Whereas previous studies have made George Berkeley (1685-1753) the object of philosophical study, Peter Walmsley assesses Berkeley as a writer, offering rhetorical and literary analyses of Berkeley's four major philosophical texts, A Treatise Concerning the Principles of Human Knowledge, Three Dialogues Between Hylas and Philonous, Alciphron, and Siris. Berkeley emerges from this study as an accomplished stylist who builds structures of affective imagery, creates dramatic voices in his texts, and masters the range of philosophical genres--the treatise, the dialogue, and the (...) essay. (shrink)

Asia is now home to some 800 million multilingual speakers of English, more than the total number of native English speakers, and how they use English is continuously evolving and changing to reflect their cultural backgrounds and everyday experiences. Can English, therefore, be considered an Asian language? Drawing upon the Asian Corpus of English, this book will be the first comprehensive account of the roles, uses and features of English in Asia, encompassing several (...) different varieties of Asian English. Chapters cover the distinctive linguistic features of English in different settings, such as in law, religion and popular culture, as well as the use of local rhetorical, pragmatic and cultural styles and its use as a lingua franca among Asian multilinguals. It will also examine the role of English in education - from primary through to higher education - and consider the implications of this for other languages of Asia. (shrink)

The "Notes of Dr. Smith's Rhetorick Lectures," discovered in 1958 by a University of Aberdeen professor, consists of lecture notes taken by two of Smith's students at the University of Glasgow in 1762-1763. There are thirty lectures in the collection, all on rhetoric and the different kinds or characteristics of style. The book is divided into "an examination of the several ways of communicating our thoughts by speech" and "an attention to the principles of those literary compositions which contribute (...) to persuasion or entertainment." The species of communication discussed include descriptive and narrative (or historical) composition, poetry, demonstrative oratory, panegyric, didactic or scientific language, deliberative oratory, and judicial or forensic oratory. The subjects addressed in his teachings include the style and genius of some of the best of the ancient writers and poets, especially the historians and the English classics. (shrink)

Presenting the entire German text of Nietzsche's lectures on rhetoric and language and his notes for them, as well as facing page English translations, this book fills an important gap in the philosopher's corpus. Until now unavailable or existing only in fragmentary form, the lectures represent a major portion of Nietzsche's achievement. Included are an extensive editors' introduction on the background of Nietzsche's understanding of rhetoric, and critical notes identifying his sources and independent contributions.

The Philosophy of Rhetoric is widely regarded as the most important work of a theory of rhetoric produced in the 18th century. Campbell's work engages such themes in an attempt to formulate a universal theory of human communication. Campbell attempts to develop his theory by discovering deep principles in human nature that account for all instances and kinds of human communication. He seeks to derive all communication principles and processes empirically. In addition, all statements in discourse that have (...) to do with matters of fact and human affairs are likewise to be empirically derived. Thus, his theory of rhetoric is vastly wider than, and different from, such classical theories as those proposed by Aristotle, Cicero, and Quintilian, whose theories focused on discourse related to civic affairs. By attempting to elaborate a general theory of rhetoric through empirical procedures, Campbell's project reveals the limitations of his method. He cannot ground all statements empirically and it is at this point that his theological position comes into play. Inspection of his religious views shows that God's design of human nature, and God's revelations to humankind, make moral and spiritual truths known and quite secure to human beings, although not empirically. (shrink)

The description for this book, Eighteenth-Century British Logic and Rhetoric, will be forthcoming.

The role of science rhetoric in the global village -- Scientific English in the postmodern age -- Problematizing the rhetoric of contemporary science -- A contrastive rhetoric approach to science dissemination -- Disciplinary practices and procedures within research sites -- Triangulating procedures, practices and texts in scientific discourse -- ELF and a more complex sociolinguistic landscape -- Re-defining the rhetoric of science.

In lieu of an abstract, here is a brief excerpt of the content:Sophistics, Rhetorics, and Performance; or, How to Really Do Things with WordsBarbara CassinTranslated by Andrew Goffey"How to do things with words?" How can you really do things with nothing but words? It seems to me that sophistics is in a way the paradigm of discourse that does things with words. Doubtless it is not a "performative" in Austin's sense of the word, although Austin's sense varies considerably in extension (...) and intension. But it is for real a discourse that operates, that transforms or creates the world, and has what I call a "world effect."Making the connection with performativity is all the more tempting, as epideixis, the word that serves in Plato to designate sophist discourse, cannot be rendered better than by "performance," on condition that "performance" is also understood in the sense of contemporary aesthetics as a "happening," an "event," an improvisation that requires engagement (Gorgias is the inventor of discourse ex tempore, according to Philostratus)—something like an "exploit."1"Performative" is Austin's own invention, acclimated to French by Austin himself at a colloquium held at Royaumont (Austin 1962); thereafter it was immediately adopted and popularized by Émile Benveniste (1966). "Performance" is a much older term, which, after ceaseless borrowings to and fro between English and French, has seen its meaning shifted and extended accordingly. Klein's Comprehensive Etymological Dictionary of English Language (Klein 1971) maintains that in English "performer" [End Page 349] was coined from Old French parfournir (from medieval Latin perfurnire) and/or parformer; in addition French borrowed the term at least three times, if the Dictionnaire culturel de la langue francaise (Rey 2005) is to be believed: in 1869, by analogy with the vocabulary of horse races to mean the "manner of developing a subject, of executing a work in public"; in 1953, to denote "individual result in the accomplishment of a task"; and in 1963, in the wake of Chomsky, to mean the opposite of "competence." In sum, the word is a fluid, bilingual term that bridges sport (performance in the sense of a record), technique (performance in the sense of the output of a machine), psychology (performance of a test), linguistics (performance/competence), and modern art (performance in the sense of happening).Let us start with the relationship between performance and performative. It is a way to interrogate the status of rhetorics, for which Austin, without naming it, reserves a somewhat unstable place between the "locutionary" on the one hand and the "illocutionary" or performative on the other, calling it the "perlocutionary" ("per" precisely as in "performative").2But it is not of Austin that I will speak. Austin is simply the contemporary frame of reference that informs us today: he "invented" the performative as such for us, by trying to isolate it. And he never hides the difficulty, the permeability, of his taxonomy. Just one citation is enough to show the difficulty. In the seventh lecture of the twelve that make up How to Do Things with Words (quite late then) he writes: "It is time [...] to make a fresh start on the problem. We want to reconsider more generally the senses in which to say something may be to do something, or in saying something we do something (and also perhaps to consider the different case in which by saying something we do something). Perhaps some clarification and definition may help us out of our tangle. For after all, 'doing something' is a very vague expression. When we issue any utterance whatsoever, are we not 'doing something'?" (1975, 91–92).In the framework of the generalized theory of speech acts, the difference between the locutionary, the illocutionary, and the perlocutionary has for a long time been in a "tangle". It is not so easy to differentiate between the three. All three are, precisely, "acts" of language, and without doubt the categories are at once abstract, slippery, and overlapping. The "locutionary" or "constative," a "normal" statement, is an utterance that "says something"; it is an "act of saying something" (1975, 100): "The cat is on the mat" has a meaning (both a "sense" and a "reference") and is susceptible of being either true or false. For... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 33.2 (2000) 182-186 [Access article in PDF] Book Review Rhetoric and Community: Studies in Unity and Fragmentation Rhetoric and Community: Studies in Unity and Fragmentation. Studies in Rhetoric/Communication. Ed. J. Michael Hogan. Series ed. Thomas W. Benson. Columbia, SC: U of South Carolina P, 1998. Pp. xxxviii + 315. $39.95. Based on papers and critical responses presented at the Fourth Biennial Public (...) Address Conference, which was held at Indiana University in 1994, this collection of fourteen essays by leading rhetoric scholars concentrates on the relationships among rhetoric, community, and fragmentation. Organized into three broad sections entitled "Race, Gender, and Community," "War and Community," and "Artistic and Scientific Community," the book contributes to ongoing conversations about the roles of language, symbolism, differences, metaphors, myths, hegemony, economic class, pluralism, and multiple consciousness in unifying the United States. A preface and a conclusion by J. Michael Hogan, who edited the collection, provides an orientation and summary for this new volume in the University of South Carolina Press series devoted to Studies in Rhetoric/Communication.The preface frames the book's contribution as a response to a belief that "a growing number of social and political commentators fear that the United States has lost all sense of 'community'--that repository of shared purpose, values, and traditions which historically has defined the American character" (xii). Hogan amplifies, "The signs of stress and fragmentation appear everywhere, not just in our national political and cultural dialogue but in all of the various communities that define our social lives--our families, our neighborhoods, our towns and cities, our professions, and our social and cultural associations" (xii). The preface situates the book in this concern about a "lost" unity that once upon a time typified the United States. But this "lost" community is a mythic representation of a past that has never existed in the United States, except possibly in the imaginations of people habituated to dominant roles. Stephen H. Browne's comments about restoration projects in general are germane: "The work of restoration has [End Page 182] never come easy for Americans, not least of all because it presumes a state that never existed and the appeal to which is almost always self-interested" (75).Describing the fourteen contributors as sharing "a common bond," Hogan asserts, "recognizing that communities are largely defined, and rendered healthy or dysfunctional, by the language they use to characterize both themselves and others, all share an abiding concern with how communities are constituted and sustained--or, in some cases, threatened and disrupted--by the words their leaders choose to characterize both themselves and others" (xv). Hogan emphasizes a question that he reiterates with slight changes in the conclusion: "Can feminist or ethnic and racial communities successfully sustain and celebrate their own identities without alienating themselves from the larger community?" (295; similarly, xxiii). But if all members of a community are responsible for unity and fragmentation, if we are unwilling to assign responsibility for fragmentation to subordinated community members, it may be necessary, consciously, to reverse the dynamics of power implicit in Hogan's question, by asking: "Can groups that have had a history of dominating others--both beyond and within the borders--sustain their own identities and still relate productively to the community?" In addition, because the English language is a communal inheritance, it may be revealing to ask, in a reversal of the book's focus on "community," how are notions of individualism sustained in the United States?Roderick P. Hart's introduction, "Community by Negation--An Agenda for Rhetorical Inquiry," focuses on a rhetoric of hate as practiced by both the political right and the political left. Hart inquires "whether it is possible to have community without hate" (xxv). This question is necessary in any serious discussion of rhetoric, fragmentation, and community; yet calculated opportunism and economic exploitation may be misnamed and obfuscated in language depicting a rhetoric of "hate." Indeed, Lu-in Wang, a legal scholar, suggests that these other motives may be more common than animus in so-called "hate crimes." Live interviews with convicted killers... (shrink)

In the ideological construction of colonialism and, more widely, of any hierarchy of human communities, a crucial role is played by discourse on language. English nationalism and imperialism, in particular, developed extensive argumentations on language as an interpretation of the encounter with the other, on the basis of internal cultural developments that assigned to language the role of social discriminator. The paper investigates a strand of such argumentations during the period from the seventeenth to the nineteenth (...) century: the concept of “primitive” languages, described in a positive or, more often, in a negative light. The former arguments employ tones related to the idea of the “good savage” and stand in connection with narratives on the “language of Adam” and of the “Welsh Indians”, the latter uses a rhetoric extolling “progress” and “civilization” against the “immaturity” and “backwardness” of primitive languages, a perspective that was later to influence Darwinism. (shrink)

This study analyses how online participants of celebrity gossip position themselves in relation to their audience through forms of moral argumentation and thereby contribute to social hierarchies. In this study, forms of moral argumentation are seen as enthymemes, that is, claim-reason units based on moral norms as premises. The material consists of a total of 900 asynchronous online comments in English and 900 in Finnish. In addition to rhetorical argumentation analysis, the study investigates the dependency of moral argumentation on (...) three contextual variables: gendered violence as the topic of discussion, as the shared culture of participants and a media institution as the moderator of online discourse. Four forms of moral argumentation were found in the material: 1) theoretical, 2) practical, 3) categorical and 4) digital enthymeme. Theoretical, practical and categorical enthymemes are rhetorical in a traditional sense because they include the hierarchical idea of moral norms as the shared, more or less authoritarian, basis of a community. Digital enthymemes, conversely, are texts without clear borders or any notion of moral norms. Such arguments characterized especially user-generated, English-language discussions concerning female celebrities’ fights. This indicates that the digital enthymeme is particularly prevalent where there is a lack of obvious hierarchies in the context of argumentation. As this study argues, however, the seemingly non-hierarchical and individualistic participation through digital enthymemes is a mere illusion, for these enthymemes are based on crowd behaviour supportive of sexist and class-bound domination. (shrink)

This translation of Carlo Michelstaedter’s _Persuasion and Rhetoric_ brings the powerful and original work of a seminal cultural figure to English-language readers for the first time. Ostensibly a commentary on Plato’s and Aristotle’s relation to the pre-Socratic philosophers, Michelstaedter’s deeply personal book is an extraordinary rhetorical feat that reflects the author’s struggle to make sense of modern life. This edition includes an introduction discussing his life and work, an extensive bibliography, notes to introduce each chapter, and critical notes (...) illuminating the text. Within hours of completing _Persuasion and Rhetoric, _his doctoral thesis, 23-year-old Michelstaedter shot himself to death. The text he left behind has proved to be one of the most trenchant and influential studies in modern rhetoric, a work that develops Nietzschean themes and anticipates the conclusions of, among others, Martin Heidegger. Publication of the book in English is an event of great magnitude for students of Italian philosophy, rhetoric, and literature as well as the culture of Mitteleuropa. (shrink)

This translation of Carlo Michelstaedter’s _Persuasion and Rhetoric_ brings the powerful and original work of a seminal cultural figure to English-language readers for the first time. Ostensibly a commentary on Plato’s and Aristotle’s relation to the pre-Socratic philosophers, Michelstaedter’s deeply personal book is an extraordinary rhetorical feat that reflects the author’s struggle to make sense of modern life. This edition includes an introduction discussing his life and work, an extensive bibliography, notes to introduce each chapter, and critical notes (...) illuminating the text. Within hours of completing _Persuasion and Rhetoric, _his doctoral thesis, 23-year-old Michelstaedter shot himself to death. The text he left behind has proved to be one of the most trenchant and influential studies in modern rhetoric, a work that develops Nietzschean themes and anticipates the conclusions of, among others, Martin Heidegger. Publication of the book in English is an event of great magnitude for students of Italian philosophy, rhetoric, and literature as well as the culture of Mitteleuropa. (shrink)

The article focuses on methods of teaching commercial lawyers, whose native language is not English, some linguistic aspects of drafting a contract in English. The author, whose principal occupation is teaching legal English, has created a Course on Language Aspects of English Contract for in-service lawyers. The course is aimed at teaching learners to understand and interpret English contracts written in traditional legal English and help them develop some drafting and redrafting techniques (...) taking into account the modern tendency growing in English speaking common law countries towards simplifying traditional legal English. A number of contracts written in different styles have been analysed, basic contract categories each characterised by certain operative words and phrases, have been established and terminology glossary have been compiled. The purpose of this paper is to present the course’s syllabi, outline and teaching methods. (shrink)

In this paper I would like to present a brief description of the issues in English-Polish translation in the field of antitrust. Ever since Poland became a part of the broadening European integration, the Polish antitrust laws have been strongly “Europeanised”. Many new linguistic elements exist in both the Polish language of antitrust law and Polish legal language. Whatever the cause, the result is a decrease in the quality of the language. The issues of concern are (...) divided into two groups. The first relates to producing Polish versions of EU legal documents concerning antitrust. The second is related to translating English language of antitrust for the purposes of drafting national documents concerning antitrust, both legal documents and documents that are not legally binding. I will then turn to areas where a change is needed and propose measures that might be helpful in the current circumstances. (shrink)

When should I change my mind? What can I believe and what must I doubt? In this new "philosophy of good reasons" Wayne C. Booth exposes five dogmas of modernism that have too often inhibited efforts to answer these questions.

This paper explores The New Rhetoric’s concept of universal audience in the contexts of philosophical and traditional rhetorical discourse. It argues that, since Perelman’s final English-language article, published in 1984 to clarify misunderstandings among rhetorical scholars about his theory, rhetorical scholars have persisted in three primary misconceptions of the concept of universal audience: appeals to the real are made only to universal audiences, only universal audiences are qualified to establish the reasonableness of arguments, and only universal audiences (...) prevent The New Rhetoric’s rhetorical theory from degenerating into relativism. It explains why each of these misconceptions is inaccurate and provides a corrected view of universal audience that places it exclusively in the province of philosophical discourse. Finally, it questions whether constructed audiences in general add explanatory power to rhetorical analyses or are merely unnecessary constructs that should be dispensed with for the sake of theoretical parsimony. (shrink)

The aim of the paper is to investigate the impact of the Greek language on modern legal languages in the United Kingdom and United States of America. The focus is placed on terms with the prefix cyber- of Greek origin that have recently enriched the English legal languages in connection with the fact that certain new phenomena have been regulated by laws as a result of the development of new technologies. Therefore, the authors have investigated the occurrence of (...) terms with the prefix cyber- in legislation and other legal texts. Apart from the analysis of borrowings in the English legal languages, the authors have also investigated the occurrence of equivalent terms in Greek and Cypriot legislation and other genres of legal texts. Furthermore, the analysis involved the investigation of the occurrence of terms with the analysed prefix cyber- in European Union legislation and terminological databases to find out whether the borrowings may become internationalisms of Greek origin. Furthermore, the authors have also investigated whether for those terms with a prefix of Greek origin there are synonyms in the languages under scrutiny of non-Greek origin. (shrink)

If you are anything like me, you may feel yourself unsure of what, as a critic these days, you ought to be talking about—whether literature qua literature, literature as rhetoric, literature as politics or as history, whether about the persistence of romanticism or the waxing of postmodernism, the decline of Yale or the rise of Duke. If, like me, you are puzzled by what we now ought to be about, you may also be like Paul de Man, who bespoke (...) a similar concern: “In a manner that is more acute for theoreticians of literature than for theoreticians of the natural or the social world, it can be said that they do not quite know what it is they are talking about, … that, whenever one is supposed to speak of literature, one speaks of anything under the sun except literature. The need for determination,” de Man concludes, “thus becomes all the stronger as a way to safeguard a discipline which constantly threatens to degenerate into gossip, trivia or self-obsession,”1De Man’s wishes are rarely fulfilled, and this instance is no exception. Despite the critic’s determinations, theory, it turns out, is the story of the failure of safeguards to do the job for which they are designed. There is no better instance of that ironic truth than the career of Paul de Man. No critic has fallen farther despite his determination; from a paragon of analytical rigor, he has become the most gossiped about critic of the late 1980s 1. Paul de Man, The Resistance to Theory , p. 29; hereafter abbreviated RT. Jerome Christensen teaches English at The Johns Hopkins University. He is the author of Coleridge’s Blessed Machine of language and Practicing Enlightenment: Hume and the Formation of a Literary Career . This essay is part of a work in progress entitled Prefigurations: Romantic Theory and Romantic Practice. (shrink)

Barbara Couture presents a case for a phenomenological rhetoric, one that values and respects consciousness and selfhood and that restores to rhetoric the possibility of seeking an all-embracing truth through pacific and cooperative ...

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Rhetoric of Romantic ProphecySara GuyerThe Rhetoric of Romantic Prophecy. Ian BalfourStanford: Stanford University Press, 2002. Pp. 368. $70.00, cloth; $29.95, paperback.Not insignificantly, Walter Benjamin and Maurice Blanchot are the first two names to appear in Ian Balfour's excellent study The Rhetoric of Romantic Prophecy. Benjamin and Blanchot are authors of two of the most influential essays on romanticism, essays that, it just so happens, (...) Ian Balfour is responsible for introducing to an English-reading audience. 1 Thus, The Rhetoric of Romantic Prophecy is not only a long awaited, prize-winning book by a major theorist of romanticism, it is also a book written by the first English translator of Benjamin's and Blanchot's essays. Both Blanchot's "The Athenaeum" and Benjamin's "On the Concept of Criticism in German Romanticism" expose the incompletion of the romantic project and unsettle the relation between the past and the present. They also provide a context for understanding the kind of book that Ian Balfour has written. Like its eminent predecessors, this book focuses on local phenomena, yet its force far exceeds the field that it so thoughtfully treats. In it, Balfour shows how a turn to the past (to a set of historical texts) has the effect of unsettling the present, and he argues that an apparent turn to the future (prophecy) has as its issue the present.The book's introduction, entitled "The Call of Prophecy and the Future (After Benjamin)," alerts us to the fact that Benjamin and Blanchot, who have written extensively on language, also have written compellingly on the prophetic. While the prophetic today most often seems to signify religion's naive or violent claims on the future (and by implication on the present), in Benjamin's and Blanchot's work—and in Balfour's work—"the prophetic" (by which Balfour means not a genre, but a "mode") poses problems of referentiality and interpretation. Benjamin's treatment of messianism and allegory in the "Theses on the Philosophy of History" offers Balfour a clear framework for undertaking this examination. And, in style and approach, Benjamin is the thinker with whom Balfour has the closest kinship. Like Benjamin's The Origin of German Tragic Drama, Balfour's The Rhetoric of Romantic Prophecy is a historical study that is not historicist, that is, it does not aim to account for a historical phenomenon, but is a philosophical and rhetorical investigation into language.However, it is Blanchot's brief essay "Prophetic Speech"—a review of André Neher's L'essence du prophétisme—that informs Balfour's thinking about the prophetic. Indeed, Balfour's book can be read as a meditation on the rhetorical implications of Blanchot's suggestion that: [End Page 257]Prophetic speech announces an impossible future, or makes the future it announces, because it announces it, something impossible, a future one would not know how to live and that must upset all the sure givens of existence. When speech becomes prophetic it is not the future that is given, it is the present that is taken away, and with it any possibility of a firm, stable, lasting presence. 2With this passage, Blanchot not only recasts the conventional account of prophecy (and, implicitly, the symbolic reading upon which prophecy relies), but also shows that if prophecy turns the future into a referent—and hence becomes history—the present is lost. Balfour's transfer of Blanchot's account of the prophetic to romanticism is broadly explained by the debates within romanticism (and contemporary criticism of romanticism) about referentiality and the primacy of symbol over allegory, debates that today are most well-known to non-romanticists through Paul de Man's "The Rhetoric of Temporality."Balfour offers a lucid account of his project—and its relation to history and historicist criticism—when he explains:If there is a historical force to the analysis here, it lies not in the attempt to show how representative these texts were of some larger, pervasive phenomenon—although they sometimes are—but rather to mark what was possible to be thought and done at a given moment. More than that, the analysis implicitly and sometimes explicitly confronts... (shrink)

Katz (English, North Carolina State U.) examines the correlation between Reader Response Criticism and the philosophy of science engendered by the Copenhagen School of New Physics, and assesses the scientific empiricism that controls the parameters of reading and writing theory to look at the possibility of teaching reading and writing as "rhetorical music." He reinterprets Cicero's rhetorical theory in light of recent revisionist scholarship, and sketches a temporal model of affective response in reading and writing. Annotation copyright by Book (...) News, Inc., Portland, OR. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rhetoric and PhilosophyMartin WarnerPeter Ramus continues to muddy the waters where philosophers meet rhetoric. Aristotle defined rhetoric in terms of the modes of persuasion as an independent discipline, the counterpart of dialectic. Ramus’s sixteenth century revision of the intellectual map reclassified it as at best an adjunct of dialectic, to be conceived in terms of elocutio and pronunciatio, an approach that in the English-speaking world (...) led to its reduction to mere ornamentation—the application of figures and tropes—opening the way to Stoppard’s (anachronistic) debasement: 1Guildenstern: What in God’s name is going on?Rosencrantz: Foul! No rhetoric. Two-one.Both approaches are current, which makes for confusion. Two characteristic examples will suffice. The approach to rhetoric of Jeff Mason’s Philosophical Rhetoric is broadly Aristotelian but Roger Crisp’s review criticizes the book on the ground that “some philosophers just do not employ rhetorical techniques,” techniques which are broadly identified with the figures and tropes. Similarly, my own introduction to The Bible as Rhetoric opens by defining rhetoric in Aristotelian terms, but the Times Literary Supplement reviewer—evidently a closet Ramist—takes one of my contributors to task for using the word “rhetoric” in his title but providing “very little in the way of an examination of... linguistic features.” 2These examples illustrate the way two main conceptions of rhetoric appear to be at play when philosophers discuss the topic; one is concerned with the means of persuasion, the other with qualities of [End Page 106] style. Of course these cannot always easily be separated, for it may be that certain qualities of style figure prominently among the available means of persuasion, but a useful test of the conception an individual has of the topic may be judged by how he or she reacts to the (deliberately provocative) opening sentence of my introduction to The Bible as Rhetoric: “Rational argument is one of the most effective rhetorical modes we know.” Mason’s conception of the “plain style” of the philosophical logicians as rhetorical style fits this Aristotelian approach well, but for the more Ramist Crisp such examples are “unlikely candidates” for rhetorical status and Mason’s conception “forced.” So it may be as well to consider contemporary work on the philosophy/rhetoric borderline under two heads: the Ramist and the Aristotelian. But that borderline itself invites a further distinguo; philosophical analysis of rhetoric and rhetorical analysis of philosophy, though this distinction, too, is not absolute. This gives us a convenient set of quadrants, so for expository purposes I shall consider the contemporary relations between rhetoric and philosophy under four main heads.First, philosophical analysis of “rhetoric” understood in a stylistic or Ramist sense. Here the most significant work has been on metaphor, conceived as a “trope,” and related rhetorical devices. Whereas with “figures” the meaning of each individual word remains the same inside the figure as outside it, with the trope the matter is different. Quintilian defined a “trope” (or “turn”) as “the artistic alteration of a word or phrase from its proper meaning (significatione) to another,” 3 which suggests that use can determine meaning—and with this claim we are at the heart of a philosophical storm centre.It is conventional to distinguish between syntax (the study of formal relationships between expressions), semantics (in the narrower sense, as the study of the relations between linguistic items and the non-linguistic items to which they typically apply), and pragmatics (the study of the relations between linguistic expressions and the use or users of these expressions). One very powerful strand in contemporary philosophy of language sees matters concerning meaning and truth as analyzable in terms of the first two categories without any essential reference to linguistic use or users. Behind this lies a history going back at least to the Enlightenment project of a universal language or “character” in which each word would relate to a different idea and the syntax be transparent; Leibniz’s logical work was in part intended as a contribution to the syntax of the universal character, and although the semantics proved intractable, the logical positivist movement—with post-Leibnizian [End Page 107] logical syntax providing the framework within which... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Classical Rhetoric and the Promotion of the New WorldAndrew FitzmauriceFor many years historians have characterized the relation between the Old World and the New as an encounter in which the New was assimilated to the Old. There is a striking uniformity in the reasons given for this process. It is argued that in their “discovery” the Europeans encountered a world which was radically different from their own and (...) for which they did not possess the concepts to provide a true account. The only available descriptive tools were the categories of European experience. I shall argue that this historical characterization is unsupported by the first English representations of the New World. While it is true that the New World was represented in terms familiar to English audiences, the reason for this translation was dramatically different from that given by historians. The process of conversion to Old World values arises not from an epistemic shock but from the psychology of persuasion found in classical and humanist rhetoric.The purpose of this essay is not to superimpose a new model for under-standing the interaction between Europe and the New World but rather to contribute to recent challenges to precisely the idea that there was a collective European “response” to the New World. Historians who have stressed that the translation of the new into the familiar was imposed by the limits of the European episteme have based these interpretations largely upon accounts of the Spanish conquest, ethnography, and natural history. It has recently been stressed that Europeans differed on the basis of their nationality in their understanding of the issues raised by the conquest of the New World. 1 In this paper I shall argue that the genre of intellectual engagement was equally important to that understanding. [End Page 221]In his seminal lectures The Old World and the New J. H. Elliott compares the Europeans’ discovery of the New World with the response of the Chinese of the T’ang dynasty to the conquest of Nam Viet. Like the Europeans, the “minds and imaginations” of the Chinese “were preconditioned, so that they saw what they expected to see, and ignored or rejected those features of life in the southern lands for which they were mentally unprepared.” 2 Elliott is careful to observe that “what Europeans saw” on the “far side of the Atlantic” inevitably would “depend on the kind of Europeans involved.” 3 From the example of the Chinese experience of Nam Viet, however, he suggests that Europeans shared in a process through which the New World was assimilated, and he argues that this was epistemic: “it may well be that the human mind has an inherent need to fall back on the familiar object and the standard image, in order to come to terms with the shock of the unfamiliar.” 4Stephen Greenblatt has described this process as rhetorical. He stresses that Europeans possessed “many different and conflicting ways of seeing and describing the world” but claims that “the variety is not infinite,” arguing that Europeans shared “a lumbering, jerry built, but immensely powerful mimetic machinery.” 5 “Wonder,” he argues, is “the central figure in the initial European response to the New World, the decisive emotional and intellectual experience in the presence of radical difference.” 6 For Greenblatt the rhetorical process by which wonder reifies and appropriates the alien arises from an epistemic crisis; that is, wonder is provoked by the “presence of radical difference.” 7 [End Page 222]Underlying many of these accounts, as Mary Fuller has recently observed, is the sense of a New World outside language, a sense that “there is something self-evident, unambiguous, unified on the other side of language.” 8 Fuller explores the rhetoric of New World narratives by demonstrating that this referent is always absent and that the “other” is inside language.For the majority of authors writing in English about the New World, however, it is not the presence or absence of the “other” that produces their conversion of the alien to the familiar. Most Elizabethan and Jacobean tracts concerning the New World were promotional: their mode was persuasion. The tracts were written in terms of the classical and humanist art... (shrink)

In many papers dealing with the stylistic features of legal texts, metaphor is highlighted as a stylistic figure often used in the language of law. On a daily basis we can witness the frequent use of metaphoric collocations like soft laws, hard laws, silent partner, hedge funds, etc. In this paper, the author analyses the use of denotations for colours as constituent parts of metaphoric collocations in the language of law. The analysis is conducted by using a comparative (...) approach to examples extracted by means of computer technology from international bills and conventions available online. In the main part of the paper, examples are classified by using a colour denotation as the main criterion for the classification. After that, the examples are compared with corresponding expressions used in German and Croatian. Taking into account the main principle of the Skopos translation theory that differences between cultures strongly influence the translation process, the hypothesis of this research is that in many cases there will be no lexical equivalence between collocations with colour denotation in three languages. Due to the fact that international bills and conventions build the corpus of the research, and that the English language has become the lingua franca of international communication, it can be expected that some metaphoric terms and collocations would be literally translated from English. Conclusions drawn from the comparative analysis of legal collocations containing denotations for colours can be interesting to lawyers and LSP teachers in the field of law. In this sense, results of the research can contribute to motivational aspects of teaching Legal English and Legal German. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:English Classical: The Reform of Poetry in Elizabethan England STEPHEN ORGEL Roger ascham, writing in the 1560s, in the course of a treatise on education, urged the reform of English poetry on classical models: “Our English tongue, in avoiding barbarous rhyming, may as well receive right quantity of syllables, and true order of versifying... as either Greek or Latin....”1 He cites as an example of right (...) quantity of syllables and true order of versifying this translation by the scholar and poet William Watson of a verse from the Odyssey: All travelers do gladly report great praise of Ulysses. For that he knew many men’s manners, and saw many cities. This does not sound much like English poetry, but if we count it out we can see that it does, more or less, follow the quantitative rules. The trouble is that the rules have little to do with English pronunciation. Vowels are long by position (followed by two consonants) regardless of how they are pronounced ; moreover, Watson makes vowels long if they are stressed (such as the a in “travelers” and “manners” and the i in “cities”), again regardless of how they are pronounced. For the Elizabethans, this was a problem not with the rules, but with English, both in its dissimilarity from the classical tongues and in the variety of spelling and pronunciation at the time—proponents of quantitative verse in English observe that a necessary first step would be to stabilize the language, as Gabriel Harvey wrote to Edmund Spenser, “there is no one more regular and justifiable direction, either for the assured and infallible certainty of our English artificial prosody particularly, or generally to bring our language into art and to arion 27.2 fall 2019 frame a grammar or rhetoric thereof, than first of all universally to agree upon one and the same orthography.”2 But even with a stable orthography, the application of quantitative rules to English is problematic. To begin with, it is not clear in what sense an English vowel can be said to be long or short—to consider the vowels in stressed syllables invariably long, as Watson does, is entirely arbitrary. There is obviously a difference between the a sound in “rat” and in “rate”; such vowels are now described as short and long, but in pronunciation, they may or may not be of equal extension : thus, the a in “rate” is not, in speaking, longer than the a in “rat,” it is simply pronounced differently; whereas the i in “rise” is certainly longer than the i in “rid.” If quantity means length, English vowels are too erratic to serve—Harvey observed to Spenser that in some quantitative hexameters Spenser had sent him, “the,” “ye” and “he” were treated as short, but “me” was long.3 The issue is especially vexed in the case of vowels that are long by position. The most common examples in English are the -ing endings of participles, which are invariably unaccented and stubbornly short when spoken. In fact, Thomas Campion confronted precisely this problem; and his way of dealing with it gives a clear sense of how willed the whole quantitative system in English necessarily was: For though we accent the second [syllable] of Trumpington short, yet is it naturally long, and so of necessity must be held of every composer.4 What can “naturally” mean here? Are the rules of Latin prosody laws of nature? Harvey had a clear sense of the practical problems, writing to Spenser, “in short, this is the very short and long: position neither maketh short nor long in our tongue,” and concludes that some other rule must be found for English “that should as universally and canonically hold amongst us as position doth with the Latins and Greeks.”5 The larger assumption behind Ascham’s and Harvey’s proposals for a new poetry was that the “barbarous” England 44 english classical of the time could be rectified by the application of classical rules. A return to the classics held out the promise of culture and civility—not only in poetry, of course, but poetry seemed a particularly clear example. Nobody thought the transformation would be easy; a hectoring... (shrink)

Contemporary philosophers of science argue that models are a major vehicle of scientific knowledge. This applies to highly theoretical inquiry as well as to experimental or otherwise observational research, in both the natural and the social sciences. Making this claim is not yet very illuminating, given that there is a large variety of different kinds of model, and a number of ways in which they function in the service of science. The ambiguity of the term ‘model’ and the multiplicity of (...) kinds of model are illustrated by Pierre Duhem’s famous comparison of the mind of a continental physicist to that of an Englishman: the former strives for ‘theories’ that are formulated in ‘the clear and precise language of geometry and algebra’ and consist of abstract and idealized notions and formulae, while the latter insists on having mechanical ‘models’ that satisfy ‘his need to imagine concrete, material, visible, and tangible things’ that are familiar to ordinary experience. While the French or German physicist deals with a formalized theory in his account of electrostasis, the English account is in terms of ‘strings which move around pulleys, which roll around drums, which go through pearl beads, which carry weights; and tubes which pump water while others swell and contract; toothed wheels which are geared to one another and engage hooks. We thought we were entering the tranquil and neatly ordered abode of reason, but we find ourselves in a factory’ (Duhem 1954, pp. 70–1). Models in this sense—iconic models —employ analogies to visualize the mechanisms depicted, while formalized theories supposedly lack this property. On the other hand, it is nowadays customary to use the term ‘model’ also for such formal systems of equations, conspicuously so in the social sciences—and, much of the time, such formal systems are used for representing causal mechanisms. In relation to such a formal system, ‘model’ is also used for its various interpretations, or just for the interpretation that makes it true. The model muddle needs to be sorted out. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 35.2 (2002) 96-119 [Access article in PDF] Re-Marking Slave Bodies: Rhetoric as Production and Reception Steven Mailloux There is much talk nowadays about the double nature of rhetoric: rhetoric as a practical guide for composing and rhetoric as a theoretical stance for interpreting. The two uses can be viewed as complementary, as flip sides of the same holistic approach to rhetorical (...) studies. But they can also appear in conflict: production models of writing and speaking versus reception models of reading and listening; models for inventing rhetoric versus models for analyzing it. Indeed, though the two models can be mutually supportive, they have often developed in tension within the evolution of academic disciplines over the last 125 years. Different emphases on one or the other model have resulted in different departmentalized disciplines and varied divisions within those departments, as we are all so well aware. One might even claim that advocating one or the other model has contributed significantly to the fragmentation of rhetoric as an interdiscipline during the last century and to the distribution of its parts into various academic units. In many English departments, for example, the continuing divisions between literature and composition faculty arise from contrasting professional interests in reception models focused on interpreting literary works versus production models focused on composing student texts. A similar reception/production antagonism appears in the history of speech departments separating from English departments. In 1915, when seventeen teachers of public address broke off from the National Council of Teachers of English, the production (oratory or debate) model they favored was at odds with the reception (philological or hermeneutic) model of most literature faculty. 1I don't mean to suggest that different choices between models of production and reception fully account for the academic fragmentation of rhetorical study. Nevertheless, practical antitheses do constitute disciplinary [End Page 96] identities. Antitheses between production and reception—between writing/speaking, on the one hand, and reading/listening, on the other—have variously combined with other distinctions between written texts versus oral performances as objects of study and between scientific research versus humanistic scholarship as intellectual traditions, and these assorted configurations of interpretive practices and institutional formations did help shape disciplinary identities throughout the past century. We are now faced with a situation in which rhetoric is distributed across several departments and programs, not in an integrated interdiscipline but as disciplinary fragments, where rhetorical critics in literary and cultural studies, for example, don't read deeply either in the work of rhetoric/ composition faculty in their own departments or the rhetorical scholarship produced in other departments such as communications or classics.Historically, I believe, the separation of written rhetoric (literature and composition) from oral rhetoric (public address and debate) within the academic humanities, this separation of English and speech departments, has been just as debilitating for rhetorical study as the literature/composition split within English departments alone. One might speculate about how these divisions encouraged the eventual exclusion of oratory from British and U. S. literary canons. More important, these divisions have resulted in a fragmented disciplinary approach to everything having to do with tropes, arguments, and narratives in culture, including most recently the study of local and global communication networks, old and new literacies, and past and present media revolutions.In the present essay I suggest an alternative to this disciplinary fragmentation of rhetoric. This alternative, call it rhetorical hermeneutics, learns from the more holistic approach to language arts found at the elementary and secondary levels of our U. S. educational system, where writing, speaking, reading, and listening (and sometimes viewing) are practices often taught in relation to one another. 2 Here production and reception models form parts of the same integrated framework for understanding and participating in the cultural conversations of diverse public spheres. In the following sections, I address these issues of model selection first by considering the objection that rhetorical hermeneutics is exclusively a method of reading and not a heuristic for writing. Then I move to an example of rhetorical hermeneutics in practice: a reception study of rhetorical productions... (shrink)

The framework of cognitive linguistics can be an efficient tool to represent the conceptual scope of meaning extension in reduced lexicons of pidgins and creoles. Image-schema based metaphors (Lakoff, 1993; Cienki, 1998) underlie the usage of English straight and its Tok Pisin counterpart stret, but the creole employs the concept in more contexts than English. The resultant variation in the scope of metaphor takes the form of a particular source domain being used to conceptualize more target domains than (...) in the lexifier language. Functioning mainly as a compensation strategy, the variation is the effect of strong influence of English on the conceptual system of the creole. (shrink)

How do we make sense of our experience? In order to understand how we construct meaning, the varied and complex relationships among language, mind, and culture need to be understood. While cognitive linguists typically study the cognitive aspects of language, and linguistic anthropologists typically study language and culture, Language, Mind, and Culture is the first book to combine all three and provide an account of meaning-making in language and culture by examining the many cognitive operations (...) in this process. In addition to providing a comprehensive theory of how we can account for meaning making, Language, Mind, and Culture is a textbook for anyone interested in the fascinating issues surrounding the relationship between language, mind, and culture. Further, the book is also a "practical" introduction: most of the chapters include exercises that help the student understand the theoretical issues. No prior knowledge of linguistics is assumed, and the material is accessible and useful to students in a variety of other disciplines, such as anthropology, English, sociology, philosophy, psychology, communication, rhetoric, and others. Language, Mind, and Culture helps us make sense of not only linguistic meaning but also of some of the important personal and social issues we encounter in our lives as members of particular cultures and as human beings. (shrink)

This work takes a fresh look at legal language as one of the Languages for Specific Purposes (LSP) that has been traditionally characterized as obscure and impenetrable for those outside the profession. I will show how metaphors in legal language provide referential meaning that is sometimes misconstrued by observers who may be unfamiliar with the procedural aspects of the US system of justice, and how those identified as conceptual metaphors in legal language are either _linguistic metaphors_ or (...) some other rhetorical device, such as metonymies. I will then discuss the special challenges of transferring meaning from English into a foreign language during legal proceedings for the benefit of Limited English Proficient (LEP) participants in the process, such as litigants, witnesses, and criminal defendants. Taking into account the translation and interpreting studies that have had a bearing on the practice of judiciary interpreting in United States, and the results of a survey and virtual discussion with federally certified interpreters, I will describe some of the strategies used by these language professionals to convey metaphorical meaning to LEP court participants. (shrink)

"A learned work of rhetoric... compiled and made in the English tongue, of [one] who in judgment is profound, in wisdom and eloquence most famous." Thus in 1563 rhetorician Richard Rainolde praised _The Art of Rhetoric_, the work that brought into English the procedures of Ciceronian rhetoric-invention, disposition, style, memory, and delivery—the core of the academic curriculum in Renaissance England. Written in vigorous, native English, the _Art_ went through eight editions between 1553 and 1585. At (...) least part of its appeal was practicality. On the final page of his copy on Quintilian, Gabriel Harvey noted that _The Art of Rhetoric _is the "Daily bread of our common pleaders and discoursers." But its appeal was also academic. In 1619, nearly forty years after the _Art_ had lapsed from print, John Milton's teacher Alexander Gill invoked Wilson as he ridiculed the affectations of pretentiously learned language. Seen in its historical context, Wilson's _The Art of Rhetoric _reveals a great deal about the formal education of such authors as Shakespeare, Spenser, Jonson, and Milton. Since it bears directly on what is basic to imaginative literature—the art of language—the _Art_ encapsulates a literary context relevant to all those studying the English Renaissance, whether their approach is historicist, structuralist, deconstructionist, or new historicist. In addition, it will be of interest to students of rhetoric, education, and intellectual history in general. There have been four editions of the _Art_ in the twentieth century: two facsimiles and two original-spelling texts, none of which is in print. Peter Medine's edition modernizes the spelling and punctuation of the text of the second edition, which Wilson revised and expanded in 1560, and furnishes a fully critical apparatus, including introduction, textual notes, commentary, and glossary. As such, this edition makes available a central work of the English Renaissance in an accessible format. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Levinas—Between Philosophy and Rhetoric:The “Teaching” of Levinas’s Scriptural ReferencesClaire Elise KatzIn an interview titled "On Jewish Philosophy," Emmanuel Levinas illuminates the connection that he sees between philosophical discourse and the role of midrash in interpreting the Hebrew scriptures. His interviewer immediately expresses surprise at Levinas's comments that suggested he saw the traditions of philosophy and biblical theology as in some sense harmonious (quoted in Robbins 2001, 239). Levinas (...) responds by elaborating on this connection he sees. For him, the lived experience of Judaism is above all a sense of belonging to humanity and, in turn, to a supreme order of responsibility (240). Although his intellectual life focused on the sacred texts of Judaism, this life included non-Jewish books, which he believed expressed a similar concern or a similar responsibility—a concern for the meaning of life. This list of such books includes Hamlet, Macbeth, King Lear, The Miser, and The Misanthrope, in addition to the novels of Tolstoy and Dostoyevsky.In Levinas's view, these novels are not exercises of philosophyper se; as mentioned above, they express the same concerns that occupy philosophy, but they express these concerns in a different idiom. They do not offer a philosophical argument; instead, they use figurative language and literary narrative to convey their messages. By drawing this distinction between philosophy and literature, Levinas appears to have divided the written word into two categories: philosophy, on the one hand, and literary texts, on the other. Yet readers of his philosophical work cannot help but notice his frequent references to literary sources, including the numerous citations taken from the Jewish holy texts. His use of these citations encourages us to ask how we are to classify these books in general and how to classify, in particular, the Scriptures and the holy texts in Judaism. With regard to the holy texts in Judaism, should we classify them as simply a [End Page 159] literary device? Or, do they constitute a third category that falls somewhere in between philosophy and rhetoric? If the latter, then what is their status relative to these larger categories?Although Levinas insists on separating his two bodies of work—his philosophical writings and his Jewish writings—the distinction between them becomes increasingly blurred with his frequent introduction of citations from the Hebrew texts into his philosophy and by inflecting his Jewish writings with philosophical interpretations.1 In what follows, I examine the unique and significant role of Scriptural references within Levinas's philosophical work. My claim is that the Scriptural references are in fact rhetorical, but not "simply" rhetorical; they do pedagogical work for Levinas that other literary devices cannot accomplish. They engage his readers such that they are invited to grapple with the Scriptures in a manner potentially unfamiliar to them, and this invitation, in turn, has the pedagogical effect of attuning his readers to his texts and to his ethical project—even, one might say, to the other—and inviting them into an experience of transcendence.In the interview mentioned above, Levinas tells his interlocutor that for the Jews the Scriptures do not exist apart from the interpretations that accompany them. These interpretations are found in the collections of midrashim and the Talmud. One need know only a little bit about Hebrew and the construction of the Hebrew texts in order to see why these interpretations are significant. There are three grammatical concerns with the Hebrew language: first, biblical Hebrew does not contain vowels, though it does employ vowel aspirations; second, it is a language based on root letter combinations, and the meaning of these combinations alters, depending on the vowel aspirations that are inserted. For example, "Kiddish," the Hebrew blessing over wine, is based on a combination of Hebrew letters that are transliterated into English as KDSH. The blessing changes if we insert different vowel aspirations: "Kaddish" is the blessing said for those who have died. Third, biblical Hebrew lacks punctuation. Owing to the absence of vowels and punctuation, interpretation difficulties immediately emerge. The rabbinic model of midrash addresses these problems by offering multiple explanations and interpretations.Levinas, however, is not concerned with this aspect of the written language. Rather, he emphasizes... (shrink)

A bi- or multilingual repertoire is a complex and dynamic system of languages (Herdina & Jessner, 2002; Herwig, 2001; Larsen-Freeman & Cameron, 2008; Stotz & Cardoso, 2022) which interact with each other and with the conceptual system (Kroll & Stewart, 1994; Pavlenko, 2009). Importantly, fluent and regularly used native languages are not spared from the influence of later acquired non-native ones. The paper presents the results of a case study conducted with a native speaker of Polish with three additional languages: (...) English, German, and French. Based on the analysis of the instances of lexical reverse transfer observed in the spoken production in her L1, it is concluded that reverse transfer may lead to partial L1 attrition, at least when the monolingual perspective is taken. From the multilingualism point of view, reverse transfer should rather be treated as a phenomenon leading to partial restructuring and enhancement of mother tongue competences. (shrink)

Memrise is an educational tool available both online and for mobile devices. Memrise uses flashcards and mnemonic techniques to aid in teaching foreign languages and memorizing information from other subjects, e.g. geography, law or mathematics. Memrise courses are created by its users through the process of crowdsourcing; therefore they are tailored to the individual needs of the users and may focus on the specific content of a particular coursebook or classes. The paper will attempt to present possibilities of using memrise (...) in teaching and learning legal English vocabulary during a tertiary course leading to TOLES certificate examination. The paper will look at various types of exercises which facilitate memorizing vocabulary, learning collocations, prepositional phrases, develop the skill of paraphrasing and defining legal terms of art in plain English. Application of the crowdsourcing method enables the learners to participate in the process of the course creation and constitutes for them a supplementary, out of class exposure to the target language. The second part of the paper will discuss the results of the research conducted by the author among her law students. The aim of the research was to investigate the students′ opinions about memrise as a tool which might facilitate individual learning of the specialist language, as well as to assess whether memrise may influence the test results achieved by the students during the legal English course. The paper will contrastively analyse the progress tests results achieved by the students who have used memrise to revise and recycle language material and those who have chosen traditional methods of learning. The research also attempted to address the question whether the students who had been the contributors to the content of memrise courses had performed better in tests than those who had only been the users. (shrink)

While in the majority of English-speaking territories the dominant legal tradition is common law, in Louisiana and Quebec the native language is English and the legal system stems from continental civil law. Both the Louisiana Civil Code and the Civil Code of Quebec take root in the European codification movement, following Code Napoleon. Bearing in mind the link between law and language, these jurisdictions provide a unique source of English civil law terminology with well-founded conceptual (...) background. The civil codes of Louisiana and Quebec seem to be potentially useful for the translation of Polish private law into English. Yet there are some reservations which should be considered. By comparing two different translations of Article 292 of the Polish Civil Code, this paper is intended to contribute to the debate on the use of Quebec and Louisiana terminology in Polish-English legal translation. (shrink)

Musica Poetica provides an unprecedented examination of the development of Baroque musical thought. The initial chapters, which serve as an introduction to the concept and teachings of musical-rhetorical figures, explore Martin Luther's theology of music, the development of the Baroque concept of musica poetica, the idea of the affections in German Baroque music, and that music's use of the principles and devices of rhetoric. Dietrich Bartel then turns to more detailed considerations of the musical-rhetorical figures that were developed in (...) Baroque treatises and publications. After brief biographical sketches of the major theorists, Bartel examines those theorists' interpretation and classification of the figures. The book concludes with a detailed presentation of the musical-rhetorical figures, in which each theorist's definitions are presented in the original language and in parallel English translations. Bartel's clear, detailed analysis of German Baroque musical-rhetorical figures, combined with his careful translations of interpretations of those figures from a wide range of sources, make this book an indispensable introduction and resource for all students of Baroque music. Dietrich Bartel is an associate professor in the Department of Music at Canadian Mennonite Bible College (affiliated with University of Manitoba). (shrink)

The popular and successful rhetorical textbooks produced by the 18th century Scottish philosophical tradition, such as George Campbell's The Philosophy of Rhetoric, Hugh Blair’s Lectures on Rhetoric and Belles Lettres, and Alexander Bain’s English Composition and Rhetoric have been widely accorded a role in the trajectories of 19th and 20th century literary theory. Scholars have generally overlooked them, however, as philosophical works. The selected writings chosen for this volume show how these rhetorical textbooks were a practical (...) extension of the philosophy of language developed by 18th century Scottish philosophers. Francis Hutcheson, Adam Smith, Thomas Reid, Adam Ferguson, Alexander Gerard, and Henry Home, Lord Kames, advanced a radically new paradigm of language as an inherently mediated practice, directed simultaneously to personal and social, moral and aesthetic uses. This Scottish philosophy of rhetoric powerfully influenced the teaching of language and literacy as tools for social and educational innovation. This volume — the first of its kind — offers a wide variety of writings on rhetoric and rhetorical theory, selected in a way that reveals their intimate connection with the Scottish philosophical tradition. (shrink)

The present work examines the role of persuasive lexicon in legal discourse through the analysis of emotional devices at a lexical and rhetorical level. Our preliminary premise is that emotion is deployed by experts to convey the sentiment of shared values and epistemic trust: the need to rely on the tenets of the law as fair and conducive to the common good. The corpus of our study is constituted by the conclusions in their original Spanish, and their translation into (...) class='Hi'>English, by the Advocate General Manuel Campos on the challenge by Hungary and Poland of the regulation establishing a “conditionality regime” in the event of a rule-of-law breach in a EU Member State. To this end, we undertake a two-pronged analysis of legal persuasion to find out what emotional devices are deployed to convey the rule-of-law principles of justice, non-discrimination, equality and solidarity. At a first stage, we concentrate upon the polarity and intensity of emotion words and their categories. Emotional implicatures in the shape of legal technolects and metaphorical ontologies and the way they are deployed in each text constitutes the second part of our study. Among our conclusions are that both the original and target texts have a strong persuasive character, mainly grounded in the negative emotion of fear and the positive emotion of trust, and that there are variances in the emotional language deployed in either version due to the different mechanics of each law system and to functional differences between English and Spanish. (shrink)

Easy and cheap access to the Internet and a wide array of new technologies, such as smartphones, have multiplied opportunities for online informal learning of English. Yet, despite sizeable research, few studies have examined the issue of OILE in the context of university students of different disciplines. The aim of this research study was to examine the role of online language use through smartphones among students of various disciplines and its possible effects on enhancement of their foreign (...) class='Hi'>language skills. The study assumed both qualitative and quantitative methodology encompassing three research instruments: an online survey, the self-assessment language competence grid of the Common European Framework of Reference for Languages and a semi-structured interview. Data were collected with 377 students from two universities: University of Białystok, Poland and University of Osijek, Croatia. The research outcomes indicate that both Croatian and Polish students of different disciplines use their smartphones chiefly for receptive activities with infrequent use for language learning purposes and the predominant use of the mother tongue or English for the listed online activities through smartphones do not significantly affect the self-assessed level of their communicative competence in English. However, it can be stated that the choice of the preponderant language for online use through smartphones, especially for study-related issues, is conditioned by the students’ discipline of study. (shrink)

The Faculty of Law at Masaryk University in Brno, the Czech Re- public, offers several fields of studies, one of them being the three-year Bachelor’s degree programme of International Trade Law. This programme includes two semesters of English for specific purposes which the students take in their first year of studies. However, as the programme is offered as a part time study, there are only 10 lessons of English taught within two days per semester. Preparing a course which (...) would develop the students’ language abilities and skills in the international trade law environment appears to be rather challenging under such conditions. In the paper I would like to share the ideas and experience from re- designing the syllabus for this course of English for international trade law. I describe the process from the original syllabus to a new one in which the teaching situation and students’ needs are taken into account. The course in- tends to include both product and process oriented goals and helps to improve general professional needs. In order to cover the field specific vocabulary, language practice and soft skills development within the above mentioned limited time frame, the students need to work both before and after the classes. The course is going to be piloted this year and we expect further modifications after its evaluation. (shrink)

The article deals with the comparison of key terminology in the field of copyright in the Polish, English, Japanese and German languages. The research material consists of copyright acts binding in Poland, Great Britain, the United States of America, Japan and Germany. The terminology has been compared in order to reveal similarities and differences in the meaning. Firstly, statutory terms from the Polish, English, German and Japanese acts will be presented and discussed. Also, a list of functional equivalents (...) will be presented. The task was to search for functional equivalents, and if there is partial equivalence or no equivalence, an equivalent was provided according to techniques of providing equivalents for non-equivalent terms. They were made in such a way that equivalents will correspond with the reality of the laws in the above mentioned languages. The terms have been extracted with the usage of AntConc. The method of analysis of comparable texts has been applied as well as the one based on three categories of equivalence by Šarčević : “near equivalence”, “partial equivalence” and “non-equivalence”. Special attention has been paid to system-bound terminology existing in those five legal systems. To sum up, it should be borne in mind that the copyright law has been unified almost world-wide. As a result many countries have adopted similar or almost identical principles in this respect. Therefore, there is a significant convergence of meanings of analysed copyright terms with only slight differences resulting from deeply ingrained local and national legal traditions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 36.2 (2003) 103-108 [Access article in PDF] Defining, Using, and Challenging the Rhetorical Tradition Alisse Theodore Portnoy "What counts as 'the tradition'?" was the question that provoked this series of essays. Several of us attended a retreat sponsored by the Rhetoric Society of America, and we had dutifully split into smaller groups in an attempt to define or mark rhetoric as a discipline. (...) Patricia Bizzell and Bruce Herzberg had recently published the second edition of their The Rhetorical Tradition, and Michael Leff wanted to know what criteria Bizzell and Herzberg used as they revised the tradition. Bizzell was part of the group and responded. Jacqueline Jones Royster also responded to the opening question as the terrain shifted from defining to using and—quite naturally for everyone in the room—challenging the tradition. Maurice Charland soon entered into this Burkean parlor, despite his refusal to call rhetoric a discipline.One product of this ongoing conversation was a panel at the 2002 RSA biennial conference, from which the essays in this special issue of Philosophy & Rhetoric emerged. In their essays, Bizzell (English), Charland (Communication Studies), Leff (Communication Studies), and Royster (English) agree on several key points, the most basic of which are not only the existence but also the dynamic nature of a rhetorical tradition. The essayists agree that contemporary users of the tradition have agency in its constitution, and that texts by "performers" as well as by rhetorical theorists have a place in the tradition. But all of the essays have different starting points and offer us myriad ways to think about the rhetorical tradition.Patricia Bizzell writes with a unique perspective, having, as she says, edited the tradition—twice. In "Editing the Rhetorical Tradition," Bizzell takes stock and quickly accounts for us her sense of the "traditional tradition," or the tradition's blue chip stocks, and then offers tips on high risk and growth stocks. Playing with the stock market metaphor, Bizzell imagines [End Page 103] as high-risk stocks the texts or authors who have been marginal players, figures for whom presence is assured but reputation is not. Their reputations fluctuate depending on the ways "they can be made to serve the cultural preferences of those in power." Also contributing to what Bizzell calls "new traditions" are "thinkers who were practically unknown to traditional historians of rhetoric, sometimes because we did not have the methodological and pedagogical approaches necessary to construe their texts as rhetoric and sometimes because their work itself was hidden from scholarly view, fragmented, or lost." Bizzell outlines three ways these "growth stocks" enter into the tradition as she acknowledges the "whole new set of [scholarly] priorities" these texts often require.But just the novelty of these texts can pose challenges. Bizzell uses an exchange that occurred during the question period of the RSA session to suggest that texts might appear more abstract and philosophical, and therefore (mistakenly) more complex and valuable, simply "because we have the benefit of generations of scholarship and pedagogy assisting us to read these texts as rhetorical theory." Bizzell also argues that a metacritical awareness of the constraints upon language use makes a text theoretical even as it seems primarily "performative." In other words, more than a few "new tradition" texts count as contributing to rhetorical theory because they advocate non-traditional rhetorical practices or non-traditional access to conventional rhetorical spaces in the performance of the text.Bizzell reports the increased inclusion of these "growth stocks," the "thinkers who were practically unknown," even as she admits that reviewers for the second edition of The Rhetorical Tradition asked for more, not less, of the traditional tradition. And so as she concludes Bizzell refuses to see the composition of the tradition as a matter of contention or animosity. Rather, according to Bizzell, the tradition shifts "as our needs and interests change," based on choices "aris[ing] out of complex cultural factors relating to gender, race, social class, national identity, and more."Since anthologies like The Rhetorical Tradition play such a large part in the evolution of the rhetorical tradition, Bizzell claims some... (shrink)