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A Qi 气 Theory of Voice: Cultivating ...

Zhao, Yebing,

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A Qi 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qi 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing // Yebing Zhao.
Author:	Zhao, Yebing,
Description:	1 electronic resource (221 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Communication. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31312325
ISBN:	9798382323930

A Qi 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing /
Zhao, Yebing,

A Qi 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing /Yebing Zhao. - 1 electronic resource (221 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Following the latest comparative rhetoric methodologies, this dissertation recovers the ancient Chinese rhetoric of qi (气, respirational air, vitality, or energy mobilized by the cosmological yin-yang dynamics) and brings its related literary theory "wenqi 文气" (the holistic and contingent manifestation of an author's distinctive pneuma or ecological self in a written text) into reflective dialogues with the Euro-American concept of "voice" in writing studies. By studying the Chinese "voice" with its own term and in its own context, the study recuperates an ecological worldview embedded in the Chinese wenqi theory and challenges the widespread misconception of "Asian voice" as completely "collective" without individual originality, a misconception influenced by the Eurocentric binary theorization of voice as either individual-centered or socially-constructed, which continues to haunt the research analysis, teaching, and assessment of voice in both Euro-America and China. Through a detailed analysis of resonances and dissonances between voice and wenqi, the author draws insights from both cultures to develop a hybrid "qi-voice" theory that aims to chart out new approaches to conceptualizing, analyzing, assessing, and teaching voice in contemporary writing classrooms. The qi-voice theory situates writers in a reciprocal and mutually constitutive relationship with their human and nonhuman others in the ecosystem and urges writers to ever invent and develop their qi-voice by mobilizing their body and mind to sympathetically/ethically and critically/self-reflectively interact with their situated ecosystem. It hence concerns not only the contingent textual manifestation of one's distinct/inventive and ethical qi-voice in the final product of writing but also one's self-conscious processes of cultivating (inventing and refining) and manifesting (choosing textual strategies) their inventive and ethical qi-voice through ongoing critical, reflective, and dialogical negotiations with their human and nonhuman others, their previous self, all factors of a text, and readers in the ecosystem. Based on the theory, the author develops a qi-voice pedagogy and incorporates it into an intercultural writing course to nurture students' metacognition and ability in analyzing, inventing, negotiating, refining/reinventing, and strategically balancing and manifesting their qi-voice across differences. An IRB-approved classroom-based research was conducted for examining the strengths and limitations of the qi-voice pedagogy. All research findings are anticipated to shed new light on educating students' inventive and ethical intercultural communicative competence.

English

ISBN: 9798382323930Subjects--Topical Terms:

524709
Communication.
Subjects--Index Terms:

Literary theory

A Qi 气 Theory of Voice: Cultivating and Negotiating Inventive and Ethical Qi-Voice in Writing /
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520 $a Following the latest comparative rhetoric methodologies, this dissertation recovers the ancient Chinese rhetoric of qi (气, respirational air, vitality, or energy mobilized by the cosmological yin-yang dynamics) and brings its related literary theory "wenqi 文气" (the holistic and contingent manifestation of an author's distinctive pneuma or ecological self in a written text) into reflective dialogues with the Euro-American concept of "voice" in writing studies. By studying the Chinese "voice" with its own term and in its own context, the study recuperates an ecological worldview embedded in the Chinese wenqi theory and challenges the widespread misconception of "Asian voice" as completely "collective" without individual originality, a misconception influenced by the Eurocentric binary theorization of voice as either individual-centered or socially-constructed, which continues to haunt the research analysis, teaching, and assessment of voice in both Euro-America and China. Through a detailed analysis of resonances and dissonances between voice and wenqi, the author draws insights from both cultures to develop a hybrid "qi-voice" theory that aims to chart out new approaches to conceptualizing, analyzing, assessing, and teaching voice in contemporary writing classrooms. The qi-voice theory situates writers in a reciprocal and mutually constitutive relationship with their human and nonhuman others in the ecosystem and urges writers to ever invent and develop their qi-voice by mobilizing their body and mind to sympathetically/ethically and critically/self-reflectively interact with their situated ecosystem. It hence concerns not only the contingent textual manifestation of one's distinct/inventive and ethical qi-voice in the final product of writing but also one's self-conscious processes of cultivating (inventing and refining) and manifesting (choosing textual strategies) their inventive and ethical qi-voice through ongoing critical, reflective, and dialogical negotiations with their human and nonhuman others, their previous self, all factors of a text, and readers in the ecosystem. Based on the theory, the author develops a qi-voice pedagogy and incorporates it into an intercultural writing course to nurture students' metacognition and ability in analyzing, inventing, negotiating, refining/reinventing, and strategically balancing and manifesting their qi-voice across differences. An IRB-approved classroom-based research was conducted for examining the strengths and limitations of the qi-voice pedagogy. All research findings are anticipated to shed new light on educating students' inventive and ethical intercultural communicative competence.
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