ࡱ> OQN#` -bjbj .<% 8J^$): )))))))$C*h,2)###2)G)`&`&`&# )`&# )`&`&(( nѯS$( )])0)(,-%(-(-(8 `& 2)2)&X)####d N N Rhetorical Patterns from Elements of Writing Style by David Brundage (Adapted with permission from the Athabasca University English 255 Student Guide.) Rhetorical patterns have a major influence on the overall style of a piece of writing. While personal style is important, and personal writing may provide an excellent departure point for youparticularly if you have been away from formal schooling for some timemost university courses require mastery of third-person expositional, argumentative, and analytical styles. In addition, as you practice these three main styles, your work in university will require increased integration of research sources. Here, then, are brief illustrations of these main academic styles, using suitable sources. . Academic Expository Style-- Illustration The speed of speech in various parts of Canada reveals a significant range of difference. Parts of Newfoundland and Montreal present two examples of rapid speech. In her essay Newfoundlandese, if You Please, Diane Mooney observes that [all] Newfoundlanders talk fast; this is just a given (111). Mooney suggests that certain Irish roots are partly the reason for this. Visitors to Montreal hear a similar quickness of spoken English. This may be due partly to the influence of French, dominant in the city;1 as well, Yiddish and Mediterranean communities, described by linguist Charles Boberg, have had an influence on the English spoken in the city (Haldane). No doubt the fast city pace of Montreal also influences the speed of speech and vice versa. In contrast to Newfoundland and Montreal speech, much slower patterns occur in other parts of the country, for example, in much of Prince Edward Island (PEI), as well as on the prairies. Robert Deal, owner of a small bed and breakfast on the south shore of PEI, says, On the Island, things are more relaxed: we dont drive so fast as people from away, and we dont rush our conversation. A similar observation is offered by Brenda Mitchell of Carstairs, Alberta, after a holiday in Montreal. I couldnt get over how much faster people talk in this city, she says. Are ethnic roots as well as lifestyles responsible for the slower pace of speech in these parts of the country? The answer is probably yes.2 As Boberg states to Maeve Haldane of the McGill Reporter, language variation across Canada is a last bastion of cultural separation from the United States. Notes See the following online article by University of Montreal linguist Professor Blake T. Hanna, published in Circuit, March 1990: Is French Corrupting Montreal English? ( HYPERLINK "http://www.iquebec.ifrance.com/names850/anglais.html" http://www.iquebec.ifrance.com/names850/anglais.html). Hannas question makes one think of Politics and the English Language, in which George Orwell deplores the influence upon English of foreign words. However, Hanna argues an opposing view: that French (in Montreal) has reinvigorated English to a degree that has not occurred since the eleventh century. A linguistics course, Ling 790, at the University of New Hampshire, states the following in its online description: Canada is a rich environment for socio-linguistic investigation, because there is every possible type of language contact situation imaginable. See  HYPERLINK "http://www.unh.edu/cie/canada/students.html" http://www.unh.edu/cie/canada/students.html Works Cited Deal, Robert. Personal interview. 10 Aug. 2003. Haldane, Maeve. Speaking of Montreal. McGill Reporter. 21 Nov. 2002.  HYPERLINK "http://www.mcgill.ca/reporter/06/boberg/" http://www.mcgill.ca/reporter/06/boberg/ Mitchell, Brenda. Personal interview. 13 June 2003. Mooney, Diane. Newfoundlandese, If You Please. Acting on Words: An Integrated Reader, Rhetoric, and Handbook. David Brundage and Michael Lahey. Pearson: Toronto, 2003. 110 - 111. Commentary on this Example This example uses subject-by-subject organization [Newfoundland and Montreal on one hand representing the subject of fast speech, PEI and the Prairies on the other representing the subject of slow speech] as well as a consistent pattern within each paragraph of two main citations and reference to possible causes. See the Rhetoric 457 458 for explanation of the notes used in this example. See the Rhetoric Chapter 12 for an illustration of how this example uses MLA parenthetical citations matched to the Works Cited list. Note that the above example uses a detached tone mediated by third person. See the Rhetoric 277 and 337 on the effect of third person and expository style. Academic Argumentative Style-- Illustration In 1990, historian Page Smith published an indictment of higher education in America, condemning, among other things, the publish-or-perish culture. Now fourteen years later, publish or perish at Canadian universities is, if anything, worse than ever. No longer is the aspiring academic rightly encouraged to research and publish; he or she must publish as many separate titles a year as possible. A recent faculty posting in University Affairs reflects this disturbing reality: Relative to research funding only Harvards faculty publish more than UBCs (35). Nothing is said about the quality or value of these publications, or of the compromises made to attain this distinction. While the UBC ad writer would no doubt reply that quality is assumed, nevertheless, the ad strongly implies that quantity is priority one. Examples abound of how this emphasis on quantity discourages devotion to farsighted works in favour of feeding the KPI mill.1 Perhaps more disturbingly, this demand for endless short publications undermines teaching. It is generally acknowledged on university campuses that teaching excellence does not play a sufficient part in advancement; introductory and basic skills-related coursesthe sorts of courses that often require the utmost teaching diligencegenerally repay their instructors with low status. Surely the universitys ideal of seeking and teaching truth suffers when the seeking consists of rapid-fire publications and the teaching garners diminishing respect. Note  KPI stands for Key Performance Indicators, a type of accountability criteria used in business but, according to various critics, unsuitable to the university. See Bruneau, William and Donald C. Savage. Counting Out the Scholars: the Case Against Performance Indicators in Higher Education. Lorimer: Toronto, 2002. Works Cited Lets Talk Excellence, University Affairs. University Affairs. June/July 2003. Smith, Page. Higher Education in America: Killing the Spirit. Viking: New York, 1990. Commentary on this Example The writer decided that part of the sentence from University Affairs was irrelevant to the point being made; the ellipsis indicates words omitted by the paragraph writer when integrating the quotation. Do not use this technique to remove words that challenge the interpretation you wish to give, and use this technique with restraint, since it could seem to suggest that you are cutting the original to suit your argument rather than to serve style and brevity, as was the case here. Academic Analytical Style-- Illustration The Sopranosnow entering its fifth season on HBOhas all the features of a Shakespearian history play, as defined by Norrie Epstein: battlefield heroics, familial relationships, feisty characters, power politics and covert scheming (151). Like Prince Harry overcoming Hotspur in Henry IV, Part 2, Tony prevails over an attempted assassination (episode 12) as does Chris ( episode 21). Shakespeares use of domestic scenes is paralleled in The Sopranos by similar scenes of family relationships involving Tony, Carmela, Meadow, Anthony Junior, and various other members of the extended crime family. Feisty Shakespearean characters such as Hotspur, Falstaff, and Mistress Quickly find their modern counterparts in Sopranos regulars like Chris, Uncle Junior, and Janice. In particular, Tony resembles Henry IV in their concealing of private anguish beneath a mask of political action. On the matter of power politics, Shakespeares histories begin with the question of who will succeed to power, who will prevail in the bitter feud between the houses of Lancaster and York. Similarly, The Sopranos begins with the death of the local crime boss, Jackie Aprile, Sr., a consequential power vacuum, and problems of how to gain control according to the old code of honour, which means less to certain characters than it does to Tony. Uniting all of these similarities is the strong appeal that both the histories and The Sopranos have for their audiences: we envy the rich and the powerful, we experience the vicarious thrill of sin and danger, and we recognize in the ruthless main characters the same moral compromises that govern our own lives. Work Cited Epstein, Norrie. Friendly Shakespeare: A Thoroughly Painless Guide to the Best of the Bard. Penguin: New York, 1993. Commentary on this Example The above example uses point by-point structure according to a scheme suggested by Norrie Epstein in her definition of the features of Shakespeares history plays. The paragraph writer has considered what Epstein says about the histories and realized that each of her points of definition (i.e. battlefield heroics, familial relationships, feisty characters, power politics and covert scheming) applies as well to The Sopranos. This represents a thoughtful use of a secondary source, since Epstein herself does not offer a connection to the writers primary source (The Sopranos). The writer makes that connection.     3EF !  ~/0rst#$%PQDEjnh=TUjIh=TU h=T0Jjh=TUjh=TU h=T>* h=T6]h=TB*phh=TB*ph h=TH*h=TmH sH h>h=T\ h=T5\h=Th=T5\h=T63EF  ! |~RS_ & Fgd=T`d]``gd=T `d]`gd=Tgd=Tgd=Tgd=T--_`FG{|=>?Z[kl   789 `d]`gd=Tgd=Tgd=T ! G!b!n!!!!!n""M$Y$&&'"'(())*+$+)+, ---------------hwjhwUh*g h=TCJ h=T>*jh=T0JU h=TCJH* h=T6]h=T. a!b!n!o!!!"" 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