Titlebook: Rhetorical Audience Studies and Reception of Rhetoric; Exploring Audiences Jens E. Kjeldsen Book 2018 The Editor(s) (if applicable) and Th

MUTED

,Pandemic Rhetoric and Public Memory. What People (Don’t) Remember from the 2009 Swine Flu,nses to pandemic rhetoric depend not least on the rhetor’s preestablished credibility, and for this reason, we suggest, the health authorities appear to have little to lose from communicating outside the media in pandemic situations.

Arroyo

Icons, Appropriations, and the Co-production of Meaning,wo Jima during World War II: these protocols include aesthetic conventions as they animate civic performance through the interplay of semiotic transcriptions and emotional scenarios that function to mediate constitutive contradictions in the public culture.

Presbycusis

噴油井

,Assessing Audience Reactions to Winston Churchill’s Speeches,the sociological research organisation Mass-Observation. The chapter offers guidance on how to apply the methodology to other periods/figures. Finally, it offers some reflections on the disciplinary divide between the humanities and the social sciences and the implications of this for rhetorical reception research.

Pituitary-Gland

2947-5147 chapters that illustrate overlooked methodologies applied t.This book examines the reception of rhetoric and the rhetoric of reception. By considering salient rhetorical traits of rhetorical utterances and texts seen in context, and relating this to different kinds of reception and/or audience use

比賽用背帶

小樣他閑聊

Focus Group Studies of Social Media Rhetoric,ign, an anonymous campaign that spread replicated memes for political use. In this case, the focus group interviews reveal how voters in different age groups understood the memes very differently and how their perceptions of the interactive functions of Facebook affected their responses to the memes.

言外之意

Aesthete

Gap Amplification in PCPs Using Lazy Random Walksstraint graph ., so that if every assignment in . leaves an .-fraction of the edges unsatisfied, then in .. every assignment leaves an Ω(.)-fraction of the edges unsatisfied, that is, it amplifies the gap by a factor Ω(.). The corresponding result in [4] showed that one could amplify the gap by a fa

cumulative

Beyond the Methodology Course: A Vietnamese Case of Methodology-and-Reflection Integrated Course for unanswered conclusively. This chapter reports on the outcome of a teacher education course which integrates reflective practice into an ELT methodology course in a Postgraduate Diploma Programme offered by a Hanoi-based university in Vietnam. The primary aim of this chapter is to demonstrate the po