Applying New Rhetoric to Legal Discourse: The Ebb and Flow of Reader and Writer, Text and Context
Applying New Rhetoric to Legal Discourse: The Ebb and Flow of Reader and Writer, Text and Context
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将新修辞应用于法律话语：读者和作者、文本和语境的潮起潮落
DOI：
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发表时间：
2008
影响因子：
0.2
通讯作者：
Linda L. Berger
中科院分区：
文献类型：
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作者：
Linda L. Berger
本文将新修辞学应用于法学教学，从新修辞学理论、研究和教学实践中得出读者和作者、文本和语境的潮起潮落。现在几乎所有的法律写作研究都集中在新修辞学的某些方面。然而，在论文评分的地方，产品法很可能仍然盛行，部分原因是它是一种更熟悉、更直接的论文评分方法。接下来是将新修辞学理论和研究更充分地应用于法律阅读和法律写作教学的初步尝试。文章中描述的教学实践的总体目标是鼓励学生将他们的早期阅读和写作视为可以改变的试探性草稿；当学生作为读者或作为作者可以反思当前的意义、目标和计划时，建立停顿；并给学生基于语境的修辞选择。这篇文章包括了一些建议：像专业读者那样进行反思阅读；关于反思性写作，通过写反思性日记；在书面策划上，通过零稿；在许多阶段的修订，包括使用同伴写作和阅读小组。
Applying New Rhetoric to law school pedagogy, this article suggests an ebb and flow of reader and writer, text and context drawn from New Rhetoric theory, research, and teaching practices. Almost all legal writing scholarship now focuses on some aspect of New Rhetoric. Yet it is likely that the product approach still prevails in the places where the papers are graded, in part because it is the more familiar and straightforward way that papers have always been graded. What follows is an initial attempt to more fully apply New Rhetoric theory and research to the teaching of legal reading and legal writing. The overall goal of the teaching practices described in the article is to encourage students to view their early readings and writings as tentative drafts that are open to change; to build in pauses when the student-as-reader or the student-as-writer can reflect on current meanings, goals, and plans; and to give students contextually based rhetorical choices to move forward. The article includes advice on reading reflectively, as expert readers do; on writing reflectively, by keeping a reflective journal; on planning in writing, through the zero draft; and on the many phases of revision, including the use of peer writing and reading groups.