Swift-boating in Antiquity: Rhetorical Framing of the Good Citizen in Fourth-Century Athens

2012 ◽  
Vol 30 (3) ◽  
pp. 219-251 ◽  
Author(s):  
Brad L. Cook
Keyword(s):  
Frame Analysis ◽  
Fourth Century ◽  
Framing Analysis ◽  
Rhetorical Strategy ◽  
Good Citizen ◽  
Cognitive Linguistic ◽  
Political Concept

This paper applies cognitive linguistic frame analysis to three long speeches from fourth-century Athens. It examines how Aeschines constructs and successfully deploys the socio-political concept or frame of the good citizen against Timarchus in 346/5 B.C. and then in a more elaborate form against Demosthenes in 330 B.C. and how Demosthenes wins the case by redefining the frame through metaphor-based reframing of the good, steadfast citizen. This framing analysis reveals Aeschines' overall rhetorical strategy and facilitates rhetorical assessment of the two crown speeches through a comprehensive, socio-politically integrated perspective.

scholarly journals PLATO'S PILOT IN THE POLITICAL STRATEGY OF JULIAN AND LIBANIUS

2017 ◽  
Vol 67 (2) ◽  
pp. 607-616
Author(s):  
David Neal Greenwood
Keyword(s):  
Golden Age ◽  
Fourth Century ◽  
The Political ◽  
Political Strategy ◽  
Greek Philosophy ◽  
Self Presentation ◽  
Philosophical Concept ◽  
Rhetorical Strategy ◽  
Constantius Ii

The rhetorical career of Libanius of Antioch (a.d.314–c.393) spanned the reigns of a number of fourth-century emperors. Like many orators, he used the trope of the emperor as a pilot, steering the ship of state. He did this for his imperial exemplar Julian and in fact for his predecessor Constantius II as well. Julian sought to craft an identity for himself as a theocratic king. He and his supporters cast him as an earthly parallel to the Christ-like versions of Heracles and Asclepius he constructed, which was arguably a co-opting of Christian and particularly Constantinian themes. In a public oration, Julian even placed himself in the role of Christ in the Temptation in the Wilderness. This kind of overtly Christian metaphor was not Libanius’ preferred idiom, however, and he wrote of Julian as another kind of chosen and divine saviour-figure, one with its roots in the golden age of Greek philosophy. The figure of the κυβερνήτης, the ‘pilot’ or ‘helmsman’, is a philosophical concept with roots in the thought of the pre-Socratics but most familiar from Plato. The uses of this metaphor by Julian and Libanius highlight the rhetorical strategy and self-presentation the emperor employed during his reign.

scholarly journals Rhetorical Devices as Multimodal Conceptual Blends in Brene Brown’s 99U Conference Talk (2013)

2021 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Nahla Nadeem
Keyword(s):  
Complex Network ◽  
Frame Analysis ◽  
Theoretical Framework ◽  
Conceptual Blending ◽  
Framing Analysis ◽  
Conceptual Integration ◽  
Rhetorical Devices ◽  
Space Network ◽  
Multimodal Representations ◽  
Mental Space

The present study examines the rhetorical devices used by Brené Brown in a 99U conference Talk (2013) in order to engage and persuade the audience that vulnerability is the seed of creativity and therefore, should be embraced as a stepping-stone to success. The study mainly explores the role conceptual blending theory plays in the exploitation of multimodal rhetorical devices, which include an inspirational quote, analogies and metaphors (both verbal and visual) and how they form a ‘mega-blend’ and a complex network of conceptual integration. The study also applies the conceptual blending model and the discursive process of framing in the analysis as crucial for the meaning construal of these multimodal rhetorical blends. The blending-framing analysis showed that these diverse rhetorical devices often require a complex multi-frame analysis and a larger mental space network of mappings to derive the intended message and achieve the intended rhetorical effect on the audience. The analysis also showed that the blending-framing model provided a unified theoretical framework that could examine the discursive function and multimodal representations of diverse rhetorical devices in edutainment events.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Responses of Language-Disordered Children to Wh-Questions

1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting
Keyword(s):  
Relative Difficulty ◽  
Normal Children ◽  
Cognitive Linguistic ◽  
Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

Cicero's Law

2016 ◽  
Keyword(s):  
Criminal Courts ◽  
Criminal Trials ◽  
Apparent Contradiction ◽  
Legal Realism ◽  
Rhetorical Strategy ◽  
The Way

Why did Roman prosecutors typically accuse the defendant of multiple crimina, when in most standing criminal courts the punishment imposed on a guilty defendant was the same (typically “capital,” that is, a kind of exile), no matter how many charges were proven? The answer lies not in a failure to distinguish between legal charges leveled at the defendant and defamation of his character, but rather in a rhetorical strategy that made sense in light of what was legally necessary to obtain a conviction. The greater the number of charges, the more likely the jurors would be persuaded that the defendant had in some way violated the statute according to which the trial was being conducted. It is true that prosecutors typically argued that the defendant’s prior conduct made it plausible that he had committed the crimes with which he was charged, but in a way that, as much as possible, made his guilt on these particular charges seem likely, and defense patroni attempted to undermine the charges and the character defamation. This answer to the apparent contradiction between multiple charges and unitary punishment favors a moderate formalism over legal realism as the way to interpret Roman criminal trials.

Rhetorical Strategy in Richard Feverel

1971 ◽  
Vol 26 (2) ◽  
pp. 185-195 ◽  
Author(s):  
David E. Foster
Keyword(s):  
Rhetorical Strategy
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