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2.1 Place of rhetoric in space of humanitarian knowledge and studying of questions of a discourse of tourism

Formation and development of any science as major part of a society, sphere of human activity which enriches it, will transform and develops, there is a process long and, certainly, uneasy. Formation of a science of rhetoric did not become that an exception and has more than 2500-year-old history which sources had such thinkers as Aristotle, Isokrat, Germagor, TSitseron, Kvintilian, etc.

Definition and understanding of the term "rhetoric" will help us to designate a role and a rhetoric place in a discourse of tourism and a formation discourse. The term rhetoric as marks Dubo, is characterised by absence of unequivocal understanding of its subject and problems, and allows us to speak about inherent this science of a duality. So, Aristotle is considered the most consecutive representative of the theoretical philosophical rhetoric defining as the purpose working out «possible ways of belief concerning each given subject» (Rhetoric, I, 2) [Dubo: 8]. The purpose ritora and essence of rhetoric at such approach is the belief. A little bit other understanding of the primary goal of rhetoric can be found at Kvintiliana which speaks about rhetoric as about eloquence art. In the work «Rhetorical manuals» he writes: « ... The Rhetoric so named that learns it is red and strongly to speak, should not avoid the posts, and suffer, that belonging to it has passed inudy; paternal it almost has at all lost much of the property. »[Квинтилиан:80] we do not set as the purpose here to track all long way of development of rhetorical knowledge, we will note, however, that two sights at rhetoric as on a science which studies ways of successful belief and as on
The knowledge area which overall objective is to learn to construct the eloquent correct statement. Have existed still long time after an epoch of antique thinkers, having affected substantially on works and sights of many subsequent scientists.

So, Dubo gives following definition of rhetoric, following spirit of antique concepts: «the Rhetoric is a science about ways of belief, various forms of mainly language influence on an audience, rendered with the account of features of last and with a view of reception of desirable effect. Influence can be carried out as in oral, and in writing by means of arguments, proofs, demonstration of probabilities, etc. receptions for the purpose of generation by means of used language and not language means of certain emotions and the sensations capable, in turn, to lead directed formation new, or updating of primary stereotypes of perception and behaviour.» [1986:10] Dubo follows Dubo Aristotle and gives definition of rhetoric which can be used and by consideration of questions of its functioning in a discourse of tourism and a formation discourse.

So, speaking about rhetoric of a discourse of tourism and rhetoric of a discourse of formation and considering its display on pages of tourist and educational brochures, we will speak about ways of belief of the reader of the brochure, carried out in writing language influence by means of various receptions for the purpose of generation of positive emotions and the relations, capable to lead to desire formation to visit a described tourist direction or to study in certain educational institution.

The composer of tourist and educational brochures as the author of texts of a discourse of tourism and a formation discourse is guided by the same rules, as ritor at drawing up of the texts directed on belief of the recipient, on attraction of its attention.

Thus, prior to the beginning of so-called "communications" at «a precommunicative stage», that is to
Drawing up of texts as tourism discourse, and formation discourse, the author, as well as ritor, tries to answer on three basic questions: what to tell (what information to inform to the recipient and in what quantity)? How to tell (with what help of means to express this information)? Where to tell (in what section of the brochure to place this or that information)? At the given stage it is necessary to consider basic parts known still from antique times or canons of rhetorical working out of speech which as marked Dubo, have the most direct relation to this phase or as we it name to a "precommunicative" stage [Dubo 1986: 11].

Let's consider first three stages (canon), as the most important for the given research, and their observance in a discourse of formation and a tourism discourse:

1) Inventio (euresis Aristotle, truevement Brunetto Latini), or a material finding, gave the practical answer to a question «what to tell?» With the account of a prospective audience and desirable result [Dubo 1986: 11]. For drawing up of tourist and educational brochures this stage is connected with material gathering about tourist object or educational institution. Here also it is necessary for author to pay attention to features of the recipient, its preference and expectation. The future text should be interesting to the recipient, should give answers to questions to which it will approach, having faced with the text of a discourse of tourism or formation. The given factor we will name the relevance factor (from an armour. relevo — to lift, facilitate). From the linguistic point of view relevance is a semantic conformity between a question and the answer, between a research problem and its decision [Жеребило:303]. Thus, considering the relevance factor in preparation of a material for creation of rhetorically strong and convincing text, the author of brochures should learn as much as possible about the recipient, about the target audience. In circulation directors of summer English language courses
College John Ljajtona's Concorde to potential students, for example, can be seen, with what attentiveness the author considered the relevance factor at a finding of a material for creation of the text of the reference, that is being on a rhetorical stage inventio. The reference text as though draws a portrait of the potential student and gives answers to questions which interest the recipient who has faced the given educational brochure. The author well understands, that its reader is a foreigner which wishes to improve the knowledge on a number of subjects in English, can experience initial difficulties in dialogue and adaptation to new culture. Hence, the author focuses attention on certain ideas, messages or we name their motives and uses them in the text:

a) Motive of trust and support: “it never ceases to amaze me how students from very diverse cultures, religions and creeds, live and study together so well and make such long-lasting friendships.","A Concord summer course has three main aims for its students: to improve skills in English, including reading, writing, speaking and listening; to meet and make friends with young people from many different countries...

b) Motive of experience and a self-trust: “I have been associated with the summer programme for many years and in that time thousands of young people have attended our courses.”

2) Dispositio, or "expansion", — in this section questions of syntagmatic expansion and registration of the found material on phrase are developed and nadfrazovom levels what is equivalent to search of the answer to a question «where to tell?» [Dubo 11]. The arrangement of the main and minor information in the text here is important for understanding of the text the recipient, generations of its correct reaction and belief achievement. So, in the aforementioned brochure of college the Concorde, as well as in many other things brochures, the reference of the director of an educational institution is located on the first page, the most important
The information repeats and summarised more close by article or section end.

3) Verbal expression, or diction (elocutio) is the third stage of rhetorical action. Here the special attention is given to various variants of the answer to a question «how to tell?», on selection of words and grammatical designs, on an ornament of speech by tracks and figures [Dubo 11]. At this stage we will speak about features of use of technics metaforizatsii, about occurrence of qualitatively new metaphor — metaphors of advancement of knowledge.

Such consideration of rhetoric for the description of processes tekstopostroenija in a discourse of tourism and a formation discourse is not casual. Dubo writes, that moving of research interest to judgement, the description and modelling of diverse situations of convincing influence not only forces to recollect even more often rhetoric, but also stimulates working out of its problematics within the limits of adjacent areas of knowledge. A main role in perfection kategorialnogo the device and the toolkit of the classical rhetoric which has made possible inclusion of a rhetorical science in a context of modern scientific workings out, the theory of mass communications, the logic theory of the argument and structural poetics [Dubo 14] have played.

Researches which passed in frameworks of consideration of the theory of mass communications, have allowed to allocate some significant characteristics of participants of rhetorical communications. Rhetorical communications are a kind of communications at which at least one of its participants have the purpose to convince another, to cause positive emotions or the benevolent relation to a subject of dialogue or a message theme. The belief in the mass communication theory is a process of reception from a consent audience to operate definitely or to protect the point of view kommunikatora, i.e. change process attitjudov, intentions and
Behaviour of an audience [Gulevich 2007: 99]. O.A.Gulevich, having analysed neobehivioralnyj the approach to the convincing communications which brightest representative is K.Hovland, and kognitivnyj the approach presented, first of all, by model of probability of conscious processing of the information of R.Petti and J. Kachioppo, allocates conditions of efficiency of the convincing message. So, efficiency of the convincing message is influenced by four types of factors: features kommunikatora, audience characteristics, a parity of features kommunikatora and audiences, message characteristics.

Among features kommunikatora (the sender of the message) about which speaks O.A.Gulevich [Gulevich 148] and which can matter for creation of the successful text of a discourse of tourism or formation we will allocate the following:

1) Competence kommunikatora. In the theory of rhetoric of a discourse of formation here it is necessary to speak about that accent on experience which is done by authors of educational brochures. There are different ways of demonstration of competence kommunikatora.

• Instructions on presence at it certain professional experience. So, for example, on the first pages it is informed on time in which current the educational institution exists in the market of educational services, about its good reputation. Such information is often given in the first paragraphs:

“We enjoy a reputation for providing effective language lessons and running WELL - organised activities and excursions, in safe and friendly environments throughout the UK and USA.” [Stafford House brochure, http]

“I have been associated with the summer programme for many years and in that time thousands of young people have attended our courses.” [Concord College brochure, http]

• the Social status: the above the social status kommunikatora, the above an estimation of its competence. So, on the first page place the reference of the director of educational institution which usually is most emotionally painted and urged to arrange the reader-recipient, to raise its trust.

2) Sincerity kommunikatora. Kommunikator has bolshee influence when it perceive as speaking sincerely and fairly, not having only one intention speaking sincerely and fairly to convince, but expressing the positive relation to another. So, in many educational brochures repetition of verbs is used: «believe» and «ensure». In spite of the fact that the verb «believe» is used basically in value to "believe", emotional colouring of the offer in many cases forces the reader to perceive its value how to "trust". In the brochure of school Islington «we believe» it is possible to meet a phrase of 16 times; in school Worstead Church brochure of England Primary school 6 times. Such verb as ensure also has strongly pronounced positive emotional colouring and is used for creation of impression sincere, self-assured kommunikatora.

“At Clerkenwell, we believe that the wellbeing of children goes hand in hand with their achievement... [Islington school brochure, http]”

“We believe strongly that an enriched and exciting curriculum will embed and continue the rapid improvement... [Islington school brochure, http]” “To support and include each and every family to ensure that children achieve their full potential.” [BROOKLAND JUNIOR SCHOOL brochure, http] “Teachers plan carefully together, giving much time and thought to all areas of the curriculum to ensure the children experience varied, challenging and stimulating lessons” [BROOKLAND JUNIOR SCHOOL brochure, http].

Among features of the addressee of the message in a formation discourse it is possible to allocate the following:

1) requirement Presence. Kommunikator in a formation discourse, as well as in a tourism discourse well realises requirements of the recipient. Among key requirements first of all it is possible to allocate:

• noegenesis

• maintenance of the loved one (for example, the child) all possibilities to receive knowledge;

• requirement for safety.

2) Motivation on achievement / failure avoiding [Gulevich 2007: 172]. The recipient in terms of a discourse of formation aspires to reach successes, he expects personal growth and development.

Our school is a happy, caring and safe place, where all children achieve success and go on to fulfil their potential and contribute to society [Islington school brochure, 35, http] ”.

3) Structure attitjudov [Gulevich 2007: 173] (the relation of the recipient to a theme or a problem in the text). Efficiency of the message depends on structure attitjudov the recipient in relation to the mentioned problem, in particular, sformirovannosti emotional and kognitivnogo components. Attitjudy with well generated kognitivnym and poorly generated emotional component change by means of the messages appealing to kognitivnomu to a component, and on the contrary (Huskinson, Haddock, 2004) is easier. Kommunikator tries to appeal or to emotions of the recipient, or to its reason, successful kommunikator appeals both to emotions, and to reason. So, T.V.Anisimov and E.G.Gimpelson in the book «Modern business rhetoric», considering an emotionality of speech of the orator, write, that «words should be directed as though to two addresses simultaneously: both to mind, and to heart of listeners». The message appealing to an emotional component, contains set of brightly painted lexical units (for example, the adjectives describing an educational institution, educational process
— truly an amazing / caring, friendly, happy and secure school and t.d). The validity of such message is difficult for checking up, emotional lexical units not simply "nominate" or name the described phenomenon, they state it an estimation, urge to believe in it and to agree with the author of the text of an educational discourse. Anisimov and Gimpelson notice, that in language there are special means for expression of emotions — expressional, associative and estimated lexicon. The estimated lexicon allows to reveal an originality intellectual and emotional in a word, since. The estimation (unlike argument) as the indispensable moment of knowledge, assumes unity of the intellectual and emotional approach to subjects and the phenomena and becomes display of unity objective and subjective. Objectivity of an estimation consists that it is caused by the signs inherent in the subject. Subjectivity of an estimation is shown that these signs inherent in a subject, are estimated speaking with its subjective point of view and are accompanied by corresponding emotional reaction. For oratorical practice otsenochnost — so important category, that it absorbs, subordinates to itself categories of an emotionality and ekspressivnosti [Anisimov 2004: 224].

What message appeals to kognitivnomu to a component or to reason of the recipient? Here it is possible to speak about the message as much as possible deprived of an emotionality, ekspressivnosti and estimations, or about the message which seems to that. It is statistical data and a various sort the facts more often. However even they in a formation discourse can be not deprived an emotionality, ekspressivnosti and estimations:

In Camden we've got a lot to be proud of, and we're convinced that there are few better places for your child to attend school. Ofsted agrees with us. With more than 90 % of our children attending schools judged as good or
outstanding, they are among the best in England. Primary pupils in Camden have performed consistently above the national average in recent years, with significant improvements in national tests for 11 year-olds since 2011. In 2014 provisional results show that 86 % of pupils achieved the required level in reading, writing and maths in Camden, compared with 79 % nationally [Starting school in Camden. School brochure, http].

Hence, it is possible to draw a conclusion, that what skilfully combines emotional and kognitivnyj components attitjudov will be the most convincing message.

Among features of the message in this section we will consider the following:

1. Message structure. Gulevich notices, that efficiency of the message raises, if it consists of the introduction, the basic part and the laconic conclusion [Gulevich 2007: 191]. In a discourse of formation the introduction place occupies more often the reference of the director of an educational institution. The director gives always a positive estimation to an educational institution, tries to gain, understanding, that wait from it. The director, as well as kommunikator all brochure as a whole, well understands expectations of the recipient, therefore tries to convince him that in an educational institution will be comfortable, interesting to the future student, it is useful and it is safe. In the basic part the necessary information on an educational institution is given, features of educational process, receipt in school, results of progress, additional after-hour activity are described.

2. Message lexicon. Gulevich notices, that use in messages of concrete examples and analogies (especially at an explanation of difficult terms), comparisons, metaphors, synonyms, citations from works of art, sayings, historical examples promotes both to attention attraction to the message, and its best understanding and the storing, especially those people who use heuristic strategy of the analysis of the information [Gulevich 2007: 197]. Here it is necessary to consider evristiko-regular model of the analysis of the information
S.Chejken [see Kruglanski, Thompson, 1999]. Heuristic strategy is understood as the approach to the information analysis at which the recipient uses rather simple rules of an estimation, so-called, heuristics (for example, «If it is spoken by my friend the message is true», «it is pleasant To me kommunikator, means it is right»), the big attention is given to the message form, influence on an emotionality of the recipient. The regular approach means influence on consciousness of the recipient, on its aspiration to the weighed, thought over approach to the information analysis.

The detailed analysis of use of ekspressivno-expressive means in a formation discourse will be presented in following section, and now to illustrate how the author-kommunikator as the author of the text of the educational brochure, uses heuristic strategy of the analysis of the information from the recipient, we will consider frequency combinations of verbs and the adjectives, meeting on pages of brochures.

Certainly, in the text of brochures there is a set of verbs, therefore for revealing of any laws, has been decided to make a start from the analysis of use of those or other verbs after certain words. It has been noticed, that more often certain verbs repeat after a pronoun we (we) - and it quite speaks desire of a producer of the text of the brochure to represent educational institution as something uniform, indivisible and amicable. From the table it is visible, that the most frequency verbs after a pronoun we have positive konnotatsiju and emotional okrashennost. On value they can be divided into some groups: the verbs directed on the recipient (or external verbs) and the verbs directed on a producer (or internal verbs). Among external verbs it is possible to allocate what designate the offer that the producer can offer the recipient: offer, provide — or verbs tselepolaganija: cum, want, strive, wish for. Any value of an external verb is directed from a producer to the recipient. Internal verbs, on the contrary, designate action or a condition directed on a producer, for example, verbs value, pride
ourselves on, take pride in etc. By means of such verbs a producer, the author of the text of a discourse of formation, tries to represent itself, to let know to the recipient with whom or than that deals. The considerable part of verbs is used in the form of an infinitive after a particle to and designates intentions, the purpose, aspiration of a producer. From table 1 (tab. 1 see) it is visible, that a main objective of the author as a producer of the text of a discourse of formation, the all-around development of the recipient, the potential student of described educational institution is. Names of brochures in the table are presented in the form of the abbreviations which decoding can be found in the list of reductions.

Table 1

Frequency combinations of verbs

After “We...” We offer

BJS-1 time ISB - 6 times HSB -

1 time

We foster BJS-1 time ISB - 1 time

We encourage BJS - 2 times ISB - 6 times

HSB - 1раз We pride

ourselves on

BJS-1 time

ISB - 4 times

We value BJS-1 time ISB-1 of times

HSB-0 Time We place

(importance, emphasis.) on: BJS-1 time;

ISB-2 Time

We provide BJS-1 time ISB - 9 times HSB - 2 times

We take

pride in

QCIB-2raza

We aim

BJS-2 Time

ISB-14 time

HSB-0 Time

After “to.” For a designation of the purpose, intentions. To ensure: BJS-8 time ISB-25 of times

WSB - 5 DCLPB - 1

CPS - 2

To enable

ISB-1 Time BJS-3 time

To help:

BJS-2 time ISB-11 of times WSB - 7 times

BES - 0 CPS - 7 times

To encourage BJS-2 time ISB-2 of time To teach:

BJS - 0

ISB - 1 time WSB - 0

DCLPB - 0

To develop: BJS - 7 times ISB - 8 times DCLPB - 1 time

CPS - 2

Considering message lexicon it is necessary to allocate group of adjectives (tab. 2 see) which are used for strengthening of such cores for the message of nouns as curriculum, school, teachers, approach. The majority of adjectives are qualitative adjectives which designate properties, qualities of character, (for example: good, caring, friendly, happy and secure), intellectual qualities (for example: creative, enriched), socially significant signs (for example: rich and innovative).

Table 2

Frequency combinations of adjectives

With a word “curriculum” Good/rich/enriched and exciting/high quality, ENRICHED/EXCELLENT/WELL - balanced/exciting and personalized/rich and varied/varied and balanced/creative/rich and innovative/brand new/inclusive broad, enjoyable and interesting/stimulating/challenging/broad and balanced/rich and diverse/engaging and personalized/well designed/

With a word “school” Good/outstanding/improving/better/independently managed, ALL - ability/caring, friendly, happy and secure/truly an amazing/wonderful
With a word “teachers” Supportive and enthusiastic/inspiring and friendly/
With a word “approach” Challenging, high quality and creative/pioneering/restorative justice/‘ Gentle Teaching '/child-centered multi-modal communication/educational

Thus, we have considered the author tourist and educational brochures as original ritora and have described process of creation of texts of brochures with use of the basic receptions and rhetoric rules. All of them help to achieve a main objective - to convince, involve the reader and to render on it necessary, provided by the author of brochures influence.

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A source: ISAKOVA Elena Mihajlovna. RHETORICAL And METAPHORICAL ASPECTS of LANGUAGE of TOURISM (on a material of texts of educational and tourist brochures). The dissertation on competition of a scientific degree of a Cand.Phil.Sci. Tver - 2016. 2016

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