Activity
How would you define the following in a classroom context? What is the range of definitions you can think of? Would yours be different from your subjects’/students’ if you were to interview them? Given the range of interpretations, what level of statistical significance in your findings would overcome this inherent variation?
Semiotician Kenneth Burke, in A Rhetoric of Motives, uses ‘spinning possibilities and implications’ (Burke, 1969) to achieve new understandings. For example, hot and dry meet to create one or more schemata, whereas hot and wet, others. Hot and toothbrush becomes more interesting! What other modifiers could broaden our understanding of the nouns above? How could they lead findings if we are not careful?
- Useful discussion
- Good question
- Interesting digression
- Devil’s advocate
- Distracted student
- Solid curriculum
Semiotician Kenneth Burke, in A Rhetoric of Motives, uses ‘spinning possibilities and implications’ (Burke, 1969) to achieve new understandings. For example, hot and dry meet to create one or more schemata, whereas hot and wet, others. Hot and toothbrush becomes more interesting! What other modifiers could broaden our understanding of the nouns above? How could they lead findings if we are not careful?