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Power, Persuasion and Manipulation in Specialised Genres

Providing Keys to the Rhetoric of Professional Communities

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Edited By María Ángeles Orts Llopis, Ruth Breeze and Maurizio Gotti

This volume focuses on the study of linguistic manipulation, persuasion and power in the written texts of professional communication, to go further into the understanding of how they are constructed, interpreted, used and exploited in the achievement of specific goals. Such texts are here contemplated from the stance of genre theory, which starts from the premise that specialised communities have a high level of rhetorical sophistication, the keys to which are offered solely to their members. In particular, the book investigates the communicative devices that serve the need of such professions to exert power and manipulation, and to use persuasion. The perspective adopted in this work does not envisage power simply as a distant, alienated and alienating supremacy from above, but as an everyday, socialized and embodied phenomenon. To attain its goal, the volume brings forth studies on the language of several professions belonging to various specialised fields such as law and arbitration, engineering, economics, advertising, business, politics, medicine, social work, education and the media.

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A Keyword Analysis of the 2015 UK Higher Education Green Paper and the Twitter Debate (Pascual Pérez-Paredes)

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PASCUAL PÉREZ-PAREDES

A Keyword Analysis of the 2015 UK Higher Education Green Paper and the Twitter Debate

1.   Introduction

The UK ‘Higher education (HE): teaching excellence, social mobility and student choice’ Green Paper (henceforth HEGP) was released in November 2015. One of the flagships of this initiative is the implementation of the teaching excellence framework (TEF), which will allegedly give power to the UK government to monitor and assess the quality of teaching in English universities. According to Times Higher Education,1 the new TEF seeks to ensure that students receive an “excellent” teaching experience that encourages “original thinking, drives up engagement and prepares them for the world of work, build a culture where teaching has equal status with research, provide students with the information they need to judge teaching quality and recognize institutions that do the most to welcome students and include a clear set of outcome-focused criteria and metrics”. HEGP consultation ended on 15 January 20162.

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