![]() ![]() persuasive devices, aesthetic devices (for creating beauty), or emotional devices. For example, we might group them by function: e.g. In order to make your own argument perspective, you have to acknowledge, analyze, and answer these counterarguments.īecause the term is so broad, there are countless ways to categorize rhetorical devices. A counterargument is a response to your own view – for example, if you’re arguing in favor of an idea, the counterargument is one that goes against that idea. The counterargument is the most important rhetorical device for college-level essays. The success of the whole argument would depend entirely on how well you could persuade readers to accept the analogy! Example 3 For example, you might argue against war by drawing an extended analogy between the war on terrorism and World War 2. At the sentence level, this might be as simple as saying “my cat’s fur is as white as a cloud.” But analogies can also function at much higher levels, including paragraphs and whole essays. ![]() Example 2Īnalogy is an important device in which the explains one thing by comparing it to another. But it still helps express the author’s main point, which is that the city of Berlin was very severely damaged. For example:īecause the city was not literally left flat, this is an exaggeration, and therefore hyperbole. Hyperbole is a word- or sentence-level rhetorical device in which the author exaggerates a particular point for dramatic effect. II. Examples of Rhetorical Devices Example 1 But “rhetorical device” is an extremely broad term, and can include techniques for generating emotion, beauty, and spiritual significance as well as persuasion. It was also verified that the configurations of systematic language choices must be understood within a disciplinary field and that the text reflects the choices and limitations that act on the authors.A rhetorical device is any language that helps an author or speaker achieve a particular purpose (usually persuasion, since rhetoric is typically defined as the art of persuasion). ![]() Despite this, it is not possible to state, as described by Swales, that such movements are mandatory. The results reveal the presence of the rhetorical movements pointed out by Swales, through the discursive strategies of stance and engagement (HYLAND, 2015), and contribute to the compositionality of the genre. This is a documentary research, whose corpus is composed of 16 papers in the Education field, with the journals being evaluated as Qualis A1, in the Capes 2013-2016 quadrennium. In this area, the main objective of this study is to understand how the scientific paper introduction and conclusion rhetorical orientation in the area of Education is present in the compositionality, style and thematic development of this genre. We found in Swales (1990) proposals that seek to articulate knowledge from different theoretical fields that can contribute to the didactics of academic writing. In times of fierce neoliberal politics committed to accelerated productivism, scientific research paper is one of the forms of communication that most circulate in the academic-scientific field, an object on which many of the institutional ranking indices fall and is itself a recurring theme of studies related to the literacy studies, writing didactics and discourse studies. Academic writing, rethorical moves, disciplinary fields, writing didactics Abstract ![]()
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