Mapping a Space for a Rhetorical-Cultural Analysis: A Case of a Scientific Proposal

Autor/in	Dorpenyo, Isidore Kafui
Titel	Mapping a Space for a Rhetorical-Cultural Analysis: A Case of a Scientific Proposal
Quelle	In: Journal of Technical Writing and Communication, 45 (2015) 3, S.226-242 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2816
DOI	10.1177/0047281615578845
Schlagwörter	Graduate Students; Forestry; Cultural Influences; Scientists; Technical Writing; Communication Strategies; Rhetoric; Writing (Composition); Content Area Writing; Language Usage; Research Proposals; Proposal Writing; Michigan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forstwissenschaft; Waldwirtschaft; Cultural influence; Kultureinfluss; Scientist; Wissenschaftler; Technical documentation; Technische Dokumentation; Kommunikationsstrategie; Rhetorik; Schreibübung; Schriftliche Übung; Sprachgebrauch; Forschungsgegenstand; Antragstellung
Abstract	This article analyzes a proposal submitted to a funding unit in Michigan Technological University by a PhD Forestry student. A rhetorical-cultural approach of the text provides evidence to argue that scientific writing is rooted in a cultural practice that valorizes certain kinds of thought, practices, rituals, and symbols; that a scientist's work is grounded and shaped by an ideological paradigm; hence, scientific texts have material existence. We find out that science writing is kairotic, selective, and persuasive. The results of the analysis provide enough insights for technical communicators to think about the role that institutions and disciplines play in knowledge production. Thus, technical communicators will not only think about rhetorical moves when they are composing, they will also think about the articulations between contexts and ideological practices and how they shape the identity of writers and communicators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01