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For Arguments’ Sake: Speaker Evaluation in Modern Political Discourse
Author: Douglas Mark Ponton
Date Of Publication: Jun 2011
Isbn13: 978-1-4438-2937-3
Isbn: 1-4438-2937-4
The topic of this book is persuasive rhetoric in political discourse. It asks a familiar, though as yet only partially answered question—how is it that human beings can be persuaded to do things through language? Why do we find certain speakers, certain arguments convincing, while we reject others almost without a second thought? Is there any connection between the substance of an argument and its persuasive force; or do we acquiesce to propositions on largely subconscious grounds? Douglas Ponton’s answer to these ambitious questions follows a discourse semantics approach, in the footsteps of Martin and White, who have demonstrated the application of their theories to political rhetoric (e.g. 2005: 171–209). Evaluative language, the author suggests, plays a crucial role in attempts to persuade listeners. The book explores the notion that the persuasive force of evaluative language derives from its use within an argumentative structure (Aristotle’s logos), to explore which Ponton uses the well-known model proposed by Toulmin (1958). In the first part of the book, the author explores issues relating to the methodology used; the second part is taken up by actual analyses carried out on six speeches by modern rhetors celebrated for their oratorical skills: Malcolm X, Martin Luther King, Barack Obama, Winston Churchill, Tony Benn and William Hague. The author has tried to select speakers, and speeches, of great intrinsic interest as well as historical importance, though his main criterion has been the suitability of the speech for analysis in the terms of the study.
Douglas Mark Ponton is Researcher in English Language at the Faculty of Political Science, University of Catania, Italy. His research interests include discourse analysis, conversation analysis, corpus linguistics and political discourse analysis. He has published work on the discourse of contemporary politicians such as Churchill, Thatcher and Blair, and is currently working on identity construction in a variety of interactive contexts.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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