О Риторическом Контексте Проблемы Истины

Прежде всего, о чем мы ведем речь, говоря об истине? Не стоит ли договориться о различении "истины" и "истинности". Обычно под истиной понимается любое истинное суждение. Сказать о некотором суждении, что оно истинно, или сказать, что данное суждение есть истина, не одно ли это и то же? Но это как раз тот случай, когда предположение синонимии свидетельствует о неполноте наших знаний о мире. Синонимия, предполагающая тождество смыслов, является насилием над живым языком и по отношению к естественному языку применима лишь в очевидно ограниченном смысле - как характеристика семантической близости слов. Тождество слов в живом языке такая же немыслимая вещь, как и тождество живых существ в природе.

Migunov, A.I. Argumentation (2002). (Russian) Articles>Rhetoric>Theory

Activity Theory: A Versatile Framework for Workplace Research  

During the past decade activity theory has attracted a small but influential group of researchers in two fields that contribute to theory and research in technical communication: human-computer interaction and composition studies. In my STC-sponsored research into electronic editing in technical communication, I am applying activity theory to provide a coherent explanatory perspective on the findings of the qualitative portion of my study. This paper provides a brief introduction to activity theory and applies its analytical framework to help make sense of the qualitative data I gathered on electronic editing practices and attitudes in three different technical communication workplaces.

Dayton, David. STC Proceedings (2000). Articles>Rhetoric>Theory>Activity Theory

Activity Theory: Basic Concepts and Applications

This tutorial introduces participants to Activity Theory, a conceptual approach that provides a broad framework for describing the structure, development, and context of computer-supported activities. The tutorial will consist of lectures, discussion and small group exercises. A Web community will be established so attendees will be able to continue to learn about and use activity theory.

Kaptelinin, Victor and Bonnie A. Nardi. CHI (1997). Articles>Human Computer Interaction>Theory>Rhetoric

The Affective Domain and the Writing Process: Working Definitions  

Since the time of classical Greece, we have been accustomed to viewing humans as both thinking and feeling individuals. The dichotomy of cognition and affect is so ingrained in Western thought that it seems a natural one; the two elements have seldom, however, been deemed equally important in the scientific community. During the nineteenth century and early twentieth century, psychology gave primacy to affect; humans were thought to be at the mercy of various drives and passions. As behaviorism became more domiúnant in the field, affect was discounted; indeed, there were those who wished to exclude affect from scientific study altogether. More recently, with the ascendancy of cognitive psychology, humans have been viewed as problem-solvers whose thinking processes operate rather like a computer. Often in such a view, affect is seen as “a regrettable flaw in an otherwise perfect cognitive machine” (Scherer 293). But most researchers who study human behavior and human nature agree that the views of both extremes—emphasizing only affect or only cognition—are undesirable.

McLeod, Susan H. JAC (1991). Articles>Rhetoric>Theory

Anxiety In Action: Sullivan's Interpersonal Psychiatry as a Supplement to Vygotskian Psychology  

Is there a way to deal with such psychiatric issues in a way that is consistent with the psychological theory of Vygotsky and his followers? Or do these issues represent a totally different subject matter belonging to the distinctive disciplines of psychiatry and clinical psychology, which use entirely different intellectual, investigative, and practical tools? Are Vygotskian approaches to being human in fact blind to major processes of human interpersonal development and to the consequences of that development for the social participation that Vygotsky identifies as the source of higher mental processes?

Bazerman, Charles. UCSB (1994). Articles>Rhetoric>Theory

Are Shared Discourses Desirable?

Some kind of shared discourse is needed for the shared work of the academic community to continue; and even more so, this paper argues that the nation needs some kind of shared discourse in which to address the pressing problems that confront us all.

Bizzell, Patricia. JAC (1994). Articles>Rhetoric>Theory

Argumentation: An Overview of Theoretical Approaches and Research Themes

Argumentation is a phenomenon we are confronted with daily. We argue all the time for our own views and we react continually to oral or written argumentation put forward by others. Apart from being a verbal activity, argumentation is also a social activity directed at other people. On top of that, it is a rational activity aimed at defending a standpoint in such a way that it is acceptable to a reasonable judge.

van Eemeren, Frans H. Argumentation (2002). Articles>Rhetoric>Theory

Basic Communication Theory

In the 1940's researchers at Bell Telephone Laboratories devised a model of the process of human communication. This model consists of numeous elements.

Malik, Suman. Technical Communications Group (2000). Articles>Rhetoric>Theory

Characterization of Quack Theories

In this article, I will first list some evidential flaws and then discuss errors in relating evidence to theory. Of necessity, this is a short list that omits most such problems. It is largely biased by what I have seen in newsgroup discussions.

Turpin, Russell. University of Texas (1993). Articles>Rhetoric>Theory>Assessment

A Cubist Approach to Analyzing Interpretive Communities

Stanley Fish's theory of interpretive communities has been highly regarded for the past two decades. This paper deals with the idea of multiple interpretive communities as they relate to technical communicators. Technical communicators have a duty to use rhetorical devices and embedded structural cues to help readers identify the correct interpretive framework.

Connolly, Brianne. Orange Journal, The (2002). Articles>Rhetoric>Theory

Cultural Differences in the Appreciation of Introductions of Presentations    

On the basis of both established theories of the differences between cultures and recommendations in advice literature from different cultures, we believe that it is likely that cultures will differ in what they consider to be an effective introduction to a presentation. In this article, we report on an exploratory experimental study with 300 respondents in the Netherlands, France, and Senegal regarding their appreciation of and response to three introductions to a presentation about a mobile phone. The results show that the cultures differ with respect to the introduction they prefer. The Dutch respondents appreciated the overview most, while the French respondents preferred the ethical appeal, and research participants from Senegal preferred the anecdote. It is likely that the introduction that gains greatest attention and that best increases the ability to listen in a culture will be most appreciated in that culture.

Gerritsen, Marinel and Evelyn Wannet. Technical Communication Online (2005). Articles>Presentations>Cultural Theory>Rhetoric

A Derridean Approach to Critical Reading: A MONSTER!

Hearing the term 'critical reading' provokes my composition students to lemon-pucker grimace and nervously shift in their seats as if a monster had suddenly appeared. They often gasp at the prospects of the composition course's planned future critical reading unit. They identify with theorist Jacques Derrida's poststructural (deconstruction) notion that 'the future is necessarily monstrous: the figure of the future, that is, that which can only be surprising, that for which [they] are not prepared, you see, is heralded by a species of monsters'. I do not try convincing students that texts are un-intimidating and that critical reading is an unthreatening process of merely examining specific dominant codes within texts that allow for predisposed meanings to occur. I rather tell students that texts are indeed monstrous and the process of critical reading is undeniably what Derrida terms 'a monster.' Considering then that a monster rears its head in the composition classroom, it is necessary to learn one possible way students may approach the wide-ranging process of critical reading. In this brief article, I attempt to discuss Jacques Derrida's definition of the 'monster' and how this definition may be applied to a practice of critically reading texts, appropriately expressed by the memorable acronym, 'A MONSTER.'

May, Talitha. Lore (2002). Articles>Rhetoric>Theory

Does Web Delivery Impact the Reader-Response Approach to Technical Communication?

This paper is an attempt to explore how reader-response criticism and the overall approach to using rhetoric in technical communication may be impacted by the large amount of technical documentation moving to the Web. The discussion focuses on three main areas: moving from the “reader” to the “user” in online documentation; the value of plain language style in this medium; and how Web delivery seems to be bridging the gap between user interface (UI) text and help documentation. I shall explore these areas in an attempt to clarify whether the publication of technical documentation on the Internet negates the rhetorical approach to technical communication and how or if Web delivery impacts the reader-response view that users play a significant role in creating the meaning of a text.

Fisher, Jeanette. Orange Journal, The (2001). Articles>Rhetoric>Theory

Genre and Identity: Citizenship in the Age of the Internet and the Age of Global Capitalism  

One of the more popular academic slogans of this half century is Wittgenstein's characterization of language-in-use as a form of life. Genre theory takes this slogan seriously. In perceiving an utterance as being of a certain kind or genre, we become caught up in a form of life, joining speakers and hearers, writers and readers, in particular relations of a familiar and intelligible sort. As participants orient towards this communicative social space they take on the mood, attitude, and actional possibilities of that placeóthey go that place to do the kinds of things you do there, think the kinds of thoughts you think there, feel the kind of way you feel there, satisfy what you can satisfy there, be the kind of person you can become there (Bazerman 1997, 1998). It is like going to a dining room, or a dance hall, or a seminar, or church. You know what you are getting yourself into and what range of relations and objects will likely be realized there. You adopt a frame of mind, set your hopes, plan accordingly, and begin acting with that orientation.

Bazerman, Charles. UCSB (1999). Articles>Rhetoric>Theory

Genre as Social Action    

Although rhetorical criticism has recently provided a profusion of claims that certain discourses constitute a distinctive class, or genre, rhetorical theory has not provided firm guidance on what constitutes a genre.

Miller, Carolyn R. North Carolina State University (1984). Articles>Rhetoric>Genre>Theory

Influence of Burke and Lessing on the Semiotic Theory of Document Design: Ideologies and Good Visual Images of Documents    

The syntactic aspect of semiotic theory, especially its "aesthetic principle," is very influential in document design theories and practices. It has its roots in Burke's and Lessing s gender-related theories of images. Thus, it is laden with ideologies: it embodies our patriarchal attitudes and our iconophobia. Employing the semiotic theory in document design, we are making choices to reinforce the gender-related ideology in Burke's and Lessing's theories. It is time for us to re-conceive the "aesthetic principle" by de-emphasizing it and to adopt the reconciliation approach to design effective documents targeted at various rhetorical situations.

Ding, Daniel D. Journal of Technical Writing and Communication (2000). Articles>Document Design>Visual Rhetoric>Theory

Institutional Critique: A Rhetorical Methodology for Change  

We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and com-position has focused its attention chiefly on the composition classroom, on the de-partment of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory.

Porter, James E., Patricia Sullivan, Stuart Blythe, Jeffrey T. Grabill and Libby Miles. CCC (2000). Articles>Rhetoric>Theory

Interpretation Within Audience Analysis Theories and the Crusade for True Empiricism

Audience analysis frameworks do not address an important aspect of communication in writer/audience relationships. This element is the humanistic aspect of cognitive processing, which encompasses emotional and cultural aspects. These elements exist on behalf of the writer as well as the reader, which without taking either into account lead us to a less than full understanding of how we can progress in our studies around this issue. We continue to study and theorize about how to improve interactions between writer and audience. Although current theories seem to add considerations important in the audience analysis process and the writer/audience relationship, there remains a need to find ways to address the truly empirical aspects of human interpretation.

Wolfe, Melissa. Orange Journal, The (2001). Articles>Rhetoric>Theory>Audience Analysis

An Introduction to Genre Theory

The word genre comes from the French (and originally Latin) word for 'kind' or 'class'. The term is widely used in rhetoric, literary theory, media theory, and more recently linguistics, to refer to a distinctive type of 'text'*. Robert Allen notes that 'for most of its 2,000 years, genre study has been primarily nominological and typological in function. That is to say, it has taken as its principal task the division of the world of literature into types and the naming of those types - much as the botanist divides the realm of flora into varieties of plants. However, the analogy with biological classification into genus and species misleadingly suggests a 'scientific' process.

Chandler, Daniel. University of Wales, Aberystwyth (1997). Articles>Rhetoric>Theory

Language as Vision: The Ocularcentrism of Chomskyan Linguistics

References to vision pervade Chomsky’s work. They are a key component of the figures he uses, the examples he provides, the analogies he makes, and the argumentative warrants supporting his central claims. When dealing with opponents Chomsky repeatedly exploits the rhetorical potential of visual analogies and metaphors in order to construct rebuttals. References to vision and to spatio-visual phenomenon constitute a key component of the most characteristic rhetorical moves Chomsky makes, and are central to the way Chomsky defines the project of linguistics. From Syntactic Structures to his most recently published texts, Chomsky’s writing is permeated by a constellation of terms centered on space, vision, optics and form. This is perhaps not altogether surprising, given that Chomsky is a thinker who identifies so strongly with Descartes, and who describes his theoretical project as “Cartesian”. In Modernity and the Hegemony of Vision David Levin argues that Descartes is the modern philosopher most obviously indebted to the metaphor of knowledge as spatio-visual, a writer whose work most clearly exemplifies a discourse that is dominated by an ocular metaphoric. While a range of figurative expressions characterize generative discourse, ocular metaphors are assigned a place of particular importance.

Werry, Chris. Lore (2002). Articles>Rhetoric>Theory>Tropes

Modeling a New Rhetorical Architecture  

Standard Generalized Markup Language (SGML) and Hypertext Markup Language (HTML) are based in document architectures. They work in part because documents can be defined by type. Yet that basis in types gives us opportunity to free information from those traditional types. But this freedom imposes upon us a need to re-define our approaches to communication models.

Coggin, William O. STC Proceedings (1996). Articles>Rhetoric>Theory

On Material Rhetorics and the Canon of Memoria: Rethinking the History (and Future) of Rhetoric  

This presentation looks to the past to explain the present lack of attention given to memory and to imagine a possible future for the canon in contemporary rhetoric with the inclusion of the study of material rhetorics, or a comprehensive inquiry of situated things produced in cultural contexts that investigates both the material dimension in rhetoric and rhetorical dimension in the material. To this end, this essay summarizes noted reasons for memoria's limited study in contemporary rhetoric; revisits classic rhetoric's memoria and mines it for features worth recuperating for contemporary study; introduces material rhetoric and its potential to recuperate memoria in light of these features; and calls for further discussion of material rhetoric, the canon of memory, and the place of both in the study of rhetoric.

Haas, Angela. Michigan State University (2007). Articles>Rhetoric>History>Theory

Rethinking Genre in School and Society: An Activity Theory Analysis  

This article attempts to expand and elaborate theories of social 'context' and formal schooling, to understand the stakes involved in writing. It first sketches ways Russian activity theory in the tradition of A. N. Leont'ev may expand Bakhtinian dialogism, then elaborates the theory in terms of North American genre research, with examples drawn from research on writing in the disciplines in higher education. By tracing the relations of disciplinary genre systems to educational genre systems, through the boundary of the classroom genre system, the analyst/reformer can construct a model of the interactions of classroom practices with wider social practices. Activity theory analysis of genre systems may offer a theoretical bridge between the sociology of education and Vygotskian social psychology of classroom interaction, and contribute toward resolving the knotty problem of the relation of macro- and microstructure in literacy research based on various social theories of 'context.'

Russell, David R. Written Communication (1997). Articles>Rhetoric>Theory>Rhetoric

The Rhetoric of Decision Science, or Herbert A. Simon Says  

The tools of decision science are widely used and accepted in industrial and governmental decision making. But...

Miller, Carolyn R. North Carolina State University (1991). Articles>Rhetoric>Theory