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Titel
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Guns in the US: Retorisk analyse + EKSAMEN
ANALOGT FORLØB:
Klassen har arbejdet med våbenlovning i USA og baggrunden for lovgivningen så vel som følgerne af lovgivningen, fx mht. til ”The Second Amendment”. Desuden har klassen fået kendskab til begrebet om lobbyorganisationer, med særligt henblik på NRA.
Fokus har været på nonfiktionsanalyse via politiske taler. Desuden er der blevet arbejdet med metodebevidsthed, og holdet har taget hul på at udfylde et metodeark, som løbende skal opdateres. I indeværende forløb har der været fokus på flg. metoder:
- METODER/NON-FIKTION:
- Kommunikationsanalyse (Cicero)
- Den retoriske analysemetode (stilfigurer og appelformer)
- Argumentationsanalyse: Toulmin’s T-model; argumenttyper
- samt enkelte begreber fra diskursanalysen, nemlig antagonismepar /binaries: ”us” vs. “them” og hegemonidiskurs/ hegemonic discourse.
NONFIKTIONSANALYSE:
I analysen af taler om våbenlovgivning af hhv. Emma Gonzales, Barack Obama og Donald Trump, har holdet arbejdet ud fra en fast nonfiktionsskabelon fra deres Toolbox, nemlig:
When analyzing non-fiction texts (speeches, newspaper articles, etc.), try to be systematic and analyze the following items:
1) The rhetorical situation (“kommunikationssituationen”) (use Cicero’s Pentagon). Remember to conclude: what is the writer’s / speaker’s intention with the text?
2) Structure of the text: (Sometimes it may be difficult to understand the structure of the text until you have worked with some of the other points on this page). Remember: A well-structured speech support the logos of the text. Start out by establishing a basic outline of the text: are you able to sum up: what is the text basically about? You may not be able to now (after having worked with Cicero’s Pentagon), but you MUST be able to before you make your conclusion in assignment 6.
3) Figures of speech (tropes and schemes) – for example: alliterations, allusions, antitheses, anaphoras, metaphors, lists (incl. tricolons), rhetorical questions, etc. Please note: The writer may use tropes and schemes to enhance the pathos of the text: Tropes (trope, tankemæssig stilfigur; for instance: metaphors, antitheses, polyptoton) appeal to the mind and create images that may set off emotions of anger, joy, etc. Schemes (lydlig stilfigur; for instance: anaphoras, alliterations; rhyme schemes in general) go on in your ears – just like music – and may influence your emotions in ways like music. Remember to point out: What is the effect of using the specific figures of speech?
4) Argumentative features: How does the speaker argue, and is his argumentation coherent? Use Toulmin’s T-model when you analyze argumentation (does the speaker have evidence that supports his claim? What is the speaker’s main claim? What are his secondary claims (that may support the main claim)?
Explain – in your own words – how the speaker argues. You may want to – but you don’t have to- use the terms and definitions that you find on the pages above (“Argumenttyper”), e.g. strawman, ad-hominem, scare tactics etc.
The text – especially speeches – may not be particularly argumentative, and it may be enough to briefly outline what the main claim is.
5) Style: Consider whether the style of the text is formal or informal – or somewhere in between. Analyse the grammar, the vocabulary, and the spelling to determine the formality of the text (look at the table on p. 23 above).
6) Analyze the modes of persuasion (“appelformerne”): Logos, ethos, pathos (which mode of persuasion dominates the speech?)
7) Your conclusion: Based on your findings in 1-6 above, always answer the question: Does the text work rhetorically – and why/why not?
Desuden har klassen arbejdet med en dokumentar fra The Guardian om våben i USA: https://www.theguardian.com/world/ng-interactive/2016/sep/16/gun-nation-a-journey-to-the-heart-of-americas-gun-cult. Ligeledes har vi arbejdet med artiklen “How the Gun Became Integral to the Self-Identity of Millions of Americans” med fokus på amerikanernes syn på våben i et historisk perspektiv.
Forløbet blev afsluttet med, at eleverne individuelt holdt en 3-minutters tale for læreren (opgavebeskrivelse nedenfor) med henblik på aktivt at anvende de retoriske greb, de stiftede bekendtskab med i analysen af de politiske taler. Når eleverne ikke holdt tale, brugte de modultid på at læse Willy Vlautins roman LEAN ON PETE (2010), mhp. på vores næste forløb om the American Dream/American Values. Desuden løste de opgaver om essaygenren i Minlærings bog DO IT, WRITE!, som optakt til at skrive deres første essay (om netop romanen).
Tale-oplægget skulle opfylde flg. kriterier:
Write a three-minute speech
Give a 3-minute speech in which you try to convince somebody of something. You must talk for three minutes only (give or take 15 seconds).
Your speech manuscript is written in class on January 6 and 7, but you will also give your speech orally on different dates (individually). You will get oral feedback right after your speech.
REMEMEBER TO TIME YOUR SPEECH BEFORE YOU HAND IN YOUR MANUSCRIPT!
Other requirements:
1. Make it clear who your intended audience is – keep in mind the rhetorical situation (Cicero’s pentagon). Remember to greet your audience to create a connection and establish your ethos.
2. Present your intention with the speech (sign-posting) clearly and early in your speech.
3. Structure your speech in a logical order, so your audience can easily follow you.
4. Use at least three different figures of speech (e.g., alliteration, tricolon, antithesis, anaphora, metaphor, allegory, etc.)
5. Make sure your argumentation is solid; if you use various sources to back up your argument (e.g., statistics), you MUST inform your audience (the teacher) of who the sources are. Show clearly where in your text you include information or points of view that are not your own.
The use of chatbots is not allowed!
6. Consider your use of the modes of persuasion: ethos, logos and pathos.
7. After your 3-minute presentation, you must briefly explain which figures of speech and other rhetorical techniques you chose to use (no more than one minute).
I slutningen af forløbet har klassen udfyldt metodearket, som skal opdateres løbende i resten af uddannelsesforløbet, så der udvikles bevidsthed om at bruge metoderne på relevant vis for at åbne og fortolke/analysere tekster.
Antal sider læst: 34.
Hertil dokumentar: 30 minutter/3 = 10 NS
https://www.theguardian.com/world/ng-interactive/2016/sep/16/gun-nation-a-journey-to-the-heart-of-americas-gun-culture-video
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