LEADER 05729oam 2200769I 450 001 9910968031803321 005 20251117092350.0 010 $a9781351842884 010 $a1351842889 010 $a9781315224107 010 $a1315224100 010 $a9780895036797 010 $a0895036797 024 7 $a10.4324/9781315224107 035 $a(CKB)2670000000275688 035 $a(EBL)3117823 035 $a(SSID)ssj0000780048 035 $a(PQKBManifestationID)12336569 035 $a(PQKBTitleCode)TC0000780048 035 $a(PQKBWorkID)10785229 035 $a(PQKB)11492125 035 $a(Au-PeEL)EBL3117823 035 $a(CaPaEBR)ebr10613406 035 $a(OCoLC)608500295 035 $a(OCoLC)988384156 035 $a(MiAaPQ)EBC3117823 035 $a(BIP)67180629 035 $a(BIP)56714504 035 $a(EXLCZ)992670000000275688 100 $a20180706e20172007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMotives for metaphor in scientific and technical communication /$fTimothy D. Giles 205 $a1st ed. 210 1$aLondon :$cRoutledge,$d2017. 215 $a1 online resource (190 p.) 225 1 $aBaywood's technical communications series 300 $aFirst published 2007 by Baywood Pub. Co., Inc. 311 08$a9780415434409 311 08$a0415434408 311 08$a9780895033376 311 08$a0895033372 320 $aIncludes bibliographical references (p. 159-169) and index. 327 $a""Motives for Metaphor in Scientific and Technical Communication""; ""Cover""; ""Title Page""; ""Copyright Page""; ""Table of Contents""; ""Acknowledgments""; ""Introduction: The Problem of Metaphor in Scientific and Technical Communication""; ""Differentiating between Scientific and Technical Communication""; ""Metaphor and Analogy""; ""Summary of Chapters""; ""CHAPTER 1: Reintroducing Metaphor in the Technical Communication Classroom""; ""Problem""; ""Methodology""; ""Some General Considerations of Metaphor""; ""Technical Communication Textbooks""; ""Science Writing Texts"" 327 $a""CHAPTER 2: Metaphor in the Technical Communication Literature""""Metaphor and the Computer""; ""Technical Communication Theory""; ""Technical Communication Pedagogy""; ""Conclusion""; ""CHAPTER 3: A Review of the Theories of Metaphor""; ""Substitution Theory of Metaphor""; ""Aristotle on Metaphor""; ""Twentieth-Century Substitutionists""; ""Nietzsche and Post-Modern Metaphor""; ""The Tensionists: An Introduction to Interaction""; ""The Interactionists""; ""Metaphor as Epistemology""; ""Conclusion""; ""CHAPTER 4: The Metaphors of Mathematics: A Case Study of the Solar System Analogy"" 327 $a""Scottish Natural Philosophy""""Lodge and the BAAS""; ""The Solar System Analogy""; ""The Solar System Analogy in Secondary-School Texts""; ""A Narrative History of the Solar System Analogy""; ""Lord Kelvin""; ""James Clerk Maxwell""; ""J. J. Thomson""; ""Oliver Lodge""; ""Ernest Rutherford""; ""Niels Bohr""; ""Conclusion""; ""CHAPTER 5: The Question of Metaphor in Natural Language: A Case Study""; ""The Question of Cloning""; ""Recognition of the Dominant/Emergent Metaphors""; ""The Effect Upon the Scientific Community""; ""Conclusion""; ""CHAPTER 6: Implications"" 327 $a""An Approach Based on this Study""""Other Avenues for Research""; ""References""; ""Index""; ""Selected Titles from: Baywooda???s Technical Communications Series""; ""Back Cover"" 330 $aExamination of the work of scientific icons-Newton, Descartes, and others-reveals the metaphors and analogies that directed their research and explain their discoveries. Today, scientists tend to balk at the idea of their writing as rhetorical, much less metaphorical. How did this schism over metaphor occur in the scientific community? To establish that scientists should use metaphors to explain science to the public and need to be conscious of how metaphor can be useful to their research, this book examines the controversy over cloning and the lack of a metaphor to explain it to a public fearful of science's power.The disjunction between metaphor and science is traced to the dispensation of the Solar System Analogy in favor of a mathematical model. Arguing that mathematics is metaphorical, the author supports the idea of all language as metaphorical-unlike many rhetoricians and philosophers of science who have proclaimed all language as metaphorical but have allowed a distinction between a metaphorical use of language and a literal use.For technical communication pedagogy, the implications of this study suggest foregrounding metaphor in textbooks and in the classroom. Though many technical communication textbooks recommend metaphor as a rhetorical strategy, some advise avoiding it, and those that recommend it usually do so in a paragraph or two, with little direction for students on how to recognize metaphors or to how use them. This book provides the impetus for a change in the pedagogical approach to metaphor as a rhetorical tool with epistemological significance. 410 0$aBaywood's technical communications series (Unnumbered) 606 $aCommunication of technical information 606 $aTechnical writing 606 $aMetaphor 615 0$aCommunication of technical information. 615 0$aTechnical writing. 615 0$aMetaphor. 676 $a601./4 700 $aGiles$b Timothy D.$f1958-,$01803308 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910968031803321 996 $aMotives for metaphor in scientific and technical communication$94350100 997 $aUNINA