期刊文献+

“写作修辞学”的学科发展历程

The Development of Composition-rhetoric as a Discipline
下载PDF
导出
摘要 "写作修辞学"是一门新兴学科,在国内鲜为人知,在美国却日渐成熟。本文将该学科的发展历程分为五个阶段。首先从二十世纪上半叶修辞学理论的发展及其对写作教学的影响出发,描述该学科的诞生过程。然后阐释了"修辞复兴"及"过程革命"对该学科发展的巨大促进作用。该学科博士学位授予点的迅猛增长以及学科代码的出现,对学科身份起了强化作用。最后,文章对"写作修辞学"在全球化这个大的修辞语境中的发展趋势进行分析。 Composition-rhetoric as an emerging discipline, though barely known in China, is growing mature in America. With the first half of 20 th century as the starting point, this paper introduces the process of its formation, the development of rhetoric theories and the influence on composition instruction. The great facilitating effect of "rhetoric revival" and "process revolution" on the development of this discipline is elaborated on. Moreover, it is emphasized in this paper that the dramatic increase of doctoral programs in composition-rhetoric and the assignment of code series have reinforced its disciplinary identity. Finally, this paper analyzes the developmental tendency of this discipline against the large rhetorical context of globalization.
作者 刘东虹
出处 《外国语文研究》 2015年第5期86-92,共7页 Foreign Language and Literature Research
基金 2015年华中师范大学基本科研业务费专项资金(项目编号:CCNU15A06128)的资助
关键词 写作修辞学 独立学科 修辞复兴 过程革命 新新修辞学 composition-rhetoric independent discipline rhetoric revival process revolution newer rhetoric
  • 相关文献

参考文献23

  • 1Berlin, J. Contemporary composition: The major pedagogical theories [J]. College English, 1982, ( 8 ) : 765-777.
  • 2Bizzell, P. Composing processes: An overview [A]. In A. Petrosky & D. Bartholomae (eds.), The Teaching Of Writing [C]. Chicago: University of Chicago Press, 1986: 49-70.
  • 3Borrowman, S., S. C. Brown. & T. P. Miller. Renewing Rhetoric's Relation to Composition [M]. New York: Routledge, 2009.
  • 4Emig, J. The Composing Processes of Twelfth Graders [M]. Urbana, Ill.: National Council of Teachers of English, 1971.
  • 5Faigley, L. Competing theories of process: a critique and proposal [J]. College English, 1986, ( 48 ) : 527-542.
  • 6Fleming, D. Rhetoric revival or process revolution? [A]. In S. Borrowman, S. C. Brown & T. P. Miller (eds.), Renewing Rhetoric's Relation to Composition [C]. New York: Routledge, 2009.
  • 7Hairston, M. The winds of change: Thomas Kuhn and the revolution in the teaching of writing and Communication, 1982, ( 1 ) : 76-88.
  • 8Johnson, R. R. Craft knowledge: Of disciplinarity in writing studies [J]. College Composition and Communication, 2010, ( 4 ) : 673-690.
  • 9Kubota, R. Conceptual confusions and contradictions: A response to Professor Xiaoming Li [J]. Journal of Second Language Writing, 2014, ( 25 ) : 118-120.
  • 10Li, X-m. Are "Cultural differences a mere fiction" ?: Reflections and arguments on contrastive rhetoric [J]. Journal of Second Language Writing, 2014, ( 25 ) :104-113.

二级参考文献8

  • 1Gong,G. 2009. An alternative question-and possible answers:Making local research publications accessible internationally [ J ]. TESOL Quarterly,43,(4):696 -700.
  • 2Hamp,Lyons, L. 2009. Access, equity and plagiarism? [J].TESOL Quarterly,43(4) :690 -693.
  • 3Nunn, R. 20091 Addressing academic inequality: A response in support of Wen and Gao[J].TESOL Quarterly,43 ,(4):694 -695.
  • 4Salager-Meyer, F. 2009.Academic-equality and cooperative justice [ J]. TESOL Quarterly,43, (4):703 -709.
  • 5Silva, T. 2005. On the philosophical bases of inquiry in second lan guage writing: Metaphysics, inquiry paradigms,and the intellectual zeitgeist [ A]. In Matsuda, P. & T. Silva( eds. ). Second Language Writing Research: Perspectives on the Process of KnoWledge Construction[ C ]. Mahwah :Lawrence Erlbaum Associates,Inc.3-15.
  • 6Wen, Q. & Gao, Y. 2007. Dual publication and academic inequality [ J ]. International Journal of Applied Linguistics; 17(2) :221 -225.
  • 7White,R.1995.New Ways in Teaching Writing[M].Alexandria:Teacher of English to Speakers of Other Languages Publications.
  • 8Gao,Y. & Wen, Q. 2009. Co-responsibility in the dialogical co-construction of academic discourse[ J]. TESOL Quarterly,43,(4) :700 -71~.

共引文献6

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部