questions do not operate this way, and Jim W. Adams focuses in particular on rhetoric expressing the self-involvement of both the speaker and hearer. Among linguistic philosophers, speech act theory has illuminated the fact that uttering a sentence does not merely convey information; it may also involve the performing of an action. The concept of communicative action provides additional tools to the exegetical process as it points the interpreter beyond the assumption that the use of language is merely for descriptive purposes. Language can also have performative and self-involving dimensions. In relation to speech act theory, linguistic specialists continue to research the nature of rhetorical questions.