摘要:本文是英语毕业论文,本文的语料来源为三十篇 2011 至 2015 年的英语学术著作序言,著作均出自 Springer 或 Palgrave Macmillan 出版社,涉及人文科学、社会科学和自然科学领域,以语言学、经济学、天文学为代表,每个学科各十篇。
emic filed by saying that it mixes the socially acknowledged introductoryfunction with the private goal of promotion achieved through moves of describingneeds and presenting good facets. Luzón (1999) conducts a genre analysis on 22prefaces of engineering textbooks with eight moves as a result and claims that thewriters realize the interaction with receivers through the evaluations in terms ofcertain standards such as intelligibility, newness etc. In a descriptive way, Saaid andAhmad (2009) also study the prefaces of textbooks at undergraduate level and choosesix majors as representatives. They summarize three general moves of textbooks—confirming the scope, stating the usage and explaining components— with seven,three and six steps respectively. And they point that the textbooks’ prefaces chosenshare in common in basic structures to realize introductory and promotional purposesbut differ in their degrees to include each move and step. Azar (2012) examinesacademic textbooks’ prefaces too but specifically in the linguistic area. He selects 22pieces of prefaces to analyze their generic structures and concludes that setting upneeds, stating orientations, abstracting the coverage of each section and showingthankfulness are the major moves of these prefaces that help teachers identifyappropriate books for language teaching. Jalilifar and Musavi (2016) apply thegeneric approach to investigate introductions including preface in the major ofapplied linguistics and find that prefaces in such academic books contain a total ofseven moves in the structure while the other two kinds of introductions both have onemove less but all these three sub-genres tend to use self-
Reference and positive wordsto achieve effective promotion.
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Chapter 3 Rhetorical Appeal to Logos in PEAM.......18
3.1 Stating Significance.......18
3.2 Presenting New Ideas.... 21
3.3 Explaining Concepts......21
3.4 Using Data and Examples.......23
3.5 Marking Logical Relations.....25
3.6 Raising Questions..........26
3.7 Summary......27
Chapter 4 Rhetorical Appeal to Ethos in PEAM.......29
4.1 Describing Research Process...........29
4.2 Introducing Experiences.........30
4.3Adding Confirmation and Support............31
4.4 Serving Readers....33
4.5 Highlighting theAuthor..........34
4.6 Selecting Modality.........39
4.7 Summary......47
Chapter 5 Rhetorical Appeal to Pathos in PEAM.....49
5.1 Expressing Gratitude..... 49
5.2 Inserting Evaluations.....49
5.3 Employing Boosters and Downers........... 51
5.4 Creating Familiarity: Metaphor.......52
5.5 Showing the Inconceivable: Exclamatory Sentence............53
5.6 Summary......54
Chapter 5 RhetoricalAppeal to Pathos in PEAM
Since people do not always make judgments with sense, the rhetorical appeal topathos will make persuasion more effective if well taken advantage of. Hence, thoughacademic discourses usually keep objective as much as possible, we can still findsome strategies applied by authors in PEAM that can elicit emotional responses ofreaders. Among them, five kinds of rhetorical strategies appealing to pathos areprominent or typical in PEAM: expressing gratitude, inserting evaluations, employingboosters and downers, creating familiarity by metaphors, and showing theinconceivable through exclamatory sentences.
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