A Rhetorical Approach to the Prose of Daniel Defoe

1993 ◽  
Vol 11 (3) ◽  
pp. 293-319 ◽  
Author(s):  
Laura A. Curtis
Keyword(s):  
Daniel Defoe ◽  
Figures Of Speech

Abstract: Previous attempts to account for Defoe's stylistic versatility have failed to take account of the important role played by his training in rhetoric. Ttiis essay argues that a useful taxonomy of styles can be generated by taking into account traditional rhetorical principles of sentence composition, prose rhythms and clausulae construction, the use of various figures of speech, and the frequency of tropes. This method of analyzing Defoe's prose shows deliberate rhetorical choices in his lesser-known essays and pamphlets as well as in his better-known fiction.

From Figures of Speech to Figments of Thought

1996 ◽  
Vol 41 (3) ◽  
pp. 222-223
Author(s):  
Boaz Keysar
Keyword(s):  
Figures Of Speech

Emotions Explained Through Figures of Speech

1991 ◽  
Vol 36 (11) ◽  
pp. 952-953
Author(s):  
Carroll E. Izard
Keyword(s):  
Figures Of Speech

Metonymy in Dance: Ballet Bunheads Take a Cognitive Turn

2019 ◽  
Vol 37 (1) ◽  
pp. 18-34
Author(s):  
Edward C. Warburton
Keyword(s):  
Identity Formation ◽  
Cognitive Science ◽  
Artistic Development ◽  
Individual Level ◽  
Figures Of Speech ◽  
Self Image ◽  
Level I ◽  
Dance Educators ◽  
The Individual ◽  
Metaphor And Metonymy

This essay considers metonymy in dance from the perspective of cognitive science. My goal is to unpack the roles of metaphor and metonymy in dance thought and action: how do they arise, how are they understood, how are they to be explained, and in what ways do they determine a person's doing of dance? The premise of this essay is that language matters at the cultural level and can be determinative at the individual level. I contend that some figures of speech, especially metonymic labels like ‘bunhead’, can not only discourage but dehumanize young dancers, treating them not as subjects who dance but as objects to be danced. The use of metonymy to sort young dancers may undermine the development of healthy self-image, impede strong identity formation, and retard creative-artistic development. The paper concludes with a discussion of the influence of metonymy in dance and implications for dance educators.

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