Through a Burkean pentad analysis, Donald Trump’s 2015 presidential announcement is examined for ... more Through a Burkean pentad analysis, Donald Trump’s 2015 presidential announcement is examined for its multiple ratio movements because these ratio movements explain the rhetorical pattern he is implementing. This pattern is examined through rhetorical devices used by Burke to analyze Hitler’s rise to power. Trump’s ratio-based explanation of his rhetorical strategy is then juxtaposed against the rhetorical pattern found through an examination of the ratios in Alexandria Ocasio-Cortez’s open letter exigence announcement of her decision to run. By examining their rhetoric strategies through ratios, it becomes argued that both Trump and Ocasio-Cortez implement the same rhetorical devices to mark themselves as political outsider sand set up the same narrative: they will be the people’s champion against the mess that everyon eelse has made of their country. They continued to stick to their established narratives throughout their campaigns, a move which ultimately proved effective as, despite the media’s refusal to take them seriously, both politicians eventually won their races.
The following paper dives into a brief definition and history of the five-paragraph essay model a... more The following paper dives into a brief definition and history of the five-paragraph essay model and its effectiveness within classrooms, most especially college level classrooms. Looking through the WPA-L forums and within the literature on the subject, it is apparent that the discussion throughout its inception into current years is long and heated. While many advocates argue over the effectiveness of this as a teaching tool to give developing students a structure to build from, opponents claim that this model is entirely detrimental to the developing students’writing and critical thinking skills. Arguments on the subject predominantly remain at a standstill, but the developing consensus of compromise within the WPA-L forums and within the arguments of some advocates has served to give a potential path forward; if first year composition classrooms can build from this as a starting point for student writers to develop their arguments and expand from this point as the basis for stronger writing and critical thinking, then the structure can serve an effective purpose after all.
While changing grammar pedagogues themselves have been well documented, their relation to ESL cl... more While changing grammar pedagogues themselves have been well documented, their relation to ESL classrooms has not been fully examined. The consolidation of the information reviewed here seeks to address the gap in existing grammar literature, which does not fully establish a timeline that examines the changing grammatical pedagogues in relation to English as a Second Language (ESL) classrooms as of the 1980s. The literature consulted for this review indicates that there has been a notable shift in the way grammar has been taught within ESL classrooms as of the 1980s from static grammar instruction to dynamic grammar instruction. For the purposes of this discussion, static grammar instruction will here be defined as grammar taught in a decontextualized way and is primarily based in a Focus on FormS (FonFS), which is a traditional approach involving teaching around a grammar-based syllabus with opportunities to practice the specific grammar components through drills and pattern practices (Burns, 2016). In opposition, dynamic grammar instruction is defined here as grammar taught in a contextualized, functional-use based way with an emphasis on communicative production. However, this shift has not been without contention as a debate has been discovered in the ongoing conversation over grammatical instruction that has been taking place since the 1980s. There was very little pedagogical research done in the decades leading up to the 1980s, but through historical post-documentation (Myhill and Watson, 2014), the understanding that pre-1980s taught with a static grammar is now generally uncontested, and this follows along for grammar instruction in ESL classrooms as well. However, research by Krashen (1981) proposed controversial implications asserting the ineffectiveness in teaching grammar explicitly and statically. Consequently, whether or not to directly teach grammar and how has been a shifting and often controversial issue in the decades since; nevertheless, while grammar instruction in mainstream classes is still debated, most SLA scholars have now reached a consensus on the need to teach grammar in ESL classrooms and how to do so.
By looking at the enthymemes embedded in the differing nomoi of the conservative and liberal fact... more By looking at the enthymemes embedded in the differing nomoi of the conservative and liberal factions and how those nomoi are derived, we can better begin to understand why, in the immediate aftermath of the Ukraine scandal, Americans have become so polarized in an already highly divided country. An analysis of conservative reactions on Fox News broadcasts and liberal reactions on late night talk shows through the lens of enthymemes and Susan Jarrett's triad indicates that though all Americans pull their perceptions of fact and reality from the mythos of the birth of America, their perceptions center around different parts of the American mythos. Those differing translations account for the subsequent increasingly widening divide in socio-political relations in the immediate aftermath of reporting on the Ukraine Scandal.
Through a Burkean pentad analysis, Donald Trump’s 2015 presidential announcement is examined for ... more Through a Burkean pentad analysis, Donald Trump’s 2015 presidential announcement is examined for its multiple ratio movements because these ratio movements explain the rhetorical pattern he is implementing. This pattern is examined through rhetorical devices used by Burke to analyze Hitler’s rise to power. Trump’s ratio-based explanation of his rhetorical strategy is then juxtaposed against the rhetorical pattern found through an examination of the ratios in Alexandria Ocasio-Cortez’s open letter exigence announcement of her decision to run. By examining their rhetoric strategies through ratios, it becomes argued that both Trump and Ocasio-Cortez implement the same rhetorical devices to mark themselves as political outsider sand set up the same narrative: they will be the people’s champion against the mess that everyon eelse has made of their country. They continued to stick to their established narratives throughout their campaigns, a move which ultimately proved effective as, despite the media’s refusal to take them seriously, both politicians eventually won their races.
The following paper dives into a brief definition and history of the five-paragraph essay model a... more The following paper dives into a brief definition and history of the five-paragraph essay model and its effectiveness within classrooms, most especially college level classrooms. Looking through the WPA-L forums and within the literature on the subject, it is apparent that the discussion throughout its inception into current years is long and heated. While many advocates argue over the effectiveness of this as a teaching tool to give developing students a structure to build from, opponents claim that this model is entirely detrimental to the developing students’writing and critical thinking skills. Arguments on the subject predominantly remain at a standstill, but the developing consensus of compromise within the WPA-L forums and within the arguments of some advocates has served to give a potential path forward; if first year composition classrooms can build from this as a starting point for student writers to develop their arguments and expand from this point as the basis for stronger writing and critical thinking, then the structure can serve an effective purpose after all.
While changing grammar pedagogues themselves have been well documented, their relation to ESL cl... more While changing grammar pedagogues themselves have been well documented, their relation to ESL classrooms has not been fully examined. The consolidation of the information reviewed here seeks to address the gap in existing grammar literature, which does not fully establish a timeline that examines the changing grammatical pedagogues in relation to English as a Second Language (ESL) classrooms as of the 1980s. The literature consulted for this review indicates that there has been a notable shift in the way grammar has been taught within ESL classrooms as of the 1980s from static grammar instruction to dynamic grammar instruction. For the purposes of this discussion, static grammar instruction will here be defined as grammar taught in a decontextualized way and is primarily based in a Focus on FormS (FonFS), which is a traditional approach involving teaching around a grammar-based syllabus with opportunities to practice the specific grammar components through drills and pattern practices (Burns, 2016). In opposition, dynamic grammar instruction is defined here as grammar taught in a contextualized, functional-use based way with an emphasis on communicative production. However, this shift has not been without contention as a debate has been discovered in the ongoing conversation over grammatical instruction that has been taking place since the 1980s. There was very little pedagogical research done in the decades leading up to the 1980s, but through historical post-documentation (Myhill and Watson, 2014), the understanding that pre-1980s taught with a static grammar is now generally uncontested, and this follows along for grammar instruction in ESL classrooms as well. However, research by Krashen (1981) proposed controversial implications asserting the ineffectiveness in teaching grammar explicitly and statically. Consequently, whether or not to directly teach grammar and how has been a shifting and often controversial issue in the decades since; nevertheless, while grammar instruction in mainstream classes is still debated, most SLA scholars have now reached a consensus on the need to teach grammar in ESL classrooms and how to do so.
By looking at the enthymemes embedded in the differing nomoi of the conservative and liberal fact... more By looking at the enthymemes embedded in the differing nomoi of the conservative and liberal factions and how those nomoi are derived, we can better begin to understand why, in the immediate aftermath of the Ukraine scandal, Americans have become so polarized in an already highly divided country. An analysis of conservative reactions on Fox News broadcasts and liberal reactions on late night talk shows through the lens of enthymemes and Susan Jarrett's triad indicates that though all Americans pull their perceptions of fact and reality from the mythos of the birth of America, their perceptions center around different parts of the American mythos. Those differing translations account for the subsequent increasingly widening divide in socio-political relations in the immediate aftermath of reporting on the Ukraine Scandal.
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