LEADER 05220nam 2200637Ia 450 001 9910462863303321 005 20200520144314.0 010 $a1-283-89521-8 010 $a90-272-7316-2 035 $a(CKB)2670000000280435 035 $a(EBL)1068549 035 $a(OCoLC)818846304 035 $a(SSID)ssj0000754918 035 $a(PQKBManifestationID)12378541 035 $a(PQKBTitleCode)TC0000754918 035 $a(PQKBWorkID)10726395 035 $a(PQKB)11036662 035 $a(MiAaPQ)EBC1068549 035 $a(Au-PeEL)EBL1068549 035 $a(CaPaEBR)ebr10626215 035 $a(CaONFJC)MIL420771 035 $a(EXLCZ)992670000000280435 100 $a20120716d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$a(Re)presentations and dialogue$b[electronic resource] /$fedited by Franc?ois Cooren, Alain Le?tourneau 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$dc2013 215 $a1 online resource (364 p.) 225 0 $aDialogue studies ;$v16 300 $aDescription based upon print version of record. 311 $a90-272-1033-0 320 $aIncludes bibliographical references and index. 327 $a(Re)presentations and Dialogue; Editorial page; Title page; LCC data; Dedication page; Table of contents; Introduction; References; Dialogue; 1. The issue; 2. Searching for our object 'dialogue'; 3. Identifying our scientific interest; 4. The order of object and representation; 5. How to derive methodology from the object: Basic guidelines; 6. Sample analyses; 7. The authentic text: Object or representation?; 8. Change in theorizing; References; Towards an inclusive notion of dialog for ethical and moral purposes; 1. Introduction; 2. Standpoints of this paper 327 $a3. Distinction and unity between the ethical and the moral 4. Common points and differences between two specific traditions of dialog's application; 5. Argumentation and negotiation; 6. Strategy to avoid dogmatism and relativism; 7. More details on the steps to treat a question according to Legault; 8. Dialog as participation: About the Bohm-Isaacs school; 9. Competence and dialog; 10. Concluding remarks: These processes considered as representation; References; Dogmatic dialogue; 1. Introduction; 2. The judicial problem 327 $a3. Background on the dispute, Appellate court practice, and the case: The dispute about same-sex marriage 3.1 Appellate court practice; 3.2 Washington supreme court and Andersen v. King county; 4. Method and materials; 5. Dialogic strategies in the law: Representing disagreeing others; 6. Context-spanning strategies; 7. Appellate law grounded practices; 8. Discussion and final thoughts; References; Representing gender in parliamentary dialogue; 1. Introduction; 2. Gender roles in institutional dialogue; 3. Gendering interpersonal discourse strategies in parliament 327 $a4. Strategic uses of parliamentary forms of address 5. Parliamentary practices and master suppression techniques; 6. Master suppression techniques in parliamentary dialogue; 7. Gendering parliamentary addressing strategies in the UK Parliament; 8. Gendering parliamentary addressing strategies in the Swedish Riksdag; 9. Concluding remarks; References; Dialogue as a truth-conveying discursive strategy; 1. Introductory remarks; 2. Dialogue as a "discursive strategy"; 3. Dia-logical constraints on "informational content"; 4. The ethical dimension of dialogue 327 $a5. Dialogue as a truth-conveying discursive strategy 6. Concluding remarks; References; Democracy and web-based dialogue; 1. Introduction; 2. Deliberative democracy and the public sphere; 3. The public sphere: Civil society minus the state and perhaps also the economy?; 4. The role of the media; 5. The blogosphere: A virtual public sphere?; 6. Some concluding thoughts; References; The metadiscourse of "Voice"; 1. Introduction; 2. Preliminary Observations on the Pragmatics of "Voice"; 2.1 Normative valence; 2.2 Participation framework; 2.3 Communicative problems; 2.4 Legitimacy; 2.5 Strength 327 $a2.6 Identity 330 $aThis study pertains to the field of studies on Textual Genetics and Enunciation Linguistics and is aimed at analyzing the forms of representation of verbal erasures occurring during the writing process of a story made up by two Brazilian pupils (7 years old). Having assumed "haphazardness" and "dialogism" as the central phenomena of this process, I relate verbal erasure to the points of tension that emerge during the dialogal text established by the pupils as they discuss and write the story. The haphazardness and dialogism typical of the enunciative action are related to the writers' returns 410 0$aDialogue Studies 606 $aDialogue analysis 608 $aElectronic books. 615 0$aDialogue analysis. 676 $a302.3 701 $aCooren$b Franc?ois$0930727 701 $aLe?tourneau$b Alain$f1959-$0946551 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462863303321 996 $aRe)presentations and dialogue$92138468 997 $aUNINA