- Author:
Magdalena Ozimek-Hanslik
- Institution:
Uniwersytet Opolski
- ORCID:
https://orcid.org/0000-0001-5552-1303
- Year of publication:
2023
- Source:
Show
- Pages:
46-62
- DOI Address:
https://doi.org/10.15804/athena.2023.77.03
- PDF:
apsp/77/apsp7703.pdf
Transgressive character of writing in the field of theory of politics
The thesis of this paper is the claim that the characteristic of writing in the field of theory of politics is its trangressiveness, i.e., exceeding certain norms. It means that it is arguing with scientificity pattern, i.e., formal rules that constitute the current criterion of scientificity. Adopting a theory of politics perspective, inspired by Pierre Bourdieu’s achievements, allows to show that definition of science is the stake in the game in the scientific field and the subfield of theory of politics. The aim of this paper is to show that the transgressive character of theory of politics writing is not unscientific, but it is rather a form of negotiations of the very norms of science by crossing the rigid patterns of writing, and its unconventional form is determined by its subject.
- Author:
Anna Kucharska
- E-mail:
akucharska@kul.pl
- Institution:
Katolicki Uniwersytet Lubelski Jana Pawła II
- ORCID:
https://orcid.org/0000-0002-2318-5971
- Author:
Annamaria Cacchione
- E-mail:
a.cacchione@indire.it
- Institution:
Istituto Nazionale Documentazione Innovazione Ricerca
- ORCID:
https://orcid.org/0000-0002-6983-333X
- Year of publication:
2023
- Source:
Show
- Pages:
153-169
- DOI Address:
https://doi.org/10.15804/IW.2023.14.2.08
- PDF:
iw/14_2/iw14208.pdf
Neophilological Students’ knowledge and opinions on argumentation
The aim of this paper is to present the views of university learners in the Faculty of Neophilology on argumentative text. We are interested in their theoretical knowledge of argumentation and argumentative text genres, as well as their opinions on the importance of analysing and practising different text types during foreign language courses. Furthermore, in light of our teaching experience, we can see that the task of writing an argumentative text in a foreign language course (in our case, Italian) usually turns into an activity of purely listing arguments for and against a thesis. The arguments listed are mostly of little argumentative effectiveness because they are commonplace, widespread opinions repeated in the same kind of compositions during previous educational cycles. Using questionnaire administered to 33 Polish, Spanish, and Italian students, we observed their opinions and knowledge of argumentative discourse.