HD, HI, GC
What is the difference between a minister saying that something is ‘possible’ or that it is ‘not impossible’? And what exactly is the rhetorical effect when someone says, ‘It’s not that I blame you for X; it’s just that…’, thereby actually blaming the addressee for ‘X’ (a figure of speech called ‘praeteritio’)? Researchers from various linguistic disciplines have found evidence that even the slightest difference in the formulation of an argument or standpoint can evoke a different effect in the reader/listener. In this course we will examine how a speaker can persuade the listener with a strategic choice of words. Speakers can ‘construe’ or ‘frame’ the same phenomenon in different ways (is a glass half full or half empty?), and these choices have rhetorical consequences. We will investigate the power of words by studying insights from (critical) discourse analysis, stylistics and modern persuasion research, and we will apply these insights to actual texts (e.g. political speeches, newspaper articles). Next to this theoretical component, students will practice through formulating the same text in different styles and learn to reflect on their own word choice.
Week 1: Key concepts: style, framing and inherent argumentative force of language use
Week 2: Rhetorical force of Metaphor
Week 3: Attribute framing / Negation
Week 4: Nominalization and Passivization
Week 5: Speaker and audience construction: strategic use of pronouns
Week 6: Generating applause / Words that work
Week 7: Verbal certainty / General review
Week 8: Reading week (no classroom hours)
Knowledge of the most important theories on strategic word choice
Skill of using these theories for analyzing actual texts
Skill of using different styles and reflecting on their rhetorical consequences and persuasiveness
Once available, timetables will be published here.
Mode of instruction
In each class we will discuss parts of books and articles. Active participation is paramount. The reading work has to be prepared by uploading weekly web postings; during class all students are expected to engage in discussions. We will apply the theoretical insights to actual texts, and students will practice different styles of writing. Each week a number of students will be asked to prepare and lead parts of the group discussions about the assigned literature.
In-class participation, 10%, ongoing weeks 1 – 7
Weekly web-postings (500 words), 25%, ongoing weeks 1 – 7
Group presentations (2 per student), 25%, ongoing weeks 1 – 7
Final research essay, 40%, week 8
There will be a Blackboard site available for this course. Students will be enrolled at least one week before the start of classes.
The literature for each class will be placed on Blackboard. Students are required to print the compulsory literature themselves, and bring to class. In the case that material cannot appear on Blackboard due to copyright restrictions, a web link will be placed. Again, students will then need to retrieve and print the compulsory literature themselves.
This course is open to LUC students and LUC exchange students. Registration is coordinated by the Curriculum Coordinator. Interested non-LUC students should contact firstname.lastname@example.org.
Dr. Maarten van Leeuwen, email@example.com