persuasive arguments
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2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 225-225
Author(s):  
John Schumacher ◽  
Nancy Morrow-Howell

Abstract How do you present the most effective case for promoting age-inclusivity to your campus leadership? Educational institutions differ in their missions and resources; and these factors affect their readiness to becoming more age-inclusive. This presentation suggests that the best approaches are tailored to intentionally and robustly advance your institution’s values, mission, and strategic plan as demonstrated through your proposed age-inclusivity initiative. We review the persuasive arguments for increasing the focus on age-inclusivity in higher education, including securing increasing external research and development funding, supporting employees and alums exploration of encore careers, attracting more students in light of demographic shifts, contributions to overall campus diversity, etc. Identifying the most compelling arguments for particular institutions, consistent with their missions, is connected to the various resources in the AFU toolkit. Finally, we show examples from a range of institutions who successfully made their cases for embracing age inclusivity and have not looked back.


2021 ◽  
Vol 9 (2) ◽  
pp. 1-13
Author(s):  
Kimete Canaj

The purpose of this paper is to make a proverb analyses between the various phraseological expressions that originate from different regions in Kosovo, Albania, Macedonia, and Montenegro. The aim of this research is morphonological and pragmatical analysis of the Albanian proverbs due to empirical and theoretical phraseological methodology. What motivated us to write this paper is the fact that a relatively high number of this proverbs are used in phraseological expressions, so they are important in the respective culture and tradition. Idiomatic language is human-centred, because human body, or nature serves as an important source of idioms or proverbs as they resonate with anyone, both physically and metaphorically. These proverbs and idioms may display the philosophy of the people speaking Albanian language and serves as a window into the Albanian culture and tradition. Proverbs create accurate images in the mind that draw the reader's or listener's attention. Proverbs are not only used as stylistic features but also as persuasive arguments reflecting a people's way of life, culture, and tradition. Studying language makes one aware that proverbs provide insights into the linguistic situations of scientific creativity. Moreover, proverbs and phraseologies are incredibly diverse and enable students to understand the wide range of opportunities and expressions that the language offers.


2021 ◽  
pp. 135-154
Author(s):  
Gilles Dorival

Catenae appeared in Judaea/Palestine at the beginning of the sixth century. They consist of commentaries, homilies, scholia of the past centuries, and any other literary form in which Scripture verses are explained. Ecclesiastical writings are quoted in the form of extracts, sometimes literal, sometimes rewritten, according to the order of the verses of each Biblical book. Each extract is normally preceded by the name of its author in the genitive case. With time, the catenae were formed not only from commentaries, homilies, scholia, and other patristic writings, but also from pre-existing catenae mixed with these sources. After the sixth century, catenae became the most important media of biblical commentary until the end of the Byzantium Empire (1453). Many debated issues remain. Is Procopius of Gaza (470–530) the father of the catenae? Maybe the two-author catenae predate him, even if this form is better connected with the Byzantine humanism of the ninth and tenth centuries. As for the multiple-author catenae, it is not certain if any of them do are prior Procopius. The compilers of the catenae began their project with the Old Testament, as it was considered to be obscure and foundational to the New Testament, whereas the New Testament was considered to be clear and explicative of the Old Testament. The identity of the compilers of the catenae is shrouded in mystery. Only a few names are known: chiefly, Procopius of Gaza in Palestine and Nicetas of Heraclea in Constantinople. Other names have been proposed: the patriarch Photius, Peter of Laodicea, John Drougarios, but without any persuasive arguments. A final issue concerns Monophysite (or Miaphysite) catenae: were some catenae Monophysite? Or was this literary form indifferent to questions of orthodoxy? In some catenae, Severus of Antioch is called ‘saint’, which may indicate a Monophysite origin. Finally, despite recent progress, many catenae still await publication. For instance, Nicetas’ catena on the Psalms is a monumental work of Byzantine scholarship and it deserves to be available to modern readers.


Author(s):  
Yueh Yea Lo ◽  
Juliana Othman ◽  
Jia Wei Lim

This article details an attempt to understand better how first-year doctoral students construct persuasive arguments in academic writing by exploring the patterns of boosters in drafts of doctoral research proposals. Eight Malaysian first-year ESL doctoral students produced 43 drafts of doctoral research proposals across four areas of study in education during their first year of doctoral studies. These drafts were analysed by coding the various linguistic items used to persuade readers of a text, and the analysis was based on Hyland’s (2005) model of metadiscourse. Results show that the (i) overall frequency of booster markers used is relatively low (n=158), reinforcing the argument that first-year doctoral students lack understanding about the interaction between booster markers and the context in a more complicated discussion in academic writing such as the doctoral research proposal. Then, the (ii) further analysis of booster marker sub-categories indicates that Malaysian first-year doctoral students struggle to make appropriate booster markers with different meanings and strengths in academic writing when used in context. Therefore, our study suggests that direct and explicit teaching of using various booster markers categories should be implemented in postgraduate writing courses to heightened the students’ perceptiveness regarding semantic features associated with creating convincing arguments in academic writing.


2021 ◽  
Vol 11 (4) ◽  
pp. 8
Author(s):  
Chunxia Lu

Argumentative writing plays an important role in higher education with college students needing to know how to compose persuasive arguments for academic and career purposes. While writing an argumentative essay, Chinese college students not only face the challenges of the activity itself but also the difficulties of writing in a foreign language. To facilitate their argumentative writing, a revised six-element argumentative model based on Toulmin’s framework infused with critical thinking skills was taught to 30 students in an English course at a Chinese Teacher-training University. Using an argumentative essay test in a pre- and post-test design, it was found that the students’ holistic argumentative writing ability significantly improved after the intervention. However, the students’ ability to rebut remained weak.


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Maria Sekatskaya

Abstract Claims about freedom and predestination are ubiquitous in movies, novels, and myths. These claims touch upon the philosophical problem of the compatibility of free will and determination. In order to make an informed judgment about whether these claims are true, it is helpful to know what philosophers have to say about free will. However, philosophical discussions are usually absent in popular culture. It is perhaps no wonder, since free will is a topic that has been discussed for millennia. Consequently, these discussions have become quite complicated and not easy to decipher. This essay is a popular introduction to these discussions, accessible to readers without former acquaintance with the topic. I provide references to other works for readers interested in knowing more. My aim is to show that while there are persuasive arguments against free will, there are no fewer persuasive replies to these arguments. Free will is a fascinating topic, and I hope that acquaintance with the relevant philosophical discussion will prove useful for those who wonder if anyone is free to create their own destiny.


2020 ◽  
Author(s):  
Kevin Cummins ◽  
Eileen V. Pitpitan ◽  
Mark B Reed ◽  
maria luisa zuniga ◽  
Sandra A Brown

Persuasive arguments for the use of theory have been influential in health promotion. The benefits of theory are expected to be substantial for the improvement of interventions and scientific advancement of the discipline. However, the empirical evidence indicating that those benefits has been realized is murky. This can be attributed to the confounding in the evaluation studies. An additional contributing explanation is that the field has yet to broadly recognize that many of its conceptual devices that are treated as theory function more as models, thus biasing the assessments. Further, all theories of any evidentiary status are given equal treatment in the analyses. These reasons can help explain why the body of evidence to support the use of theory in the development of interventions has not coalesced around a definitive conclusion. Other fields have harnessed scientific theory to provide powerful tools for engineering and understanding the world. Many of the conceptual devices labelled as a theory in health promotion may not possess the characteristics of theory that are needed to provide those benefits. A refined and comprehensive characterization of theory in health promotion can ultimately benefit the field through an improved alignment between theory’s promises and realized successes.


2020 ◽  
Vol 30 (6) ◽  
pp. 063141 ◽  
Author(s):  
Federico Barrera Lemarchand ◽  
Viktoriya Semeshenko ◽  
Joaquín Navajas ◽  
Pablo Balenzuela
Keyword(s):  

2020 ◽  
Vol 10 (1) ◽  
pp. 14-24
Author(s):  
Anis Handayani ◽  
Nur Arifah Drajati ◽  
N. Ngadiso

This study reports the use of engagement in high-rated and low-rated EFL undergraduate students’ argumentative essays. The engagement here refers to one of the aspects in interacting with the readers, which is called metadiscourse (Hyland, 2005a). The data in this study were ten highest-rated and ten lowest-rated argumentative essays written by first-year undergraduate students. The data were coded manually by two raters to maintain data validity. The results reveal that high-rated essays contain less engagement than low-rated ones. However, it also shows that the engagement in high-rated essays was more varied and grammatically sophisticated than those in low-rated essays. Furthermore, while this study reveals that the higher number of engagement used in argumentative essays does not always coincide with the improved quality of the writing, it implies that the writing quality and score do not depend on the number of engagement expressed but more on the ways students use the engagement effectively. Thus, the explicit teaching on how to use engagement effectively in persuasive writings may be useful for the students to build more persuasive arguments as well as to improve their writing quality.


Author(s):  
Leandro Prados de la Escosura ◽  
Blanca Sánchez-Alonso

In assessments of modern-day Spain’s economic progress and living standards, inadequate natural resources, inefficient institutions, lack of education and entrepreneurship, and foreign dependency are frequently blamed on poor performance up to the mid-20th century, but no persuasive arguments were provided to explain why such adverse circumstances reversed, giving way to the fast transformation that started in the 1950s. Hence, it is necessary to first inquire how much economic progress has been achieved in Spain and what impact it had on living standards and income distribution since the end of the Peninsular War to the present day, and second to provide an interpretation. Research published in the 2010s supports the view that income per person has improved remarkably, driven by increases in labor productivity, which derived, in turn, from a more intense and efficient use of physical and human capital per worker. Exposure to international competition represented a decisive element behind growth performance. From an European perspective, Spain underperformed until 1950. Thereafter, Spain’s economy managed to catch up with more advanced countries until 2007. Although the distribution of the fruits of growth did not follow a linear trend, but a Kuznetsian inverted U pattern, higher levels of income per capita are matched by lower inequality, suggesting that Spaniards’ material wellbeing improved substantially during the modern era.


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