La presente tesi è dedicata all'applicazione della teoria pragma-dialettica ai rendiconti di gestione bancari. Essa è suddivisa in tre parti: la prima propone un riassunto delle principali teorie argomentative sviluppatesi dai tempi di Aristotele ai giorni nostri. In particolare, si vuole inquadrare l'approccio pragma-dialettico e il modo in cui questo attinge a teorie ad esso antecedenti adattandone i principi alla comunicazione reale. Nella seconda parte si considera il concetto di testo , si evidenziano i caratteri del testo argomentativo, e si afferma che ogni testo, anche se scritto, ha natura dialogica. Si introduce infine il rendiconto di gestione inquadrandolo nella più ampia comunicazione economico-finanziaria. Al rendiconto di gestione quale strumento di interazione e di discussione persuasiva è dedicata la terza parte della tesi, in cui vengono applicati al rendiconto bancario i principi riguardanti la critical discussion formulati dalla Scuola di Amsterdam. Particolare attenzione viene dedicata al concetto di manovra strategica, il quale tenta una conciliazione di dialettica e retorica, e afferma la necessità della loro coesistenza nello stesso testo per il successo della argomentazione. / My dissertation aims at applying pragma-dialectical concepts to banks' annual reports. It is divided into three parts: in the first part the main theories of argumentation, from Aristotle to the most recent philosophers, are summed up. In particular, we intend to set the pragma-dialectical approach among argumentation theories and to explain the way how the School of Amsterdam has adopted previous concepts and has applied them to real argumentative communication. In the second part of our dissertation the main features of texts, and especially of argumentative texts, are highlighted. We also stress the fact that every text, even if written, has a dialogical nature. Moreover, we introduce banks' annual reports as means of interaction in economic and financial communication. In the third part of our dissertation we focus our attention on annual reports as means of persuasive discussion on the basis of the pragma-dialectical concepts regarding the critical discussion. In particular, the last chapter deals with the technique of strategic maneuvering, which tries to restore the balance between dialectic and rhetoric and stresses the necessity of their coexistence in the same text in order to argue successfully.

Persuasion communication, elaboration likelihood model, intrinsic persuasion variables, extrinsic persuasion variables, Life Orientation, HlV/Aids, grade 9 learners, guidance counselling, persuasion campaigns, credibility, motivation, capacity, youth The elaboration likelihood model (Petty & Caccioppo, 1996:l-309) in the field of persuasion communication explains the role that variables can play in the measure to which the youth can be influenced and persuaded by messages aimed at changing sexual risk behaviour. In order to offer the North West Province Department of Education's Life Orientation learning area, which is marked by a life skills approach, a better chance of success, it is important to determine which of the intrinsic and/or extrinsic variables-as is hypothesised by the elaboration likelihood model-play a role with grade 9 learners. Thus, the persuasion messages within Life Orientation could be adapted accordingly. The purpose of this study was to determine what role the intrinsic and/or extrinsic persuasion variables have in the presentation of Life Orientation classes to selected grade 9 learners at three Potchefstroom high schools. Relevant literature was analysed in regard to HlV/Aids campaigns and programmes that had been launched in South Africa, especially in instances where the theoretical framework corresponded with this study. The empirical study was done by way of methodological triangulation. An overall picture was formed by way of a quantitative survey questionnaire of the persuasion variables that are found among grade 9 learners in Potchefstroom, Promosa and Ikageng. Qualitative methods (focus groups, personal interviews and non-participatory observation) were employed to investigate the deeper seated aspects of the persuasion variables. The results of the study confirm the premise of the elaboration likelihood model, and proved that intrinsic persuasion variables play an important role with grade 9 learners when HlV/Aids persuasion messages are conveyed to them through Life Orientation classes. Thus, it can be inferred that grade 9 learners of the three selected Potchefstroom schools would process these persuasion messages via the central route, which enhances the chances of long term persuasion. Further, it appears that in this study extrinsic persuasion variables mostly played a strengthening role with regard to persuasion messages. The study deduces, therefore, that Life Orientation, and specifically the content that is focused on HIV/Aids, led to the successful persuasion of grade 9 learners in the selected schools. However, the study also makes important recommendations on how the impact of these persuasion messages can be even more heightened within the context of the elaboration likelihood model. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006

Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006.

Persuasion communication, elaboration likelihood model, intrinsic persuasion variables, extrinsic persuasion variables, Life Orientation, HlV/Aids, grade 9 learners, guidance counselling, persuasion campaigns, credibility, motivation, capacity, youth The elaboration likelihood model (Petty & Caccioppo, 1996:l-309) in the field of persuasion communication explains the role that variables can play in the measure to which the youth can be influenced and persuaded by messages aimed at changing sexual risk behaviour. In order to offer the North West Province Department of Education's Life Orientation learning area, which is marked by a life skills approach, a better chance of success, it is important to determine which of the intrinsic and/or extrinsic variables-as is hypothesised by the elaboration likelihood model-play a role with grade 9 learners. Thus, the persuasion messages within Life Orientation could be adapted accordingly. The purpose of this study was to determine what role the intrinsic and/or extrinsic persuasion variables have in the presentation of Life Orientation classes to selected grade 9 learners at three Potchefstroom high schools. Relevant literature was analysed in regard to HlV/Aids campaigns and programmes that had been launched in South Africa, especially in instances where the theoretical framework corresponded with this study. The empirical study was done by way of methodological triangulation. An overall picture was formed by way of a quantitative survey questionnaire of the persuasion variables that are found among grade 9 learners in Potchefstroom, Promosa and Ikageng. Qualitative methods (focus groups, personal interviews and non-participatory observation) were employed to investigate the deeper seated aspects of the persuasion variables. The results of the study confirm the premise of the elaboration likelihood model, and proved that intrinsic persuasion variables play an important role with grade 9 learners when HlV/Aids persuasion messages are conveyed to them through Life Orientation classes. Thus, it can be inferred that grade 9 learners of the three selected Potchefstroom schools would process these persuasion messages via the central route, which enhances the chances of long term persuasion. Further, it appears that in this study extrinsic persuasion variables mostly played a strengthening role with regard to persuasion messages. The study deduces, therefore, that Life Orientation, and specifically the content that is focused on HIV/Aids, led to the successful persuasion of grade 9 learners in the selected schools. However, the study also makes important recommendations on how the impact of these persuasion messages can be even more heightened within the context of the elaboration likelihood model. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006