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  • 1.
    Edberg, Hélène
    Södertörn University, School of Culture and Education, Rhetoric.
    Creative writing for critical thinking: Creating a discoursal identity2018Book (Other academic)
    Abstract [en]

    This book explores narrative imagination and emotion as resources for learning critical meta-reflection. The author examines the learning trajectories of several students as they engage in learning to think critically through a new approach to creative writing, and details how learning through writing is linked to new discoursal identities which are trialled in the writing process. In doing so, she analyses the processes of expansion and change that result from the negotiations involved in learning through writing. This volume offers a completely new approach to creative writing, including useful practical advice as well as a solid theoretical base. It is sure to appeal to students of creative writing and discourse analysis as well as applied linguistics and language as identity.

  • 2.
    Edberg, Hélène
    Södertörn University, School of Culture and Education, Rhetoric. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Kreativt skrivande och kritiskt tänkande: En textanalytisk fallstudie av studenters arbete med kritisk metareflektion2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study’s research problem has its starting point in teaching and learning in higher education. The focus is onlearning through writing, particularlythe use of creative writing for critical thinking purposes. Learning is viewed asbeinglinked to identity and to new possibilities for selfhood as writers, thus opening up new ways of thinking from the expansion and changethat result from the identification processes involved in learning. In a writing context, identity is defined as discoursal identity, and it originates and develops in an interplay between the writer and the writing environment, where the writer may reflect upon their own learning and that of others through their writing. The activities of writing and learning by writing are thus viewed as deeply embedded in the social context in which they are situated. My main hypothesis is that creative writing can enhance critical thinking, and the study at handaims totestthishypothesis by means of a writing assignment that I have developed. There are two more specific aims of the study. One is empirical, that of testingthe link between critical thinking and creative writing, to examinedifferent types of reflective writing and the discoursal identities that result from the writingassignment. Another aim is theoretical. I look for an understanding of how texts constitute sites where learning and identity are negotiated by writers in their writing environment. For thisI have constructed a model for analyzing context in text, applying categories fromactivity theory (Engeström 1987) onto various types of textual analyses, mainly thematic and discourse analysis. In this study, the model has been empirically tested in a case study. The results confirm the hypothesis that creative writing can be used to traincritical thinking, but the learning outcomesvaryamongst the writers and areclosely linked to thediscoursal identities they wish to ascribe to themselves. The empirical test of the model shows that it can be used to map texts as “sites of struggle” (Ivanič1998:331f.) revealing where conflicts lie between the learnerand the learning environment.

  • 3.
    Edberg, Hélène
    Södertörn University, School of Culture and Education, Rhetoric.
    Vygotskij i skrivundervisningen2017In: Studenters skrivande i humaniora och samhällsvetenskap / [ed] Anna Malmbjer, Huddinge: Södertörns högskola, 2017, p. 55-71Chapter in book (Refereed)
  • 4.
    Engman, Oskar
    Södertörn University, School of Culture and Education, Rhetoric.
    Att övertyga med hot i filmklipp: En semiotisk och retorisk undersökning av Sverigedemokraternas filmklipp: Jimmie Åkesson – Snart är det val2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Political parties use different strategies to convince voters to vote for them, and with the technological evolution of our time short movie clips are used, now more than ever before, to accomplish these kinds of tasks. However, a political movie clip that separates itself from other political movie clips is Jimmie Åkesson – Snart är det val. This clip is not trying to persuade the voter to vote for the Sweden democrats because of their political plans, instead it tries to convince the voter of a threat that can destroy Sweden in the nearby future if the voter doesn’t vote for the Sweden democrats in the coming election.

    This essay seeks to investigate how Jimmie Åkesson – Snart är det val constructs this threat, how the threat becomes realistic and in what ways the threat is used in the movie clip to convince the Swedish voter to vote for the Sweden democrats. To investigate this the essay uses a semiotic analysis to dissemble the movie clip in order to understand how the threat is constructed. Furthermore, rhetorical perspectives such as identification, visualizing rhetoric, ethos, pathos, logos and figures of style are used to discuss how the threat becomes realistic and how it is used to win votes.

    The conclusion of the essay is that the movie clip constructs two different threats in two different realities by using semiotic resources such as fast shifting scenes, documenting images, music, sounds, environments, characters and a narrating voice in a projecting narrative. More specifically these resources create a true dark reality and a happy delusional reality. In these two realities, the two different threats are found. The first threat is the immigrants that are illustrated as an enemy that destroys Sweden and thus creates the true dark reality where the voters and the Sweden democrats also are illustrated. The other threat is other political parties in Sweden and the Swedish media because they are illustrated in the happy delusional reality and therefore can’t help the voter that is portrayed in the true dark reality. In that sense, the two threats are used to convince the voter to vote for the Sweden democrats because they are the only political party that is located in the true dark reality and therefore are the only ones that understand and can solve the problem that causes the true dark reality. Furthermore, these threats become more realistic by enforcing an emotion of fear for the true dark reality with semiotic resources and also by concretizing this reality with documenting images, characters and sounds. These threats also become more realistic because the semiotic resources create imagistic arguments that allows the mind to take shortcuts when conclusions are made.

  • 5.
    Gorgis, Mirey
    Södertörn University, School of Culture and Education, Rhetoric.
    A permanent State of Carnival: Frantz Fanon on Language, Subjectivity and Violence2015In: Karib - Nordic Journal for Caribbean Studies, ISSN 1894-8421, Vol. 02, p. 78-97Article in journal (Refereed)
  • 6.
    Gorgis, Mirey
    Södertörn University, School of Culture and Education, Rhetoric.
    Våld, eller försök att spränga en fråga2014In: Ord och bild, ISSN 0030-4492, E-ISSN 1402-2508, no 3-4, p. 49-55Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Karlsson Sjögren, Å.
    et al.
    Umeå University.
    Larsson, E.
    Uppsala University.
    Rimm, Stefan
    Södertörn University, School of Culture and Education, Rhetoric.
    Agents and subjects: schooling and conceptions of citizenship in early nineteenth-century Sweden2018In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130Article in journal (Refereed)
    Abstract [en]

    This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship). 

  • 8.
    Karlström, Nina
    Södertörn University, School of Culture and Education, Rhetoric. Linnéuniversitetet.
    Praising a Queen and a New Era?: Gender and Rhetoric in One German-Language Panegyrical Text Written in Connection With the Coronation of Ulrika Eleonora the Younger of Sweden2013In: (Re-)Contextualizing Literary and Cultural History: The Representation of the Past in Literary and Material Culture / [ed] Elisabeth Wåghäll Nivre, Beate Schirmacher & Claudia Egerer, Stockholm: Acta Universitatis Stockholmiensis, 2013, p. 189-206Chapter in book (Refereed)
  • 9.
    Kjeldsen, Jens
    et al.
    Södertörn University, School of Culture and Education, Rhetoric. Universitetet i Bergen.
    Nygren, Gunnar
    Södertörn University, School of Social Sciences, Journalism.
    Planerad och iscensatt fotojournalistik2013In: Journalistica, ISSN 1901-6220, E-ISSN 1904-7967, no 1, p. 209-243Article in journal (Refereed)
    Abstract [sv]

    I januari valåret 2010 publicerade Svenska Dagbladet en gruppbild av alla åtta partiledare. Bilden är ett exempel på planerad fotojournalistik, men också ett exempel på hur bilders betydelse kan förändras och ges nya tolkningar jämfört med den ursprungliga avsikten. Artikeln analyserar arbetsprocessen bakom bilden utifrån observationer och intervjuer, dess iscensättning och relation till bildjournalistikens normer och traditioner. Det utgår från teorier om pseudohändelser och ikoniska bilder, och analyserar fotografiets estetiska och retoriska kvalitéer. Resultatet visar att processen bakom bilden inrymmer en rad ambivalenser i bildjournalisternas självförståelse och syn på pressfotografi. Det visar också att den process som skapar ikoniska bilder är komplicerad och oförutsägbar. Mediernas representationer av politiker kan planeras, men också omtolkas i mötet med publiken.

  • 10.
    Lindström, Caroline
    Södertörn University, School of Culture and Education, Rhetoric.
    Psykisk sjukdom som retorisk tidsspegel: En studie om hur psykisk sjukdom konstrueras i läroböcker2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the rhetorical function of mental illness regarding the way it constructs the public view of individuals with mental illness. The study is based on the following research questions: What is the rhetorical function of mental illness during the time period 1951-2016? How has the language used to describe mental illness changed over time? How does language use construct and deconstruct the public view on mental illness? Methods based on theories about ideology, genre and discourse have been used to disclose the view on mental illness in medical discourse. The results indicate that the rhetorical function of mental illness is to construct what is normal or deviant. The results also suggest that language use changes the public perception of mental illness. This study shows that the medical discourse is a powerful tool to decrease stigma related to mental illness.  

  • 11.
    Nilsson Persson, Cajsa
    Södertörn University, School of Culture and Education, Rhetoric.
    VemFörVem?: En retorisk studie av den feministiska jämställdhetskampanjen SheForHe2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    All around society, examples are found for how the debate for equality is being rhetorised, giving various suggestions for how the struggle should, or may, be fought, as well as suggestions for who and whom should be included within the term equality. Here a study is presented on the feminst equality campaign SheForHe and the debate article ”Men can – but you need our help”, in which a critique of malevolent norms of masculinity encourages women to free the man from the chains of patriarchy. The purpose is to investigate how, within the perspective of rhetorics, the article can be seen as to challenge the present discourse in the debate about equality through the following questions: Which motives are being constructed? Which rhetorical strategies are at play? Which ”men” and which ”women” as well as their internal relations are constructed? This is done based on Kenneth Burke’s theories on dramatism and the pentad as method of analysis for change of perspectives, as well as Karlyn Khors Campbell’s theories on the rhetoric of women’s liberation. The analysis is discussed drawing from Judith Butler’s terms performativity and the heterosexual matrix. The main conclusion is that the article can be seen as a rhetorical action in solidarity that through a societal critique aims to offer men new possibilties of identification. At the same time the article can be regarded as, within the scope of the equality debate, a rhetorical provocation that gives women actorship in the struggle for equality and highlights a male dominance within the debate. A further conclusion is that the article, although it may be viewed as an important act of resistance, is at risk of reproducing the view of ”men” and ”women” as homogenous collective identities, further constituting the gender system and contributing to the consolidation of a learned mandatory heterosexuality.

  • 12.
    Payne, David
    Södertörn University, School of Culture and Education, Rhetoric.
    The Revisionist Within: Unity and Unilateralism in Heglian Marxism and Beyond2018In: Hegelian Marxism: The Uses of Hegel’s Philosophy in Marxist Theory from Georg Lukács to Slavoj Žižek / [ed] Anders Burman & Anders Baronek, Huddinge: Södertörns högskola, 2018, p. 151-184Chapter in book (Refereed)
  • 13.
    Rimm, Stefan
    Södertörn University, School of Culture and Education, Rhetoric.
    Rhetorical Education in Scandinavia: Then and Now2017Conference paper (Other academic)
    Abstract [en]

    With rhetoric regaining ground in twenty-first century education, a reappraisal of the history of rhetorical education can give us insight into the goals and methods of school rhetoric and its potential applications in education today. This presentation outlines the development, dynamics and eventual dissolution of protestant humanist education based on the classical trivium: grammar, dialectic and rhetoric. It describes the three components of the classical rhetorical pedagogical program -- theoretical studies, reading of exemplary texts, and writing and speaking exercises -- and considers their role in a contemporary setting.

  • 14.
    Rimm, Stefan
    Södertörn University, School of Culture and Education, Rhetoric.
    The Last Years of School Rhetoric and the End of the Classical Trivium2017Conference paper (Other academic)
  • 15.
    Rimm, Stefan
    Södertörn University, School of Culture and Education, Rhetoric. Örebro universitet.
    Vältalighet och mannafostran: retorikutbildningen i svenska skolor och gymnasier 1724-18072011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens.

    Drawing from curriculum history, the investigation focuses on the content of the education. The analytical framework regards educational content as multilayered, ranging from conceptual content to content related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula.

    The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools.

    The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook,

    Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content.A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education.

    The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school's twofold objective to transmit knowledge and instill virtue. The rhetorical pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the reading of the exemplary texts and the moral lessons taught by them, and through pupils' own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence.

    The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups. 

  • 16.
    Rosengren, Mats
    Södertörn University, School of Culture and Education, Rhetoric.
    Förhistoria2013In: Glänta, ISSN 1104-5205, no 1, p. 104-105Article in journal (Other (popular science, discussion, etc.))
  • 17.
    Rosengren, Mats
    Södertörn University, School of Culture and Education, Rhetoric.
    Vägskäl2013Other (Other (popular science, discussion, etc.))
  • 18.
    Rosengren, Mats
    Södertörn University, School of Culture and Education, Rhetoric.
    Walk the line2013In: What is Theory: Answers from the Social and Cultural sciences / [ed] Hervé Corvellec, Malmö: Liber, 2013, p. 299-302Chapter in book (Other academic)
  • 19.
    Segerlind, Emilia
    Södertörn University, School of Culture and Education, Rhetoric.
    Paradox, (para)doxa eller den paradoxala doxan: En abduktiv studie av figuren paradox inom samtida politisk diskurs2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This retroductive study aims to examine in what way paradoxes figure in contemporary political discourse, and what political effects arise therefrom. To this end, the study will address an extreme example – Swedish right-wing nationalism - which often is accused of being paradoxical; for example, when right-wing nationalistic discourse – often explicitly anti-feminist – begins to appropriate a feminist analysis in order to engage in contemporary political events. Such was the case when news of what happened in Cologne on New Year’s 2015/2016 reached Sweden. An important theoretical framework for this study is Michael Billig’s Ideological Dilemmas, and his theories on common sense and intellectual- versus lived ideology. According to Billig ‘doxa’ constitutes various contradictory values, and in this way, doxa is inherently paradoxical. Therefore, in order to understand and define the figure paradox, first we need to investigate how our own liberal doxa operate paradoxically, and what are both the rhetorical and political implications of the paradoxes constitutive of liberal common sense. The analysis of this study suggests that liberal discourse has, to a certain degree, facilitated the growth and effectiveness of right-wing nationalist discourse that has drawn on cultural differences as a permissible ground for a debate surrounding the future of western liberal principles and the defence of women’s rights.

  • 20.
    Stagnell, Alexander
    Södertörn University, School of Culture and Education, Rhetoric. Uppsala university.
    Den oantastliga migranten2014In: Glänta, ISSN 1104-5205, no 2, p. 77-83Article in journal (Other academic)
  • 21.
    Stagnell, Alexander
    Södertörn University, School of Culture and Education, Rhetoric.
    Etik, retorik, politik: Till tvetydighetens lov2013 (ed. 1)Book (Other academic)
    Abstract [sv]

    Sedan antiken har retoriken anklagats för att vara en omoralisk konst som endast bryr sig om framgång, helt utan hänsyn till det sanna eller det goda. Än idag, mer än tvåtusen år efter Platons förkastelsedom, saknar retorikvetenskapen en ingående diskussion kring frågan om retorikens etik.

    I Etik, Retorik, Politik - Till tvetydighetens lov söker Alexander Stagnell svar på denna fråga. Bokens första del är en genomgång av de antika retorikernas och sofisternas svar på Platons kritik, samt en undersökning av hur den samtida handbokslitteraturen i Skandinavien hanterar frågan. I den andra delen erbjuder författaren sitt eget svar på frågan om retorikens förhållande till etik.

     

  • 22.
    Stagnell, Alexander
    Södertörn University, School of Culture and Education, Rhetoric. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS). Uppsala universitet.
    Klassikerintroduktion: Cassin2016In: Rhetorica Scandinavica, ISSN 1397-0534, no 71/72, p. 9-16Article in journal (Other academic)
  • 23.
    Stagnell, Alexander
    Södertörn University, School of Culture and Education, Rhetoric. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS). Uppsala universitet.
    Retorikens spöken2015In: Förledd och förtjust: andra generationens retorikvetare tar ordet, Huddinge: Södertörns högskola , 2015, p. 73-85Chapter in book (Other academic)
  • 24.
    Stagnell, Alexander
    Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS). Södertörn University, School of Culture and Education, Rhetoric. Uppsala Universitet.
    Ska vi lära folk att tala?: Eller; om logologins förutsättningar2016In: Rhetorica Scandinavica, ISSN 1397-0534, no 74, p. 55-71Article in journal (Refereed)
    Abstract [en]

    This text aims at investigating the possible effects that Cassin’s rereading of the battle between the philosophers and the sophist might have on the contemporary understanding of the connection between rhetoric and the political. Through her critique of Plato and Aristotle the conflict between Philosophy and Sophistics is perceived as one regarding being (ontology/logology) rather than, as traditionally, one of knowledge (epistemology/doxology). Finally, a possible foundation for a logological understanding of the political is sketched with the help of concepts from Lacanian psychoanalysis.

  • 25.
    Stagnell, Alexander
    Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS). Södertörn University, School of Culture and Education, Rhetoric. Uppsala universitet.
    The Ambassador's Letter: On Diplomacy as Ideological State Apparatus2016Licentiate thesis, monograph (Other academic)
  • 26.
    Ström, Annika
    Södertörn University, School of Culture and Education, Rhetoric.
    De Rhetorica Vetere et Nova: Två dissertationer om retorikens historia (1743 och 1746): Utgåva av latinsk text i urval, översättning samt inledning av Annika Ström2018Collection (editor) (Refereed)
    Abstract [sv]

    Under tidigmodern tid i Sverige utvecklades på universiteten föregångarna till dagens akademiska avhandlingar. Dessa så kallade dissertationer speglar den dåtida normen för vetenskapligt skrivande och utgör lärdomsprov från den akademiska världen som den såg ut under 1600- och 1700-talen.

    I fokus står två dissertationer, framlagda vid Uppsala universitet av magister Olof Lindbom, med professor Petrus Ekerman som preses. Det rör sig om två separata tryck från 1700-talets första hälft, vilka tillsammans tar sig an att diskutera retorikens historia. I den första delen (1743) avhandlas den gamla retoriken, det vill säga den klassiska grekiska och romerska traditionen och exempelvis Platon, Aristoteles och Cicero. I den andra delen (1746) tar framställningen avstamp i 1500-talet och retorikern och filosofen Petrus Ramus och presenterar sedan den senare retoriska traditionen.

    Dessa avhandlingar tillgängliggörs här i form av en utgåva av den latinska texten tillsammans med en översättning. Författarens egna noter till texten förklaras i en kommentar. I ett inledande avsnitt diskuteras dissertationernas kontext och även de källor som används i dissertationerna. Denna bok vill, utöver att tillgängliggöra texterna, även ge insyn i den dåtida bilden av retorik som lära och också synliggöra hur dessa dissertationer skrevs.

  • 27.
    Ström, Annika
    Södertörn University, School of Culture and Education, Rhetoric.
    Gyldenstolpe, Carl (Creator)
    Gyldenstolpe, Gustav (Creator)
    En frånvarandes samtal med en frånvarande: Bröderna Daniel, Carl och Gustav Gyldenstolpes brev till Nils Gyldenstolpe 1660–1679: Utgåva av latinsk text i urval, översättning samt inledning av Annika Ström2017Collection (editor) (Refereed)
    Abstract [sv]

    Denna bok innehåller en utgåva med svensk översättning av 114 brev, skrivna på latin under den andra hälften av 1600-talet. Breven är författade av de tre bröderna Daniel, Carl och Gustav Gyldenstolpe och riktar sig med några få undantag till deras äldre bror Nils som flyttat från hemmet i Åbo till Stockholm för att göra ämbetsmannakarriär.

    I breven erbjuds vi många glimtar av dåtidens samhälle, av det skånska kriget där en av bröderna deltog, om privata händelser och av de vardagliga problem som ofta handlade om att hålla samman familjen under kärva förhållanden. Vi informeras även om de verksamheter som bedrevs av jurister och ämbetsmän i stormaktstidens svenska statsförvaltning med förgreningar kring hela Östersjön.

    Förutom sitt värde som historiska källor ger breven inblickar i dåtidens utbildningsväsen med ett särskilt fokus på inlärningen av latin och retorik. De visar också på den höga latinkompetens som individer besatt under tidigmodern tid i Sverige samt hur detta nylatin var ett kommunikationsmedel som smidigt kunde utnyttjas för alla förekommande sociala behov.

  • 28.
    Ström, Annika
    Södertörn University, School of Culture and Education, Rhetoric.
    En katt bland hermeliner: Anna Sidonia Morians tal i de lärde männens republik2014In: Lärda samtal: En festskrift till Erland Sellberg / [ed] E. Hagström Molin, A. Hellerstedt, Stockholm: Ellerströms förlag, 2014, p. 119-134Chapter in book (Refereed)
  • 29.
    Ström, Annika
    Södertörn University, School of Culture and Education, Rhetoric.
    Nobilissime atque exoptatissime frater Nicolae: Barn skriver brev på latin under svenskt 1600-tal2014In: Latinet i tiden: En festskrift till Hans Aili / [ed] E. Andersson, E. Kihlman, M. Plaza, Stockholm: Stockholms universitet , 2014, p. 331-348Chapter in book (Other academic)
  • 30.
    Ström, Annika
    Södertörn University, School of Culture and Education, Rhetoric.
    Professor Michael Wexionius Gyldenstolpes brev till sonen Nils 1660-1669: Utgåva av latinsk text med översättning2014Book (Refereed)
  • 31.
    Ström, Annika
    et al.
    Södertörn University, School of Culture and Education, Rhetoric.
    Zeeberg, Peter
    Scandinavia2015In: The Oxford Handbook of Neo-Latin / [ed] Sarah Knight, Stefan Tilg, Oxford: Oxford University Press, 2015, p. 493-508Chapter in book (Refereed)
  • 32.
    Wistedt, Fredrika
    Södertörn University, School of Culture and Education, Rhetoric.
    Skrattet i sprickorna: En retorisk studie av hur enthymem skapas i doxa2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Kent Wisti is a new phenomenon who is successful in social media with his satire drawings. With a softly approach Wisti is questioning the opinions and reactions to current events. The aim of the research is to examine ways and means Wisti uses to form opinions. Today it is difficult to debate about sensitive topics because of the fear of not being considered politically correct, a racist or tied to the opinions that we do not want to be associated with. By examining the topos used and how Wisti speaks about racism and immigration I can thereby discern how Wisti creates enthymem. Therefore I examine the question: How is enthymem created in Kent Wistis drawings? This, in turn, I examine by studying how different topos are used to create enthymem. The research is based on Maria Wolrath Söderbergs method for topos, where I stake on the concepts of points for discussion, bases for discussion and operations for discussion to thereby examine how enthymem are created. The results clearly show that Wisti leaves much implicitly requiring the reader to become a co-creator of enthymem and hence their own convictions. This demands that the readers are well informed of the topics and have similar thought patterns to Wisti in order to fully understand the message. Wisti argues against including prejudices and racism through flaws in various doxa. There are contradictions between what we say and what we do, or between which we want to be and who we are. Doxa is simply something that binds together our decisions and actions with our thinking and reasoning. If these elements do not match, a persons overall impression ruptures.  

  • 33.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Aristoteles retoriska toposlära: En verktygsrepertoar för fronesis2017 (ed. 1)Book (Refereed)
    Abstract [sv]

    Man skulle kunna tro att Aristoteles Retoriken är en talarlära i den mening som vi senare möter hos till exempel Cicero, men den är i själva verket en omfångsrik och närmast listbetonad samling topos. Topos är ett omtvistat begrepp, och det gäller särskilt Aristoteles toposbegrepp som Maria Wolrath Söderberg visar i den här boken. I korthet kan topos ses som kollektivt utvecklade diskursiva vanor inom olika verksamheter. Dessa vanor kan man fånga, beskriva som prototypargument och återanvända som argumentativa verktyg i nya situationer.

    Boken består av sju essäer som på olika vis försöker förstå vad Aristoteles toposlära är, hur den fungerar och vad man kan göra med den. Essäerna tar alla på ett eller annat vis sin utgångspunkt i ett särskilt perspektiv – nämligen att Aristoteles toposlära kan förstås som en verktygsrepertoar för handlingsklokhet – eller vad Aristoteles kallade fronesis.

    Maria Wolrath Söderberg är fil. dr i retorik och lektor vid Södertörns högskola. Hon har i sin forskning fokuserat på relationen mellan språk, kunskap och lärande och specifikt på toposläran som också stod i centrum för hennes avhandling Topos som meningsskapare – retorikens topiska perspektiv på tänkande och lärande genom argumentation.

  • 34.
    Wåghäll Nivre, Elisabeth
    Södertörn University, School of Culture and Education, Rhetoric. Stockohlms universitet.
    Att skriva ett liv: Drottning Kristina som litterär och historisk figur2013In: Bilder av Kristina: Drottning av Sverige – Drottning i Rom = Images of Christina, Queen of Sweden - queen in Rome / [ed] Sandin, Per, Stockholm: Livrustkammaren , 2013, p. 247-262Chapter in book (Other academic)
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