Volumes 1 and 2 have continuous paging (xiii, 1-423 ; 424-746) Bibliography: leaves 738-746 v. 1. Introduction -- v.2. Notes -- v. 3. Texts -- MS Hunter 15 pt. 2 [microfilm]

University of Macau / Faculty of Social Sciences and Humanities / Department of History

This study analyzed representative works of John Mott and Bill Bright using Ernest Bormann's method of fantasy theme analysis. The analysis confirmed that Mott and Bright, as leaders of two organizations that encourage college students to engage in evangelism, share an identical rhetorical vision. This vision can be labeled the Great Commission and is identical in thought and content to the words of Christ found in Matthew 28. The shared rhetorical vision encourages members of the rhetorical community to acknowledge the needs of the world and seek to meet those needs by sharing the gospel message of Christ.In addition to a shared rhetorical visions, the works considered in this study also share identical fantasy types: "Fetching Good Out of Evil," and the quest. The fantasy type of the quest has received little interest in other studies. This study suggests that the type might provide rhetorical critics with a useful form for future studies. Several fantasy themes also were found to exist within each artifact. The presence of shared fantasy types and the commonalties that exist between the fantasy themes verifies the presence of the shared rhetorical vision, the Great Commission. / Department of Speech Communication

Zugl.: Münster, Universiẗat, Diss., 2007 u.d.T: Mülke, Markus: Falsare haec et corrumpere non timerunt.

One aspect of critical reasoning is the analysis and appraisal of claims and arguments. A typical problem, when analysing and appraising arguments, is inconsistent statements. Although several inconsistencies may have deleterious effects on rationality and action, not all of them do. As educators, we also have an obligation to teach this evaluation in a way that does justice to our normal reasoning practices and judgements of inconsistency. Thus, there is a need to determine the acceptable inconsistencies from those that are not, and to impart that information to students. We might ask: What is the best concept of inconsistency for critical reasoning and pedagogy? While the answer might appear obvious to some, the history of philosophy shows that there are many concepts of “inconsistency”, the most common of which comes from classical logic and its reliance on opposing truth-values. The current exemplar of this is the standard truth functional account from propositional logic. Initially, this conception is shown to be problematic, practically, conceptually and pedagogically speaking. Especially challenging from the classical perspective are the concepts of ex contradictione quodlibet and ex falso quodlibet. The concepts may poison the well against any notion of inconsistency, which is not something that should be done unreflectively. Ultimately, the classical account of inconsistency is rejected. In its place, a semantic conception of inconsistency is argued for and demonstrated to handle natural reasoning cases effectively. This novel conception utilises the conceptual antonym theory to explain semantic contrast and gradation, even in the absence of non-canonical antonym pairs. The semantic conception of inconsistency also fits with an interrogative argument model that exploits inconsistency to display semantic contrast in reasons and conclusions. A method for determining substantive inconsistencies follows from this argument model in a 4 straightforward manner. The conceptual fit is then incorporated into the pedagogy of critical reasoning, resulting in a natural approach to reasoning which students can apply to practical matters of everyday life, which include inconsistency. Thus, the best conception of inconsistency for critical reasoning and its pedagogy is the semantic, not the classical. / Philosophy Practical and Systematic Theology / D. Phil

This dissertation is a detailed analysis of the Epistle to the Colossians. The author uses rhetorical critical methods and recognizes that the New Testament epistles are greatly influenced by oratory. Also, the author demonstrates how rhetorical techniques assist Paul to express his thought that the central idea of Christianity—the divine nature and saving work of Christ — has unavoidable ethical implications. In the first chapter of his letter Paul cites Christological hymn; he uses Christological theme during the whole epistle; the apostle concludes his admonition with the Household code, in which social roles of the member of oikos are interpreted in relation to Christ. According to Paul's teaching in Colossians, the power of Christ has universal scope and, consequently, all aspects of human life, including everyday, societal relationships, must be brought into submission to Christ. / New Testament / M. Th. (New Testament)

No abstract available / English / M.A. (English)

In House of Leaves, Mark Z. Danielewski has produced a text which epitomises the traits and concerns of postmodernist literature. Through his attention to aspects such as metafiction, intertextuality and parody, Danielewski develops a narrative structure which is best understood as a literary labyrinth. It is a structure intended to reflect the social conditions of the twenty-first century and comment on the experience of people living at this time. Some of the meaning-making strategies within the book’s labyrinthine structure are thus discussed in detail in order to demonstrate the relevance and importance of House of Leaves as social commentary. House of Leaves is an exemplary postmodernist text, but it is also one that seeks to guide the reader beyond the intellectual impasse of the postmodernist paradigm toward a renewed ethical and political engagement with the world. One of the most important goals of both Danielewski’s novel and this thesis is to attempt to redefine the postmodernist perspective in such a way as to insist on the necessity of what I call a new realism. This is founded upon an awareness of the pervasiveness of the self-perpetuating ideology of capitalism, even in the perspective of postmodernism (which purports to subvert all authoritative ideologies). Playing a crucial role in perpetuating the status quo of capitalism is the growth of entertainment culture, which works to sideline crucial political issues by replacing information with infotainment. The result is an intensification of the processes of commodification. Such an intensification, it is argued, may be countered by a radical scepticism which draws upon the methods and insights of contemporary science.

The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner

Indiana University-Purdue University Indianapolis (IUPUI) / Nineteen Eighty-Four has become a hallmark example of the first, great cautionary sociological and political dystopias of the postwar era. Over the last sixty years, literary critics have thoroughly studied the plot, setting, characters, themes, scenes, subliminal meanings, and overt meanings of this text. However, very few critics have utilized one of the most precious resources available for analysis of Orwell’s creative process – the surviving, but fragmented, stages of early composition. In order to understand the full significance of these pages, it is necessary to illuminate the presubmission history of Nineteen Eighty-Four from the point at which George Orwell began composition to the date of press submission – a span of roughly twenty-nine months, from the summer of 1946 to November 1948, when Orwell’s British publisher, Secker and Warburg, received the typesetting copy. Nineteen Eighty-Four, his final work, is also the sole Orwell novel where manuscript stages are known to survive. The submitted typescript survives in the Orwell Archives at University College in London, and its underlayer reflects the fullest development of Nineteen Eighty-Four under Orwell’s unmediated hand. Although the 1947 manuscript is a conglomeration of hand written pages, typed pages, hand corrected pages, and type corrected pages, it is vital that literary and textual criticism focus on what the manuscript reveals about Orwell’s development of the narrative structure and text.