增强"引导力"和"说服力"提高"思想道德修养课"的教学效果

“思想道德修养课”的特殊性决定了它的教学效果面临着比其他课程更为严峻的形势和挑战。笔认为，创造教学体系，以大学生的成长需要为依据，加强“修养课”引导力；把握教学点，以点带面，增强“修养课”的说服力，是提高“修养课”教学效果的有效途径。     

论隐喻在广告语篇中的劝说功能

首先从关联理论出发，对隐喻现象进行了阐释；然后解析了隐喻的劝说功能，它具有三种诉诸形式：理性诉诸、情感诉诸和人品诉诸；最后运用实例分析隐喻是如何在广告语篇中实现其劝说功能的。     

Exploring the multimodal argument: the interplay of multimodality and attention economy

This paper explores how a multimodal argument might take shape. Looking specifically at how students might conceive of a multimodal argument through their own digital literacy practices in design, I combine the theories of Richard Lanham’s rules of attention economy with Kress and van Leeuwen’svisual grammar to investigate the rhetorical possibilities of persuasive multimodal composition. Using a case study of a multimodal argument in the form of a video featuring images accompanied by rapped lyrics, the findings suggest possibilities for orchestrating semiotic resources to infuse the argumentative with aesthetics.     

说服系统在社会化问答系统中的应用分析——以知乎为例

[目的/意义] 几乎所有互联网中的信息系统和服务都在试图改变用户的态度或行为。尽管社会心理学中的部分理论已被用于研究用户的意图和行为,但这些理论绝大多数都是从用户而非系统设计的视角来提供解决方案。[方法/过程] 通过对信息说服技术和说服系统相关研究的梳理,使用说服系统设计模型,以知乎为案例对说服系统在社会化问答平台中的应用进行分析。[结果/结论] 除喜欢、社会角色、第一印象、权威性、可检验性和竞争六项原则外,说服系统模型提出的不同系统特性中的说服原则均在知乎中有所体现。未体现的原则中,喜欢和第一印象原则有待进一步调查,而其他原则或可成为知乎下一步的改进方向。     

How best to evangelize to nonbelievers: Cultural persuasion in American and Chinese Indonesian evangelical Christian discourse on relational evangelism

In this analysis, I present a cross-cultural comparison of U.S. mainstream evangelical and Chinese Indonesian Evangelical Christian (CIEC) discourse on best ways to implement a popular evangelical Christian practice known as “relational evangelism.” My aim in conducting this comparison is two-fold: (a) to demonstrate how religion and ethnicity intersect in the communicative act of persuasion and (b) to unveil how these persuasive acts reflect differing cultural premises of personhood and relations. As each group attempts to persuade their members to share their faith with non-Christians in their lives, they reveal culture-specific limits of what counts as reasonable action.     

Aristotelian Appeals and the Role of Candidate‐Generated Videos in Talent Assessment

Videos made by job candidates can be an effective means of promoting their qualifications, thus potentially helping them secure a job. However, little past research has focused on the impact of such videos on reviewers’ appraisals of a prospective candidate. Using Aristotle's means of persuasion as a methodological framework, this study first identified the most sought after candidate attributes identified by hiring firms, then explored the degree to which firm representatives felt two candidate‐generated videos demonstrated these attributes. Findings suggest reviewers deemed the attributes characterised by pathos (emotional connections) as most important and found this quality to be most evident in the videos. As such, videos may provide the means to inject pathos into a job candidate's self‐promotional materials not possible in more traditional application packages. However, while such videos offer advantages over traditional candidate collateral, their potency can elicit strong and sometimes unintended reactions.     

浅析教师“以身作则”的重要性

教师的＂教＂主要体现在＂言传＂和＂身教＂两个方面。以身作则是教师进行身教的前提,学生的学习方向、品德行为乃至思维方式都潜移默化地受教师的影响。教师深入了解以身作则的重要性对教师教学有重要意义。     

与思想工作相结合的高校人事管理工作

计划经济条件下的人事管理工作不带有思想政治工作的职能,现已不适应形势发展的需要;建立一种注重人文关怀并与思想政治工作相结合的人事工作,将人事工作从以工作为重心向以关心人为重心转变,从管理人向支持人人成功转变。用情感激励等思想工作的方法,因人而宜地做好人事管理工作。     

The critic‐judge system

Researchers in literary theory, linguistic pragmatics, and rhetoric have identified three principal communicative functions of irony: (1) to give emphasis or reinforcement to the values of a friendly listener, (2) to attack or ridicule the values of an hostile or unsuspecting listener, and (3) to undermine an opponent's intellectual position. This essay goes further by (7) arguing that a process called the “foregrounding of norms” is crucial to ironic comprehension and (2) arguing that differences among these three ironic outcomes owe to differences in the target audience's personal relation to these norms as well as to the type of norms foregrounded.