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4 Rhetorical Techniques To Be Looked For Allusion -- a reference (sometime direct, sometime indirect) to an historical occurrence, work of art, or a well-known character of person – “I can’t spin that kind of web because I am not Spiderman.” Amplification -- repeats a word or a phrase for accentuation or emphasis – “Love, real and true love, takes its time.” Epistrophe-- the repetition of words at the end of successive sentences to achieve a kind of hammering insistence, such as; “Where now? Who now? When now?” (from Samuel Beckett, “The Unnameable”) Hyperbole -- an exaggeration that isn’t generally taken at literal face value – “I have performed that task a million times.” Analogy – a comparison between two different items sharing some kind of common attribute—“He’s as flaky as dandruff in a snowstorm.” Accumulation (from the Latin word for “pile-up”)—heaps on information (usually with similar phrasing) to overwhelm the reader-- “I’m a multi-cultural, post-modern man, uplinked and downloaded, inputted and outsourced for the upside of downsizing and to prevent the downside of upgrading.” (from George Carlin’s comedy act. Parallelism -- uses words or phrases with a similar structure – “I went to the store, parked the car and bought a pizza.” Antanagoge -- places a criticism and compliment together to lessen the impact – “The car is not pretty but it runs great.” Ad hominem (Latin for“against the man”)—attacks another commentator personally insread of criticizing his argument or point-of-view: “How can you argue your case for vegetarianism when you are enjoying your steak?” Anthropomorphism--a literary device in which a writer ascribes human traits, ambitions, emotions to non-human objects—“The raging storm brought with it howling winds and fierce lightning as the residents of the village looked up at the angry skies in alarm.” Devil’s Advocacy—the deliberate taking-on off an unpopular point of view to provoke discussion—“Perhaps sexists do have a point when they say women are too sentimental to…” Audience presumption-- when Mark Greif begins a sentence with “We leave the office…,” what kind of readership is he presuming to be addressing? Insensitive analogy: Why is Gold’s Gym calling itself the “mecca” of bodybuilding potentially rather offensive? Sloganeering—reducing complex issues to handy catch-phrases-- why is Nike’s “Just Do It” a potentially dangerous motto? Wordplay --can we imagine a pun between the words “exercise” and “exorcise”? How is physical exercise at the gym a figurative way to exorcise one’s inner demons? Oxymoron- the use of seemingly clashing or paradoxical tones or statements that appear to contract each other. Onomatopoeia—in which a word (or words) resemble the thing it (or they) resemble—either a single word like “splash” or “clatter” or a phrase like “some sinister, secret sin.” Alliteration and Assonance—a cluster of words that begin with the same sound, either consonants (“as deeply dir.
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Congruent with my status as a PhD student, I was an Assistant Professor in the professional writing minor program at Concordia. I had been asked by the department chair to update the course offerings. The courses were basically rooted in mid to late 20th century writing practices, with the bulk of the content being highly irrelevant, and more academic than practical. Having prior experience designing a social media component during my time teaching at Penn State, I was eager to get started; however, introducing social media is problematic in Quebec, primarily because Privacy Laws protect students having to participate in web 2.0 environments, to safeguard students from undergoing U.S. State surveillance. For this reason, I decided to run a study to determine how an instructional design could be effective and at the same time non-mandatory? The study took place over a four-year period from 2012-2016, involved 3 iterations of a yearlong course, and was followed by a retrospective analysis, which included a survey of participants 1-2 and 3 years after the course.
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This paper reports the findings of a Stage I meta-analysis exploring the effectiveness of online digital literacy practices performed through social media tools in higher education classrooms as measured by learning outcomes. An extensive literature search culled more than 500 potential articles and resulted in a sample of 51 representative quasi-experimental studies, consisting of 4,630 total participants. Fifty-one effect sizes were extracted and yielded a moderately positive statistically significant weighted average effect size of g+ = 0.315, k=51, p <. 01. This overall effect size suggests that integrating online digital literacy practices into the higher education classroom benefits students on measures of academic achievement and offers significant learning support. In addition, several moderator variables were tested to determine what factors and literacy practices impact learning outcomes; namely, field of study (STEM, ARTS), conceptualization of tool (social learning theory, delivery tool), peer interaction (yes, no), modality (blogs, collaborative communication text-based technologies, i.e. forums and wikis; podcasts, and virtual worlds), practice (consuming, prosuming behaviors), and the learning outcome measured (course project, knowledge-based exam); moderator effect sizes were statistically significant for the following variables: conceptualization of the tool, practice, and learning outcomes.
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Quoting, Paraphrasing, and
Summarizing
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